Smol-Data
Collection
Tried and tested mixes for strong pretraining
•
14 items
•
Updated
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1
text
string | id
string | dump
string | url
string | date
string | file_path
string | offset
int64 | token_count
int64 | language
string | page_average_lid
string | page_average_lid_score
float64 | full_doc_lid
string | full_doc_lid_score
float64 | per_page_languages
list | is_truncated
bool | extractor
string | page_ends
list | fw_edu_scores
list | minhash_cluster_size
int64 | duplicate_count
int64 | dataset
string |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
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
|
HuggingFaceFW/finepdfs-edu
|
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：[email protected]
稿件電郵：[email protected]
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 [email protected]
❖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 protected]
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: [email protected]
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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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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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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## 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
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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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2018-09-22T18:02:29Z
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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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Curriculum-Based Assessment List: Examiner Copy
This answer key contains 60 items from the following assessment list(s):
- Letters: Mixed Case
- Dolch Words (Pre-Primer)
| Item | Word | Letter | Count |
|------|---------------|--------|-------|
| 1 | two | | |
| 2 | the | | |
| 3 | for | | |
| 4 | D | | |
| 5 | come | | |
| 6 | and | | |
| 7 | h | | |
| 8 | m | | |
| 9 | U | | |
| 10 | three | | |
| 11 | j | | |
| 12 | T | | |
| 13 | it | | |
| 14 | E | | |
| 15 | y | | |
| 16 | make | | |
| 17 | go | | |
| 18 | me | | |
| 19 | red | | |
| 20 | z | | |
| 21 | o | | |
| 22 | t | | |
| 23 | to | | |
| 24 | R | | |
| 25 | S | | |
| 26 | my | | |
| 27 | funny | | |
| 28 | N | | |
| 29 | one | | |
| 30 | said | | |
| 31 | s | | |
| 32 | we | | |
| 33 | W | | |
| 34 | little | | |
| 35 | O | | |
| 36 | P | | |
| 37 | A | | |
| 38 | I | | |
| 39 | a | | |
| 40 | find | | |
| 41 | look | | |
| 42 | up | | |
| 43 | H | | |
| 44 | M | | |
| 45 | Y | | |
| 46 | not | | |
| 47 | big | | |
| 48 | can | | |
| 49 | a | | |
| 50 | G | | |
| 51 | jump | | |
| 52 | C | | |
| 53 | Letters: Mixed | | |
| 54 | Dolch Words: | | |
| 55 | Letters: Mixed | | |
| 56 | Dolch Words: | | |
http://lefthandlogic.mmaweb.net/servlet/cbaWordlist 11/12/2007
| Case | Pre-Primer | Case | Pre-Primer |
|------|------------|------|------------|
| n | help | L | away |
| | | | 4/56 |
| Item 57: Letters: Mixed | Item 58: Letters: Mixed | Item 59: Letters: Mixed | Item 60: Letters: Mixed |
|-------------------------|-------------------------|-------------------------|-------------------------|
| b | K | v | c |
| | | | 4/60 |
www.interventioncentral.org
Click for Student Worksheet
Curriculum-Based Assessment List: Examiner Copy
This answer key contains 60 items from the following assessment list(s):
- Letters: Mixed Case
- Dolch Words: Pre-Primer
| Item 1: Letters: Mixed Case | Item 2: Letters: Mixed Case | Item 3: Dolch Words: Pre-Primer | Item 4: Dolch Words: Pre-Primer |
|-----------------------------|-----------------------------|---------------------------------|---------------------------------|
| J | S | it | down |
| Item 5: Letters: Mixed Case | Item 6: Letters: Mixed Case | Item 7: Letters: Mixed Case | Item 8: Dolch Words: Pre-Primer |
|-----------------------------|-----------------------------|-----------------------------|---------------------------------|
| Z | M | H | blue |
| Item 9: Dolch Words: Pre-Primer | Item 10: Letters: Mixed Case | Item 11: Dolch Words: Pre-Primer | Item 12: Dolch Words: Pre-Primer |
|---------------------------------|-----------------------------|---------------------------------|---------------------------------|
| me | W | look | see |
| Item 13: Letters: Mixed Case | Item 14: Dolch Words: Pre-Primer | Item 15: Letters: Mixed Case | Item 16: Letters: Mixed Case |
|-------------------------------|----------------------------------|-------------------------------|-------------------------------|
| C | in | W | T |
| Item 17: Dolch Words: Pre-Primer | Item 18: Dolch Words: Pre-Primer | Item 19: Letters: Mixed Case | Item 20: Dolch Words: Pre-Primer |
|---------------------------------|----------------------------------|-------------------------------|---------------------------------|
| away | I | G | said |
| Item 21: Dolch Words: Pre-Primer | Item 22: Letters: Mixed Case | Item 23: Letters: Mixed Case | Item 24: Dolch Words: Pre-Primer |
|---------------------------------|-----------------------------|-------------------------------|---------------------------------|
| for | k | F | can |
| Item 25: Letters: Mixed Case | Item 26: Letters: Mixed Case | Item 27: Dolch Words: Pre-Primer | Item 28: Dolch Words: Pre-Primer |
|-------------------------------|-----------------------------|---------------------------------|---------------------------------|
| B | m | three | two |
| Item 29: Letters: Mixed Case | Item 30: Letters: Mixed Case | Item 31: Letters: Mixed Case | Item 32: Letters: Mixed Case |
|-------------------------------|-----------------------------|-------------------------------|-------------------------------|
| I | K | j | V |
| Item 33: Dolch Words: Pre-Primer | Item 34: Letters: Mixed Case | Item 35: Dolch Words: Pre-Primer | Item 36: Letters: Mixed Case |
|---------------------------------|-----------------------------|---------------------------------|-------------------------------|
| is | I | go | z |
| Item 37: Dolch Words: Pre-Primer | Item 38: Letters: Mixed Case | Item 39: Letters: Mixed Case | Item 40: Letters: Mixed Case |
|---------------------------------|-----------------------------|-------------------------------|-------------------------------|
| jump | i | h | n |
| Item 41: Dolch Words: Pre-Primer | Item 42: Dolch Words: Pre-Primer | Item 43: Dolch Words: Pre-Primer | Item 44: Letters: Mixed Case |
|---------------------------------|----------------------------------|---------------------------------|-------------------------------|
| not | funny | help | P |
| Item 45: Dolch Words: Pre-Primer | Item 46: Dolch Words: Pre-Primer | Item 47: Dolch Words: Pre-Primer | Item 48: Letters: Mixed Case |
|---------------------------------|----------------------------------|---------------------------------|-------------------------------|
| red | big | a | L |
| Item 49: Dolch Words: Pre-Primer | Item 50: Dolch Words: Pre-Primer | Item 51: Dolch Words: Pre-Primer | Item 52: Dolch Words: Pre-Primer |
|---------------------------------|----------------------------------|---------------------------------|---------------------------------|
| to | come | little | hers |
| Item 53: Dolch Words: | Item 54: Letters: Mixed | Item 55: Letters: Mixed | Item 56: Dolch Words: |
|-----------------------|-------------------------|-------------------------|-----------------------|
http://lefthandlogic.mmaweb.net/servlet/cbaWordlist
| Item 57: Letters: Mixed Case | Item 58: Letters: Mixed Case | Item 59: Dolch Words: Pre-Primer | Item 60: Dolch Words: Pre-Primer |
|-----------------------------|-----------------------------|---------------------------------|---------------------------------|
| X | D | make | we |
www.interventioncentral.org
Click for Student Worksheet
Curriculum-Based Assessment List: Examiner Copy
This answer key contains 60 items from the following assessment list(s):
- Letters: Mixed Case
- Dolch Words: Pre-Primer
| Item | Category | Word | Item | Category | Word |
|------|-------------------|--------|------|-------------------|--------|
| 1 | Dolch Words: Pre-Primer | I | 2 | Letters: Mixed Case | B |
| 3 | Letters: Mixed Case | J | 4 | Letters: Mixed Case | b |
| 5 | Letters: Mixed Case | k | 6 | Letters: Mixed Case | c |
| 7 | Letters: Mixed Case | Z | 8 | Letters: Mixed Case | x |
| 9 | Letters: Mixed Case | N | 10 | Letters: Mixed Case | l |
| 11 | Dolch Words: Pre-Primer | down | 12 | Dolch Words: Pre-Primer | the |
| 13 | Letters: Mixed Case | D | 14 | Letters: Mixed Case | E |
| 15 | Letters: Mixed Case | V | 16 | Letters: Mixed Case | l |
| 17 | Letters: Mixed Case | m | 18 | Dolch Words: Pre-Primer | yellow |
| 19 | Letters: Mixed Case | j | 20 | Dolch Words: Pre-Primer | red |
| 21 | Letters: Mixed Case | C | 22 | Letters: Mixed Case | d |
| 23 | Dolch Words: Pre-Primer | jump | 24 | Dolch Words: Pre-Primer | three |
| 25 | Letters: Mixed Case | z | 26 | Dolch Words: Pre-Primer | make |
| 27 | Dolch Words: Pre-Primer | two | 28 | Letters: Mixed Case | O |
| 29 | Letters: Mixed Case | H | 30 | Letters: Mixed Case | U |
| 31 | Dolch Words: Pre-Primer | me | 32 | Dolch Words: Pre-Primer | not |
| 33 | Dolch Words: Pre-Primer | to | 34 | Letters: Mixed Case | S |
| 35 | Dolch Words: Pre-Primer | run | 36 | Dolch Words: Pre-Primer | in |
| 37 | Dolch Words: Pre-Primer | away | 38 | Dolch Words: Pre-Primer | big |
| 39 | Dolch Words: Pre-Primer | go | 40 | Letters: Mixed Case | i |
| 41 | Letters: Mixed Case | K | 42 | Letters: Mixed Case | Y |
| 43 | Letters: Mixed Case | n | 44 | Letters: Mixed Case | G |
| 45 | Letters: Mixed Case | W | 46 | Letters: Mixed Case | t |
| 47 | Letters: Mixed Case | L | 48 | Dolch Words: Pre-Primer | play |
| 49 | Dolch Words: Pre-Primer | help | 50 | Dolch Words: Pre-Primer | and |
| 51 | Dolch Words: Pre-Primer | is | 52 | Letters: Mixed Case | T |
http://lefthandlogic.mmaweb.net/servlet/cbaWordlist
| Item 57: Letters: Mixed Case | Item 58: Letters: Mixed Case | Item 59: Letters: Mixed Case | Item 60: Dolch Words: Pre-Primer |
|-----------------------------|-----------------------------|-----------------------------|---------------------------------|
| M | W | u | little |
www.interventioncentral.org
Click for Student Worksheet
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2021-05-13T12:43:48+00:00
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Academic year 2018/19
Schooldays
Schoolholidays Special days
Dates given for school holidays are always the
¾¾¾
¾ ¾
first and the
last day of the holidays.
1st day of school - classes II, III, IV and V
3rd September 2018
1st day of school - classes I
4th September 2018
Open Doors Day - Shkolla fillore
12th October 2018
Flagday
28th November 2018
(1st day of school – 29th November 2018)
Catholic Christmas
24th and 25th December 2018
Winter holidays
29th December 2018 – 13th January 2019 (1st day of school – 14th January 2019)
Independance day
16th – 18th February 2019
(1st day of school – 19th February 2019)
Spring holidays
18th – 23rd April 2019
(1st day of school – 24th April 2019)
Catholic easter
21st April 2019
Open Doors Day - Gymnasium
13th April 2019
Labour day
1st - 5th May 2019
(1st day of school – 6th May 2019)
ABC-Fest
17th May 2019
Bajram (Eid-al-Fitr)
1st – 9th June 2019
(1st day of school – 10th June 2019)
Summer holidays
29th June - 1st September 2019
Bajram (Kurban)
11th – 14th August 2019
-
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2018-08-17T04:17:32Z
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审计报告 AUDITOR'S REPORT
中国进出口银行：
信会师报字[2024]第ZA31152号
一、审计意见
我们审计了中国进出口银行（以下简称"进出口银行"）财务报表，包括2023年12月31日的合并及银行资产负债表， 2023年度的合并及银行利润表、合并及银行现金流量表、合并及银行所有者权益变动表以及相关财务报表附注。
我们认为，后附的财务报表在所有重大方面按照企业会计准则的规定编制，公允反映了进出口银行2023年12月31日的 合并及银行财务状况以及2023年度的合并及银行经营成果和现金流量。
二、形成审计意见的基础
我们按照中国注册会计师审计准则的规定执行了审计工作。审计报告的"注册会计师对财务报表审计的责任"部分进一 步阐述了我们在这些准则下的责任。按照中国注册会计师职业道德守则，我们独立于进出口银行，并履行了职业道德方 面的其他责任。我们相信，我们获取的审计证据是充分、适当的，为发表审计意见提供了基础。
三、其他信息
进出口银行管理层（以下简称管理层）对其他信息负责。其他信息包括进出口银行2023年年度报告中涵盖的信息，但不 包括财务报表和我们的审计报告。
我们对财务报表发表的审计意见不涵盖其他信息，我们也不对其他信息发表任何形式的鉴证结论。
结合我们对财务报表的审计，我们的责任是阅读其他信息，在此过程中，考虑其他信息是否与财务报表或我们在审计过 程中了解到的情况存在重大不一致或者似乎存在重大错报。
基于我们已执行的工作，如果我们确定其他信息存在重大错报，我们应当报告该事实。在这方面，我们无任何事项需要 报告。
四、管理层和治理层对财务报表的责任
管理层负责按照企业会计准则的规定编制财务报表，使其实现公允反映，并设计、执行和维护必要的内部控制，以使财 务报表不存在由于舞弊或错误导致的重大错报。
在编制财务报表时，管理层负责评估进出口银行的持续经营能力，披露与持续经营相关的事项（如适用），并运用持续 经营假设，除非计划进行清算、终止运营或别无其他现实的选择。
治理层负责监督进出口银行的财务报告过程。
五、注册会计师对财务报表审计的责任
我们的目标是对财务报表整体是否不存在由于舞弊或错误导致的重大错报获取合理保证，并出具包含审计意见的审计报 告。合理保证是高水平的保证，但并不能保证按照审计准则执行的审计在某一重大错报存在时总能发现。错报可能由于 舞弊或错误导致，如果合理预期错报单独或汇总起来可能影响财务报表使用者依据财务报表作出的经济决策，则通常认 为错报是重大的。
在按照审计准则执行审计工作的过程中，我们运用职业判断，并保持职业怀疑。同时，我们也执行以下工作：
（一）识别和评估由于舞弊或错误导致的财务报表重大错报风险，设计和实施审计程序以应对这些风险，并获取充分、 适当的审计证据，作为发表审计意见的基础。由于舞弊可能涉及串通、伪造、故意遗漏、虚假陈述或凌驾于内部控制之 上，未能发现由于舞弊导致的重大错报的风险高于未能发现由于错误导致的重大错报的风险。
（二）了解与审计相关的内部控制，以设计恰当的审计程序，但目的并非对内部控制的有效性发表意见。
（三）评价管理层选用会计政策的恰当性和作出会计估计及相关披露的合理性。
（四）对管理层使用持续经营假设的恰当性得出结论。同时，根据获取的审计证据，就可能导致对进出口银行持续经营 能力产生重大疑虑的事项或情况是否存在重大不确定性得出结论。如果我们得出结论认为存在重大不确定性，审计准则 要求我们在审计报告中提请报表使用者注意财务报表中的相关披露；如果披露不充分，我们应当发表非无保留意见。我 们的结论基于截至审计报告日可获得的信息。然而，未来的事项或情况可能导致进出口银行不能持续经营。
（五）评价财务报表的总体列报（包括披露）、结构和内容，并评价财务报表是否公允反映相关交易和事项。
（六）就进出口银行中实体或业务活动的财务信息获取充分、适当的审计证据，以对合并财务报表发表审计意见。我们 负责指导、监督和执行集团审计，并对审计意见承担全部责任。
我们与治理层就计划的审计范围、时间安排和重大审计发现等事项进行沟通，包括沟通我们在审计中识别出的值得关注 的内部控制缺陷。
中国注册会计师：
中国注册会计师：
二〇二四年四月二十六日
AUDITOR'S REPORT
To the Export-Import Bank of China:
Opinion
We have audited the accompanying financial statements of the Export-Import Bank of China ("the Bank"), which comprise the consolidated and the Bank's balance sheets as at 31 December 2023, the consolidated and the Bank's income statements, the consolidated and the Bank's statements of cash flows, and the consolidated and the Bank's statements of changes in owners' equity for the year then ended, and notes to the financial statements.
In our opinion, the accompanying financial statements present fairly, in all material respects, the consolidated and the Bank's financial position as at 31 December 2023 and the consolidated and the Bank's financial performance and cash flows for the year then ended in accordance with the requirements of Accounting Standards for Business Enterprises.
Basis for Opinion
We conducted our audit in accordance with China Standards on Auditing ("CSAs"). Our responsibilities under those standards are further described in the Auditor's Responsibilities for the Audit of the Financial Statements section of our report. We are independent of the Bank in accordance with the Code of Ethics for Professional Accountants of the Chinese Institute of Certified Public Accountants ("CICPA Code"), and we have fulfilled our other ethical responsibilities in accordance with the CICPA Code. We believe that the audit evidence we have obtained is sufficient and appropriate to provide a basis for our opinion.
Other Information
Management of the Bank ("Management") is responsible for the other information. The other information comprises all of the information included in the 2023 annual report of the Bank, other than the financial statements and our auditor's report thereon.
Our opinion on the financial statements does not cover the other information and we do not express any form of assurance conclusion thereon.
In connection with our audit of the financial statements, our responsibility is to read the other information and, in doing so, consider whether the other information is materially inconsistent with the financial statements or our knowledge obtained in the audit or otherwise appears to be materially misstated.
If, based on the work we have performed, we conclude that there is a material misstatement of the other information, we are required to report that fact. We have nothing to report in this regard.
Responsibilities of Management and Those Charged with Governance for the Financial Statements
Management is responsible for the preparation and fair presentation of the financial statements in accordance with the requirements of Accounting Standards for Business Enterprises, and for such internal control as management determines is necessary to enable the preparation of financial statements that are free from material misstatement, whether due to fraud or error.
In preparing the financial statements, management is responsible for assessing the Bank's ability to continue as a going concern, disclosing, if applicable, matters related to going concern and using the going concern basis of accounting unless management either intends to liquidate the Bank or to cease operations, or has no realistic alternative but to do so.
Those charged with governance are responsible for overseeing the Bank's financial reporting process.
Xin Kuai Shi Bao Zi [2024] No. ZA31152
Auditor's Responsibilities for the Audit of the Financial Statements
Our objectives are to obtain reasonable assurance about whether the financial statements as a whole are free from material misstatement, whether due to fraud or error, and to issue an auditor's report that includes our opinion. Reasonable assurance is a high level of assurance, but is not a guarantee that an audit conducted in accordance with CSAs will always detect a material misstatement when it exists. Misstatements can arise from fraud or error and are considered material if, individually or in the aggregate, they could reasonably be expected to influence the economic decisions of users taken on the basis of these financial statements.
As part of an audit in accordance with CSAs, we exercise professional judgment and maintain professional skepticism throughout the audit. We also:
(1) Identify and assess the risks of material misstatement of the financial statements, whether due to fraud or error, design and perform audit procedures responsive to those risks, and obtain audit evidence that is sufficient and appropriate to provide a basis for our opinion. The risk of not detecting a material misstatement resulting from fraud is higher than for one resulting from error, as fraud may involve collusion, forgery, intentional omissions, misrepresentations, or the override of internal control.
(2) Obtain an understanding of internal control relevant to the audit in order to design audit procedures that are appropriate in the circumstances, but not for the purpose of expressing an opinion on the effectiveness of the Bank's internal control.
(3) Evaluate the appropriateness of accounting policies used and the reasonableness of accounting estimates and related disclosures made by management.
(4) Conclude on the appropriateness of management's use of the going concern basis of accounting and, based on the audit evidence obtained, whether a material uncertainty exists related to events or conditions that may cast significant doubt on the Bank's ability to continue as a going concern. If we conclude that a material uncertainty exists, we are required to draw attention in our auditor's report to the related disclosures in the financial statements or, if such disclosures are inadequate, to modify our opinion. Our conclusions are based on the audit evidence obtained up to the date of our auditor's report. However, future events or conditions may cause the Bank to cease to continue as a going concern.
(5) Evaluate the overall presentation (including the disclosures), structure and contents of the financial statements, and whether the financial statements represent the underlying transactions and events in a manner that achieves fair presentation.
(6) Obtain sufficient appropriate audit evidence regarding the financial information of the entities or business activities within the Bank to express an opinion on the consolidated financial statements. We are responsible for the direction, supervision and performance of the group audit. We remain solely responsible for our audit opinion.
We communicate with those charged with governance regarding, among other matters, the planned scope and timing of the audit and significant audit findings, including any significant deficiencies in internal control that we identify during our audit.
Certified Public Accountant of China:
Certified Public Accountant of China:
This report, the accompanying financial statements and notes to the financial statements are English translation of the Chinese version of the Bank. This translation is not required by law or any regulation. This material was prepared solely for the information of management of the Bank. The accuracy or completeness of this translation is not guaranteed. In the event of any inconsistency between this English translation and the Chinese version, the Chinese version shall prevail.
117
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Lagarostrobos franklinni
Huon Pine
What is Huon pine?
The Huon pine Lagarostrobos franklinii is a conifer and is endemic to Tasmania. It is the only member of the genus Lagarostrobos. Related species from the family Podocarpaceae, originating from the ancient supercontinent Gondwana, are found in Chile, Malaysia and New Zealand.
How long does it live?
The Huon pine is Australia's oldest living tree and is one of the oldest living organisms on earth. Individuals have been known to reach an age of 3,000 years. Fossil records from a tree found in the south-west of Tasmania were dated at 3,462 years. (Carder A., 1995). Only the bristle-cone pine of North America exceeds it in age.
Growth rate and reproduction
The Huon pine grows at the incredibly slow rate of between 0.3 – 2 mm per year in diameter. Despite such slow growth the tree may attain heights of 40 m and commonly reaches 20 m to 25 m in height. The foliage of the Huon pine consists of tiny scales closely pressed to the stalk.
Huon pines produce pollen and seeds from small cones that are about 3 mm long. Male and female cones are produced on separate trees. A small number of trees produce both male and female cones, though this is quite rare.
Reproduction occurs in 'mast years'. Every 5 – 7 years a mass seeding occurs. Seeds are dispersed a short distance around the tree except where they land in water and are transported downstream. Huon pines also reproduce vegetatively. They do this by layering. Tree branches reaching the ground start to root and establish themselves as a new tree, which eventually breaks away from the parent. Branches breaking off trees can also take root.
Where does it grow?
Huon pines are found in the west and southwest of Tasmania where they grow among river-bank rainforest and also in a few subalpine lake shore forests. They are usually killed by fire and are drought sensitive, so are restricted to cool, wet areas.
Huon pines are often associated with rainforest species such as myrtle (Nothofagus cunninghamii), leatherwood (Eucryphia lucida) and sassafras (Atherosperma moschatum).
In this way populations such as a forest stand at Mt Read, which have no female trees, continue to survive. It is believed that the Mt Read stand has been regenerating in the absence of female trees for more than 10,000 years, although no individual trees are more than 1,500 years old.
Some of the most accessible sites to see Huon pines are: the Tahune Forest Reserve near Geeveston on the Picton River; the Arthur-Pieman River State Reserve near Corinna; the Teepookana Forest Reserve; the heritage landing on the Gordon River on the west coast; and near Newall Creek on the Mount Jukes Road south of Queenstown.
Depar tment of Primary Industries, Parks, Water and Environment
Use of Huon pine
Huon pine has been prized as a timber since the early 1800s. One of the reasons for establishing a convict settlement at Sarah Island in Macquarie Harbour was to harvest Huon pine from the Gordon River. From 1822 until 1833 convict piners were forced to cut timber and float log rafts from the lower reaches of the river to the Sarah Island settlement. There they were pit sawn into frames and planks to build ships for the Government. Pining continued as a commercial operation after the convict era. Felled trees continued to be floated down the river to Sarah Island where they were picked up and taken to the mill at Strahan. Huon pine is one of the few native timbers that floats when green. From 1890 till the present day, the small port of Strahan, on Tasmania's west coast has been the main centre of pining. However, from 1850 until 1880, the Davey River settlement in the southwest, supplied the majority of the market.
The rich creamy yellow wood is soft, durable, smooth, oily and light weight. The wood is very easy to work with and takes a high polish. Huon pine is probably the most durable of Australian timbers, and logs which apparently have lain on the ground for several hundred years are still being harvested and milled. The durability of the wood is due to the presence of the essential oil, methyl eugenol, which gives Huon pine its unique odour. The oil also has preservative qualities and deters insect attack. It has been said 'the only thing slower than a Huon pine's growth is its decay!' As a consequence it is recognised as an excellent timber for building boats, furniture, and for joinery and turning.
Huon pine is still available as a sawlog for the production of crafts. Sources include areas flooded by Hydro Tasmania schemes and previously heavily cut-over areas, particularly the Teepookana State Forest near Strahan.
The annual sawlog cut of 500 cubic metres per year from these sources is expected to last more than a century. Because it thrives in some of the roughest terrain, it has been more difficult to harvest than other Australian timbers. This has resulted in Huon pine traditionally being at least triple the price of common hardwoods, and, with its scarcity today, that has increased to a factor of six or seven.
How much Huon pine is left?
Estimates of the area of living Huon pine vary, but are in the order of 10,500 hectares. In addition there are about 800 hectares of standing, fire-killed pine. The current area of remaining pine is the remnant of a much wider original range that has been reduced by fire, inundation, logging and mining. Today most of the remaining stands are well protected within reserves, the majority within the World Heritage Area.
Further information
Kerr G. and McDermott H. (1999) The Huon Pine Story. A History of Harvest and Use of a Unique Timber. Mainsail Books, Melbourne.
Contact
Biodiversity Conservation Branch:DPIPWE 134 Macquarie Street, Hobart. 7000
Phone: (03) 6233 6556
Fax: (03) 6233 3477
March 2011 © State of Tasmania
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Department of State Health Services
Texas School Health Advisory Committee
School Health Program www.dshs.state.tx.us/schoolhealth/shadvise.shtm
CHILD HEALTH RELATED WEB SITES
Abstinence Education Program
The Abstinence Education Program provides educational programs via contract services to priority populations in order to prevent teen pregnancy and sexually transmitted diseases (STDs). Priority populations include youth, parents and health professionals.
www.dshs.state.tx.us/abstain/default.shtm
Action for Healthy Kids
Action for Health Kids (AFHK) is a nonprofit organization formed specifically to address the epidemic of overweight, undernourished and sedentary youth by focusing on changes at school. There are chapters in all 50 states and the District of Columbia including the Texas Action for Healthy Kids Alliance. The Texas Web site can be accessed through the AFHK Web site above. s to learn.
www.actionforhealthykids.org
Adolescent Health
The Adolescent Health Program maintains a comprehensive and holistic view of adolescent's health and well-being. Instead of looking at single behaviors (teen pregnancy, substance use/abuse, violence, delinquency, suicide, depression, unintentional injuries and school failure), the Adolescent Health Program looks at overlap between behaviors, their underlying common causes, and successful interventions. Interventions must be built around researched risk and resiliency factors and maintain a collaborative, multi- disciplinary approach that includes families, schools, churches, communities and agencies that serve teens.
www.dshs.state.tx.us/adolescent/default.shtm
Asthma Coalition of Texas
Resources for schools, professionals, tools, links, the law and other help.
www.texasasthma.org/
Childhood Lead Poisoning Program
The Texas Childhood Lead Poisoning Prevention Program partners with local and regional health departments; city, state, and federal agencies; and other community organizations to protect Texas children by finding and eliminating the sources of exposure to lead poisoning.
www.dshs.state.tx.us/lead/default.shtm
Children with Special Health Needs
The Children with Special Health Care Needs (CSHCN) Services Program provides services to children with extraordinary medical needs, disabilities and chronic health conditions. The CSHCN Services Program's health care benefits include payments for medical care, family support services and related services not covered by Medicaid,
www.dshs.state.tx.us/cshcn/default.shtm
CHIP, private insurance or other "third party payers." The program also contracts with agencies throughout the state to provide an array of clinical and support services to children with special health care needs and their families. The CSHCN Services Program also assists children and their families by supporting case management at Department of State Health Services (DSHS) regional offices throughout Texas.
Chronic Disease Prevention
Chronic Disease Prevention at DSHS provides information, education, resources and assistance to the people of Texas to make healthy life choices, reduce the human and economic impact of poor health, reduce the incidence of premature death and disability and promote healthy communities.
www.dshs.state.tx.us/chronic/default.shtm
Drug Abuse Statistics by County
www.tcada.state.tx.us/research/statistics/index.shtml
Healthy Schools, Healthy Youth
The Centers for Disease Control and Prevention's Division of Adolescent and School Health (DASH) seeks to prevent the most serious health risk behaviors among children, adolescents and young adults. The DASH Web site provides a wealth of school health information and resources.
www.cdc.gov/HealthyYouth/index.htm
HIV/STD/Aids Program
Information on prevention and care in Texas. Find out about HIV/STD services in your area, access HIV/STD and AIDS statistics for Texas, or learn about eligibility requirements for the Texas HIV Medication Program.
www.dshs.state.tx.us/hivstd/default.shtm
Immunizations Branch
Contains information on the immunization program, an electronic edition of the newsletter Upshot, information on the automated immunization tracking system ImmTrac, disease incidence data, the Vaccines for Children Program, and more.
www.dshs.state.tx.us/immunize/default.shtm
Indoor Air Quality in Schools
Information on The Indoor Air Quality Program works to identify problems and concerns relating to the quality of air in occupied buildings, and to provide information to building owners, schools and homeowners so they can prevent or remediate indoor air quality problems such as asbestos, lead, mold, pesticides and Radon.
www.dshs.state.tx.us/iaq/links.shtm#schools
Infectious Disease Control Unit
Promotes epidemiology, surveillance, education, risk stratification/communication, consultation, and disease interventions such as the Human Papilloma Virus Vaccine, a new Antibiotic Resistance/ MRSA and Pandemic Influenza Preparedness Plan
www.dshs.state.tx.us/idcu/default.asp
Maternal and Child Health
Maternal and Child Health (MCH) provides links to information for consumers of MCH services, administrative documents for MCH contractors, and related materials for public health professionals.
www.dshs.state.tx.us/mch/default.shtm
Obesity and Overweight Activities at DSHS
This site outlines DSHS goals for tackling obesity and overweight in Texas including resources, studies, statistics and plans from Texas and other state's community sources.
www.dshs.state.tx.us/phn/default.shtm
Obesity and Overweight Data in Texas including SPAN and the BRFSS
www.dshs.state.tx.us/phn/data.shtm
Oral Health Services Program
The Oral Health Group (OHG) at DSHS serves to encourage the residents of Texas to improve and maintain good oral health. The OHG works collaboratively with various partners across the state in order to identify the oral health needs of Texans and to identify resources to meet these needs.
www.dshs.state.tx.us/dental/default.shtm
Playground Equipment and Safety
Help for building a safe playground for children at school or at home is addressed at this site including equipment types, led paint and more.
www.tdh.state.tx.us/beh/ps/plygrnd.htm
Safe Riders Program
The Safe Riders Traffic Safety Program, in cooperation with the Texas Department of Transportation provides helpful information about child passenger safety, including links to related local and national websites. They can also be reached by phone at 1-800-2528255.
www.dshs.state.tx.us/saferiders/default.shtm
SCHOOL HEALTH PROGRAM
Provides information and resources to communities in their efforts to meet the health services and health education needs of children in a school setting by supporting comprehensive school health programming.
www.dshs.state.tx.us/schoolhealth/default.shtm
School Vision and Hearing Program
Identifies preschoolers and school children with hearing and vision problems early and links them to appropriate remedial services.
www.dshs.state.tx.us/vhs/default.shtm
Spinal Screening Program
School spinal screening was developed to identify adolescents with small spinal curves and refer them for treatment before these curves become too severe.
www.dshs.state.tx.us/spinal/default.shtm
Texas Association for Health, Physical Education, Recreation and Dance
The Texas Association for Health, Physical Education, Recreation and Dance (TAHPERD) is a not-for-profit professional association of individuals in the allied fields of health education, physical education, recreation and dance committed to the development of knowledge and programs that promote active, healthy lifestyles and enhance skilled, aesthetic motor performance.
www.tahperd.org
Texas Association of School Administrators
Resources and technical assistance for public school superintendents and administrators, education service center staff, college and university professors, students, and others interested in public education.
www.tasanet.org
Texas Association of School Based Health Centers
Texas Association of School-Based Health Centers advocates and supports state policies; programs and funding that sustain, grow and integrate school-based health care into the Texas health care and education systems. Resources and technical assistance is provided to enable school-based health centers to deliver quality services in schools.
www.tasbhc.org
Texas Association of School Boards
The Texas Association of School Boards (TASB) represents the largest group of publicly elected officials in the state and is dedicated to the preservation of local control of public education. TASB provides assistance in every area of public school governance and operation and provides products and services to its members to serve their needs.
www.tasb.org
Texas Association for School Nutrition
The Texas Association for School Nutrition (TASN), formerly known as TSFSA, is a professional organization for all levels of school food service employees. TASN was established to provide resources that enhance and promote non-profit child nutrition programs for the benefit of schoolchildren.
www.tsfsa.org
Texas Cooperative Extension
Part of the Texas A&M System, the Family and Consumer Science section of the Extension System offers practical information for families; raising children, housing and the environment, eating well, managing money and staying healthy.
http://fcs.tamu.edu
Texas Dept. of Agriculture – Square Meals – Web Site for School Nutrition Answers www.squaremeals.org
This site provides public school nutrition policies, resources and materials, school meal programs and programs for parents.
Texas Education Agency
The TEA and the State Board of Education (www.tea.state.tx.us/sboe) guide and monitor activities and programs related to public education in Texas.
www.tea.state.tx.us
Texas Education Agency – Health and P.E. Curriculum
The TEA Health and P.E. Curriculum Web site assist districts statewide with implementation of the TEKS; assist the textbook adoption process for K-12 health and physical education instructional materials; and provides information on curriculum, assessment, training, rules and other related topics.
www.tea.state.tx.us/curriculum/hpe/index.html
Texas School Nurses Association
Resource for Texas school nursing practice information.
www.txsno.org
Texas Obesity Policy Portfolio
The Texas Obesity Policy Portfolio chronicles our best health policy knowledge associated with obesity prevention and control and serves as a starting point for policy development and implementation. The Portfolio gives a range of referenced policy options from effective to untested, categorized by type of policy and identified for use in multiple sectors and settings.
www.dshs.state.tx.us/phn/pdf/Texas_Obesity_Policy_Portfolio.pdf
Texas Parent Teacher's Association
Texas Parent Teacher's Association (TXPTA) is a grassroots organization made up of parents, teachers and others around the state that has a special interest in children, families and schools. TXPTA is the largest child-advocacy organization in the state.
www.txpta.org
Tobacco Prevention and Control
This site provides a clearinghouse of information on tobacco use prevention issues.
www.dshs.state.tx.us/tobacco/default.shtm
WIC
WIC is a nutrition program that helps pregnant women, new mothers, and young children eat well, learn about nutrition and stay healthy. Nutrition education and counseling, nutritious foods, and help accessing health care are provided to low-income women, infants, and children.
www.dshs.state.tx.us/wichd/default.shtm
Youth Risk Behavior Surveillance System (YRBSS)
Substance abuse related risk behavior survey.
www.cdc.gov/HealthyYouth/yrbs/index.htm
External links to sites appearing in this publication are intended to be informational and do not represent an endorsement by the Texas Department of State Health Services. These sites may also not be accessible to people with disabilities. External email links are provided to you as a courtesy. Please be advised that you are not contacting the DSHS and DSHS policies do not apply should you choose to correspond. For information about the programs listed, contact the sponsoring organization directly. For comments or questions about this publication, contact Ellen Smith at (512) 458-7111 ext. 2140 or by email at [email protected]. Copyright free. This document may be reprinted without permission.
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Trees:
* Rusty, slimy residue or growth on Cedar or Juniper are signs of the rust disease. It can soon infect hawthorn and crabapple trees. To prevent rust disease on hawthorn and crabapple trees, use Bonide Infuse as the flower buds begin blooming and repeat the application in thirty-day intervals in early May and June. Additionally, apply Bonide Mancozeb ten & twenty days after each application of Bonide Infuse. Do not use fruit from sprayed trees for food or feed purposes.
Lawn:
* If your lawn has a history of grub damage, inspect for grubs. If more than seven grubs are present in one square foot of lawn, use Bayer Dylox to eradicate the grubs. Water in the application with 1/2 an inch of water or apply the Bayer Dylox before rain is expected. Six or less grubs per square foot will not do enough damage to harm your lawn if your lawn had been fed with Turf Trust early this spring.
* Wild violets on your lawn can be controlled by applying Speedzone Lawn Weed Killer. Make two applications six days apart with the Ortho dial sprayer. Use the 1tbs setting for the Speedzone applications. Do not mow the lawn for three days before or three days after the applications. It takes two to three weeks to kill wild violets depending on temperature and soil moisture.
Houseplants:
* Do not take houseplants outside yet because nights are still to cool, and there is a danger of night frost. Continue to feed your houseplants with Seamate every time you water.
* Dutch amaryllis can be planted outside in the garden in an area that receives half a day of sunlight after being removed from the pot. When planting, mix fresh Canadian Peet Moss with your soil before planting the amaryllis. Feed the amaryllis with Plant Trust Flower and Bulb Fertilizer. Water these plants weekly during the dry summer conditions.
Flowers:
* The best wave petunia is the blue wave petunia. The purple wave petunia is prone to root rot. When buying blue petunias, make sure the tag says blue wave petunia. You can plant blue wave petunia in the flower bed in two to three weeks. Feed ground planted blue wave petunias with Plant Trust Flower and Bulb Fertilizer. Blue wave petunias grown in pots during the summer should be fed with Jack's Classic Petunia Feed every two to three weeks.
Fruit:
* Strawberries can now be planted in a vegetable garden in a sunny location. Do not expect a large harvest the first year planted. The following year's harvest will be much better.
Bees:
* To protect bees, make insect spray applications in the late evening and do not spray trees or shrubs when blooming (including evergreens like hollies). Mow the lawn to decrease dandelions and clover flowers that would attract bees to the lawn before spraying trees in the lawn.
* Use insecticides less toxic to bees such as B.T or oils, like Clear Choice Green or Summit Year Round Spray Oil, when B.T and oils are adequate for your needs.
* Avoid dust and encapsulated insecticides because they are more toxic to bees.
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CITES
CITES is an acronym for the "Convention on International Trade in Endangered Species of Wild Fauna and Flora", signed by more than 150 countries worldwide. The aim of CITES is to protect the many endangered wildlife species of the World through controlling the international trade. Some 4,800 animal and 25,000 plant species are covered by CITES. More than 30 animal CITES-species (and a few plant species) live in Greenland and the surrounding waters.
The species are listed in three appendices:
Appendix I (globally endangered species):
This covers species which are banned from ALL export. No part, deriviate or crafted products of these species may be exported. In Greenland this includes; Sperm whale, Bowhead whale (Greenland right whale), Fin whale (also known as the Razorback), Humpback whale and White-tailed eagle.
Appendix II and III (endangered and locally endangered species):
This covers the whole or any part of a species which can be exported for private, non-commercial use when accompanied by a CITES permit. Export of anything made from Narwhale, Beluga whale, Minke whale (from West Greenland), Walrus and Polar bear require a CITES permit which has to be kept with the product during transport.
Please note:
* If you export ANY product made from a "CITES species"(CITES Appendix II and III) from Greenland and import it to your home country (no matter whether this item was purchased in a shop or found in the wild) it MUST be accompanied by a CITES permit.
* The CITES permit is valid only for products for private and personal use. If the products are to be used in any other way, for example for commercial and scientific purposes, they require further documentation for export.
* Species protected in Greenland and all birds of prey are NOT eligible for sale or export; even if found dead.
* Other, frequently used materials (not covered by CITES or other rules) may be exported from Greenland free of regulations if for private use. This includes all species of seals (except Walrus), Reindeer, Musk ox, Sheep, Mammoth (tooth), driftwood and most stones and minerals.
* More information on the Internet: www.wcmc.org.uk/cites.
Export of all products made from the whole, or any part of, Narwhal, Beluga whale, Minke whale (from West Greenland), Walrus and Polar bear must have a CITES permit. This applies to the whole range of products including Polar bear claws, jewellery made from Narwhale or Beluga tooth, Walrus skulls and souvenirs fashioned from Minke whale baleen etc. The CITES permit is issued at most of the shops and outlets selling these products.
Please note that no products made from whole, or any part of, Sperm whale (incl. teeth), Bowhead whale, Fin whale, Humpback whale, plus all species of birds of prey, can be exported.
* Without a CITES permit you risk the confiscation of your precious memory of Greenland.
* With a CITES permit you have proof of the origin of your product which will have been caught in the wild by a genuine Greenlandic sealer or hunter.
* With a CITES permit you have proof that you can legally import the product to your home country.
For more information:
Department of Environment and Nature (Direktoratet for Miljø og Natur) P.O. Box 1614 DK-3900 Nuuk
Tel. (+299) 34 67 01
Fax. (+299) 32 52 86
Internet:
www.wcmc.org.uk/cites (general information on CITES including CITES appendixes).
Published by Greenland Home-rule and funded by Dancea
Buying handicraft? Buying handicraft?
Produced for Greenland-Homerule, Department of Environment and Nature, Nuuk, by Ornis Consult A/S • Design: Monsoon • Photos: Erik Bornand Thor Hjarsen • Printing: Datagraf Auning AS
Greenland Home-rule
Department of Environment and Nature
Greenland Home-rule
Department of Environment and Nature
Ask for a CITES permit Ask for a CITES permit
As a tourist in Greenland you will have the opportunity to take back home beautiful souvenir handicrafts, such as clothing, jewellery and other domestic products.
Greenlandic handicraft products are made from nature's own materials such as stones and gems, driftwood, and antlers, bones and teeth of wild animals. Some of the products may be made from animal species covered by CITES, aimed at protecting endangered wild animal and plant species by controlling international trade. In Greenland, products made from Narwhale, Beluga whale, Minke whale (from West Greenland), Walrus and Polar bear must be sold with a special CITES permit.
The CITES permit is your proof that you can legally export the product from Greenland and import this to your home country. Remember to obtain a CITES permit and keep it with the product. Present it to the Customs upon arrival in your home country.
The Greenlandic CITES permit covers 5 wildlife species: Narwhale, Beluga whale, Minke whale (from West Greenland), Walrus and Polar bear.
Narwhale
Narwhale
Greenlandic handicraft products – more than mere souvenirs
The CITES permit is not just a document for the customs clearance officers. It proves that the product originates from wildlife species that can be legally hunted in Greenland. Within the population of 55,000, approximately 2,500 Greenlanders live as sealers and 7,000 are registered hunters. Each year they file reports on their catch so that the authorities can monitor and impose regulations as required. Whaling is conducted according to international regulations.
Greenlandic handicrafts are deeply rooted in the old hunting culture of the Inuit people. In the past the Inuit had a nomadic lifestyle and had to make all of their own tools and only the most important and useful items travelled with them. Survival was an art of its own and through the passage of time the tools of everyday life evolved into first class handicraft products, crafted by true artisans. Thus the Greenlandic handicrafts are more than just souvenirs; they combine art, nature and utility.
They possess inua – the spirit of things.
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Money and the money supply
Contributed by the Central Bank of Seychelles as part of its Awareness Programme.
Money is any object or record that is generally accepted as payment for goods and services and repayment of debts. This can include notes and coins, as well as electronic forms of money. There are many different currencies of money such as the US dollar, the UK pound and the Euro. In Seychelles, the Seychelles rupee is used. Nearly all money systems are based on what is known as fiat money. Fiat money does not have any value as a physical commodity but has value simply because the government has declared that it must be accepted as a form of payment within the country. As such, because the Government has declared the Seychelles rupee to be the domestic currency and as such has declared its value, the rupee is used as a form of payment within Seychelles.
Money has been thought to have 3 main functions. Firstly, it acts as a medium of exchange. This simply means that it can be exchanged for goods and services. It therefore eliminates the need for barter which proved to be inefficient. Barter is the method of exchange whereby goods and services are directly exchanged for other goods and services. This is difficult because it requires a double coincidence of wants. For example, if money did not exist and a fisherman wanted fruit, he would have had to find someone that grew fruit and also wanted to exchange it for fish. The introduction of money removes the need to find someone who has what you want and wants what you have.
Its second function is that it acts as a store of value. This means that its value should remain stable over time unlike, for example, a car which loses value over time. Thirdly, money can act as a unit of account. This means that it can be recorded that a certain amount of money exists without that money having any actual physical existence. This can be seen when payment is made by cheque. The number representing how much money is in the corresponding bank account decreases without requiring the money to be obtained in physical form for payment.
Money must also be easily portable, durable and very difficult to counterfeit (since if people could produce it themselves it would lose value). That is why notes and coins have various security features to prevent counterfeiting, and are light, long-lasting and thus easy to transport. It also needs to be divisible. If only R500 notes existed, it would be very difficult to buy small items and that is why money is divided into notes and coins of lesser value.
Money must also be in limited in supply in that there is a sole supplier, which in most countries is the central bank. The money supply is the total amount of money available in an economy at a particular point in time. A country's central bank can increase the money supply by, for example, "printing" money or by buying government bonds from the private sector. The central bank can decrease the money supply by, for example, selling government bonds or by encouraging commercial banks to hold more money deposits at the central bank. The latter can be achieved through market operations or minimum reserve requirements.
However, the central bank does not have complete control of the money supply. Commercial banks can effectively create money by giving loans thus increasing the money supply. Loans increase the volume of deposits in the system, because not all money must be present in physical form, and by doing so increase the money supply.
Growth in the money supply, however, will generally cause inflation. This is because an increasing money supply, when the supply of goods and services remains constant usually means that people will have more money to spend on goods and services. The resulting increase in demand for goods and services will drive up prices.
There are several different measures of the money supply generally referred to by 'M' followed by a number, usually ranging from M0 to M3. In Seychelles we have M1, M2 and M3. M1 consists of the currency with the public and transferable deposits. M2 consists of M1 plus fixed term and savings deposits. M3 consists of M2 plus foreign currency deposits. Furthermore, within these measures there are components of money supply – transferable deposits, fixed deposits, foreign currency deposits and so on. These components and their variation over the past 10 years can be viewed in the graph below.
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Evaporative Emission Controls Diagnosis
Meets NATEF Task: (A8-E-11) Inspect and test components and hoses of the evaporative emissions control system; perform necessary action. (P-1)
Name _______________________________ Date ___________ Time on Task __________
Make/Model/Year _________________ VIN ________________ Evaluation: 4 3 2 1
_____ 1. Check service information for the specified tests and procedures to follow to diagnose the problems in the evaporative emission control system.
_________________________________________________________________ _________________________________________________________________ _________________________________________________________________
_____ 2. List the tools and equipment specified for use by service information. Check all that apply.
____ Special tester (describe) ______________________________________
____ Scan tool
____ Other (describe) _____________________________________________
_____ 3. List the components included in the evaporative emission control unit and describe how each is to be tested according to service information.
Component
Test or Inspection
a. __________________________ ___________________________________ b. __________________________ ___________________________________ c. __________________________ ___________________________________ d. __________________________ ___________________________________
_____ 4. Based on the results of the tests and inspection, what is the necessary action?
__________________________________________________________________
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THE COMMONWEALTH EDUCATIONAL POLICY INSTITUTE
CENTER FOR PUBLIC POLICY - L. DOUGLAS WILDER SCHOOL OF GOVERNMENT AND PUBLIC AFFAIRS
CEPI Education Law Newsletter
Dr. Richard S. Vacca, Editor; Senior Fellow, CEPI
MARCH 2008: Vol. 6-7
STUDENT SEARCH AND SEIZURE 2008: VIDEO CAMERA SURVEILLANCE
Overview
In the aftermath of a recent spate of school shooting tragedies, and because of near riot situations in a growing number of public high school buildings and at interscholastic high school athletic events, the safety and security of staff and students are top priorities for local school boards. A review of recent case law from around the country reveals that in these tumultuous times courts in several jurisdictions have been busy deciding constitutional issues involving the tenuous balance that exists between the prerogatives of public school officials to maintain safe, secure, and disruption-free school environments and the scope of student rights and protections under the Fourth Amendment. One issue area that recently has emerged involves an increase in the use video cameras to provide surveillance of school buildings and grounds, school buses, and extra-curricular events.
Surveillance Cameras at School. Simply stated surveillance means to keep watch, or watch over in an effort to see or keep track of what happens in a particular place. BLACK'S tells us that the term means to closely observe or listen in hope of gathering evidence. (Seventh Edition, 1999) In recent years public school systems have integrated the use of video cameras on school buses and in school owned buildings to increase safety and security. Video cameras have proved helpful in the early identification of trespassers and in monitoring student behavior. At the same time, however, the use of cameras inside school buildings (especially in monitoring classrooms and locker rooms) has raised a number of privacy oriented questions. For purposes of assessing constitutional protections against unreasonable searches and seizures, video surveillance of students is considered a search within the meaning of the Fourth Amendment.
Student Privacy 2008. It is an established tenet of education law that students possess a "reasonable expectation of privacy" while at school and in attendance at school sanctioned activities. Watkins v. Millennium School (S.D. Ohio 2003) The general rule is that the Fourth Amendment protects an individual in the places where he/she can demonstrate a reasonable expectation of privacy. However, because public school officials have a legitimate interest in maintaining safety and discipline in schools, the privacy expectations of students are limited. Doe ex rel. Doe v. Little Rock School District (8th Cir. 2004)
THE COMMONWEALTH EDUCATIONAL POLICY INSTITUTE - Education Law Newsletter
In recent months it seems that more courts are expanding the prerogatives of public school officials to conduct searches of students and their belongings and take a variety of other more intrusive steps in school buildings and at school sponsored events to maintain a safe environment. Thus, a major question has been raised but at this point in time remains unanswered. How far can public school officials go in the name of increasing school security before they run afoul of the Fourth Amendment?
The purpose of this commentary is three fold. First, a brief restatement of basic principles of public school search and seizure law will be discussed. Second, a brief review of a recent court decision involving the use of surveillance video cameras in a public school will be presented as an excellent primer regarding Fourth Amendment law. Finally, implications for local school board policy will be suggested.
Restatement of the Law
As the Appellate Court of Connecticut recently stated, the Fourth Amendment does not proscribe all stateinitiated searches and seizures, it merely proscribes those which are unreasonable. State v. State (Conn. App. 2008) More than two decades ago the United States Supreme Court clearly established in New Jersey v. T.L.O. (1985), that the Fourth Amendment's "unreasonable searches and seizures" provision is applicable to public school officials and personnel when dealing with students. However, it must be remembered that "the unique need to maintain a safe learning environment requires a lessening of the restrictions normally imposed for public officials to conduct searches." Bosher, Kaminski, and Vacca (2004)
The ultimate measure of the constitutionality of a school search is one of reasonableness, and what is or is not reasonable depends on the context within which the search takes place. Shuman ex rel. Shertzer v. Penn Manor School District (3rd Cir. 2005) Thus, a determination of the reasonableness of a school search must be adjudged according to the circumstances existing at the time of the search. Des Roches by Des Roches v. Caprio (4th Cir. 1998) In addition, the Fourth Amendment's reasonableness inquiry must take into account the overall purpose that school officials are trying to achieve in conducting the search, Bravo ex rel.Ramirez v. Hsu (C.D. Cal. 20050, and the school's "custodial and tutelary responsibilities over students entrusted in their care." Shade v. City of Farmington (8th Cir. 2002) and Johnson v. City of Lincoln Park (E.D. Mich. 2006) Also, school searches must not be "excessively intrusive in light of the age and sex of the student and the nature of the infraction." Carlson ex rel. Stucznski v. Bremen High School District (N.D. Ill. 2006)
The reasonableness standard created by the United States Supreme Court in New Jersey v. T.L.O. (1985) remains in place. Courts in every jurisdiction consistently apply the following two-pronged standard of analysis in determining whether or not a school initiated student search passes constitutional muster:
1. Was the school search reasonable at its inception? More specifically, did school officials launch the search based on reason to believe (i.e., have reasonable suspicion) that present in the situation at hand is something illegal and/or a violation of school system policies?
2. Did the search as it moved forward remain reasonable in scope (i.e., remain within the purpose and scope of the initial reasonable suspicion for launching the search)?
Contemporary courts consistently apply both the procedural safeguards and precautions set forth in Vernonia School District v. Acton (1995), involving random drug testing (urine analysis) of athletes, and the special needs exception articulated by the United States Supreme Court in Board of Education v. Earls (2002), involving random drug testing of students as a precondition of involvement in extra curricular activities. In Earls, Justice Thomas declared that the privacy interests of students are limited in the public school
environment where school officials are responsible for maintaining discipline, health, and safety. In essence, the Court established that because of the "special needs" of the public school environment school officials do not need to wait for a serious problem (in Earls it was drugs in schools) to exist before they take action to keep it from happening. The Court does stress, however, the need to protect student anonymity (confidentiality) and also to control the intrusive nature of the search. On a related point of law, courts have consistently held that while "individualized suspicion" is helpful to have prior to conducting a search, it is not an indispensable element in establishing reasonable suspicion. Beckham (2005)
A third established point of law that remains in place deals with the courts consistently separating school searches (i.e., searches initiated by and remaining under the control of public school officials where the standard is "reasonable suspicion"), from police searches (i.e., searches initiated by and remaining under the control of police officers, where the standard to apply is "probable cause"). However, some recent courts have held that the search of a student on school grounds by a school resource officer (SRO) at the request of school officials should be deemed a school search and thus is subject to a reasonableness standard and not a probable cause standard. Wilson ex rel. Adams v. Cahokia School District No. 187 (S.D. Ill. 2007)
It should be noted that the mere presence of a law enforcement officer during a school administrator's questioning of a student does not make the situation a police matter. The rule is that a public school student involved a school controlled search is not automatically entitled to a Miranda-type warning prior to being questioned by a school principal. J.D. v. Commonwealth (Va. App. 2004) On a related point of law, courts have consistently held that confrontation and cross-examination of witnesses against a student, and a student being represented by legal counsel are, as a general rule, not mandatory. Horner and Vacca (2005)
Recent Case Law Example
A court decision from the United States Court of Appeals for the Sixth Circuit is very instructive regarding video camera surveillance and student privacy interests under the Fourth Amendment. The case also demonstrates the tenuous balance that must be created and maintained between the reasonable privacy expectations of students and the critical need for today's public school officials to increase and maintain school security.
The Facts: Brannum v. Overton County School Board (6th Cir. 2008), does not involve searching students or their belongings; rather, the case involved issues stemming from the use of video surveillance equipment in a public middle school building. The equipment was installed by school officials to improve school security.
To improve security video cameras were installed through out the school building in areas facing exterior doors, in hallways leading to exterior doors, and in the boy's and girl's locker rooms. Images captured by the cameras were transmitted to an assistant principal's office where they were displayed and stored. Subsequently it was discovered that cameras were videotaping locker room areas in which students routinely dressed for athletic activities. The assistant principal notified the principal of this situation but the camera location were not changed.
In addition to the images being sent to the assistant principal's office they also were accessible via remote internet connection. Any person with access to the software username, password, and Internet Protocol (IP) address could access the stored images. Neither the assistant principal nor anyone else had changed the system password or user name from its default setting. Between July 12, 2002, and January 10, 2003, the system was accessed ninety-eight different times.
THE COMMONWEALTH EDUCATIONAL POLICY INSTITUTE - Education Law Newsletter
From July 2002 to January 2003, a number of Overton County Schools and schools from surrounding counties used the locker rooms for athletic events. During a girl's basketball game on January 8, 2003, visiting team members noticed the cameras and told their coach. The coach questioned the school principal who assured the coach that the cameras were not activated. This was not accurate and the images of team members in their undergarments had been recorded. Subsequently the video tape was reviewed by school officials who concluded that the images of the 10 to 14 year old girls contained "nothing more than images of a few bras and panties." Later that day the cameras were removed.
Ultimately, thirty-four middle school students filed a 42 U.S.C. section 1983 suit in federal district court. In their law suit they alleged that school officials violated their privacy by installing the video cameras in the locker rooms and by viewing and retaining the tapes. School officials moved for summary judgment claiming qualified immunity, but their motion was denied. On appeal school officials conceded to the students' version of the facts, but only raised the issue of the students' right to privacy from videotaping under the Fourth Amendment.
The Decision: In reaching its decision the Sixth Circuit made it clear that the right to privacy claimed by the students "is one protected by the Fourth Amendment's guarantee against unreasonable searches and seizures, and that in this case, the defendants violated the students' rights under the amendment." Citing Vernonia School District v. Acton (1995) and New Jersey v. T.L.O. (1985) the Court reiterated the Supreme Court's holding that "the Fourth Amendment applies in the public school context to protect students from unconstitutional searches conducted by school officials." However, said the Court, because Fourth Amendment rights are different in public schools "the ultimate measure of constitutionality of such searches is one of 'reasonableness.'"
Applying the 2-pronged T.L.O. standard to the facts in this case the Sixth Circuit concluded that the videotaping of students was justified at its inception (i.e., reasonable grounds to believe that the search, to increase school security, would garner evidence of violations of law or school rules). However, the scope and manner in which the video surveillance was conducted was the problem. The Sixth Circuit compared the secret surveillance in this case, where children were observed in their undergarments, as being like a strip search situation. Because students were unaware that they were being taped, the locker room taping was very intrusive and significantly invaded the students' reasonable expectations of privacy. In remanding the case, the appellate court concluded that the students in this case had a reasonable expectation of privacy and the invasion of the students' privacy was not justified by the school's need to assure security." Thus, the locker room videotaping was unreasonable in scope and violated the students' Fourth Amendment.
The Sixth Circuit Court ruled that the district court had correctly denied summary judgment to school officials. However, it is important to point out that individual school board members and the Director of Schools were granted qualified immunity. In the Court's view, there was no indication that they either authorized or were aware of the locker room videotaping. There role and involvement was limited to the general decision to improve school security by installing video equipment.
Policy Implications
As indicated above in Brannum (2008), the intent of placing video cameras in a middle school building was to increase security. Some readers might have been surprised by the fact that this case involved the surveillance of such young students. Recent (2006-2007) statistics show that while there has been an overall reduction in reports of serious violent crimes committed in public schools at all levels across this country, middle schools were nonetheless cited as the "most violent." (Indicators of School Crime and Safety: 2007)
As more communities are insisting that local boards of education do all that is necessary to make school buildings, classrooms, playgrounds, parking areas, school buses, bus stops, and interscholastic activities safer and more secure, the use of surveillance equipment will undoubtedly become more popular; especially as the technology improves and the price is made more reasonable. It therefore follows that policies will need to be formulated and implemented to accommodate the use of newly installed surveillance technology. What follow are some suggestions to consider as the policy formulation process moves forward. School system policies must make it clear that:
- The Board recognizes and accepts its legal duties, responsibilities, and prerogatives to do all that is necessary to protect the safety, security, and general welfare of all students.
- The Board and school administration will proactively work to (a) provide a safe and secure environment for all students, and (b) keep the educational environment disruption free and conducive to teaching and learning.
- The Board recognizes, respects, and will work to protect the Fourth Amendment rights and privacy expectations of all students.
- The Board will seek to fully inform all students and their parents of security programs and procedures prior to their implementation.
- Students at all grade levels in the school system, as well as all school personnel and visitors to school buildings and school sponsored events, can expect to be subject to security programs and procedures when entering school buildings and grounds, or while in attendance at school sponsored functions and interscholastic athletic events.
- The installation, placement, location and use of video cameras as security measures, and the collection, storage, and viewing of all video tapes, will be accomplished by authorized school officials through reasonable, least intrusive, confidential, and secure means.
Resources Cited
Beckham, Joseph C., "Searches in Public Schools." In Lane, Kenneth E., et al, THE PRINCIPAL'S LEGAL HANDBOOK, Third Edition (ELA 2005)
Board of Education v. Earls, 122 S.Ct. 2559 (2002)
Bosher, William C. Jr., Kaminski, Kate R., and Vacca, Richard S., THE SCHOOL LAW HANDBOOK: WHAT EVERY LEADER NEEDS TO KNOW (ASCD 2004)
Brannum v. Overton County School Board, No. 06-5931 (6th Cir. 2008)
Bravo ex rel. Ramirez v. Hsu, 404 F.Supp.2d 1195 (C.D. Cal. 2005)
Carlson ex rel. Stuczynski v. Bremen High School District, 423 F.Supp.2d 823 (N.D. Ill. 2006)
Des Roches by Des Roches v. Caprio, 156 F.3d 571 (4th Cir. 1998)
Doe ex rel. Doe v. Little Rock School District, 380 F.3d 349 (8th Cir. 2004)
Garner, Bryan A., Editor in Chief, BLACK'S LAW DICTIONARY, Seventh Edition (West Group 1999)
THE COMMONWEALTH EDUCATIONAL POLICY INSTITUTE - Education Law Newsletter
Horner, Jeffrey J. and Vacca, Richard S., "Student Discipline Law." In lane, Kenneth E., et al, THE PRINCIPAL'S LEGAL HANDBOOK, Third Edition (ELA 2005)
Indicators of School Violence and Safety: 2007
J.D. v. Commonwealth, 591 S.E.2d 721 (Va. App. 2004)
Johnson v. City of Lincoln Park, 434 F.Supp.2d 467 (E.D. Mich. 2006)
New Jersey v. T.L.O., 469 U.S. 325 (1985)
Shade v. City of Farmington, 309 F.3d 1054 (8th Cir. 2002)
Shuman ex rel. Shertzer v. Penn Manor School District, 422 F.3d 141 (3rd Cir. 2005)
State v. Smith, 937 A.2d 1194 (Conn. App. 2008)
Watkins v. Millennium School, 200 F.Supp.2d 890 (S.D. Ohio 2003)
Wilson ex rel. Adams v. Cahokia School District No. 187, 470 F.Supp.2d 897 (S.D. Ill. 2007)
Richard S. Vacca Senior Fellow CEPI
Note: The views expressed in this commentary are those of the author.
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Early Detection Rapid Response Framework and Implementation Plan
Noxious Weed Program June 2016
Early Detection and Rapid Response (EDRR) is a critical component of an Integrated Noxious Weed Management Program. EDRR is the most economically- and environmentally-sound approach to weed management and is often referred to as the "second line of defense" after prevention. The EDRR approach addresses populations of noxious weeds when they are small and still inexpensive to control, and before they cause lasting degradation to the natural environment. Some of the concepts in this framework were derived from the 2003 conceptual design by the Federal Interagency Committee for the Management of Noxious and Exotic Weeds (FICMNEW), along with from the recently-published National Framework for EDRR.
Colorado's EDRR strategy incorporates a key prevention component for species that have not yet arrived in our state. Prevention and EDRR go hand-in-hand when it comes to protecting our natural resources and economy from noxious weed invasions. Knowing what might be headed our way will make it easier to detect and respond to new invasions, so Colorado works closely with neighboring states to prevent the arrival of high-risk species. The Noxious Weed Program staff oversees the development of the Prevention and EDRR noxious weed lists, and implements the goals and objectives of the state EDRR Plan.
Preparation The first step in Colorado's overall EDRR plan is preparation. By taking effective initial steps, we will be able to identify which species are at highest risk to threaten agriculture and/or natural resources of the state. In order to know what species to look out for, we need to know what species have caused problems in other areas of the country with similar climates and what species may be actively invading nearby areas. We need to network with other states and noxious weed programs, as well as actively researching potential new threats, on an annual basis and as new reports come in. Once we know what species may possibly threaten our state, we need to figure out the most
likely way that they would arrive. Natural modes of plant transport include wind, water, and animal movement; however, the most likely way that a plant will travel a far distance is by human transport.
CDA will provide leadership and coordination by designating program staff to administer the various components of the network.
Goals: Build an active, regional communication network that can be used to help detect new noxious weed species which may pose a threat to Colorado and to circulate information regarding these risks. This regional "network" may be a set of integrated networks, all with well-defined roles and responsibilities based on both geographic distribution and habitat type.
CDA program staff will conduct workshops and trainings around the state to inform network members of roles, tasks and responsibilities, and to demonstrate how the network will operate.
Prevention Once we are prepared with what species pose a risk to the state, we can work within the network to keep these species from entering the state, or from spreading within the state, if they are already present in isolated locations.
Using the newly organized noxious weed lists, develop an EDRR Plan for each individual species, based on known distribution and behavior. Plans should include current spatial distribution, habitat and climate specifications, critical control points where invasion is most likely, and modes of dispersal.
Goals: Organize the current listed species, including Watch List species, to reflect the distinction between species already in the state vs. those not yet known to exist in the state in order to craft specific, desired action plans.
Early Detection and Rapid Response Early Detection and Rapid Response (EDRR) is a strategy that will function better with greater involvement from all affected stakeholders. Since noxious weeds have the potential to affect all parts of our landscapes and many sectors of our economy, we hope to attract a diverse group of stakeholders to participate in our state's EDRR network. We also hope to educate and enable enthusiastic citizens to participate, specifically when it comes to identifying and reporting noxious weeds. The EDRR approach can be used for any species invading a new area. These species may be new to the state, or they may exist in some parts of the state, but not the current area at risk. Therefore, there are many ways citizen scientists can take part in an active EDRR Network, along with the professionals who are already highly involved with noxious weed management.
Goal: Identify high-priority landscapes that are at medium- to high-risk of noxious weed invasion, and conduct a demonstration or pilot project to show how the EDRR Framework will be implemented on the ground.
Early Detection Once we are prepared with the species to look out for, and we have done everything we can to prevent their introduction, early detection of new or previously-unknown infestations is the next step. Early detection includes identification of new noxious weeds entering the state, previouslyunknown populations of high-priority EDRR species, and populations of lower-priority species that exist in the state but are new to that area. Ideally, species identified through this process will have been acknowledged in the "preparation" process, but there is a chance that a new species could show up that we had not yet identified as a potential threat. After a new infestation is identified, we will use the tools developed in the Plant Assessment section to help determine our next steps.
Establish a process that enables accurate identification and reporting by network members and citizen scientists, and provide training on this process.
Goals: Conduct education and outreach activities to familiarize a broader audience on the topic and concept of EDRR, and how they can participate.
Advance technological capabilities to allow for more accurate detection, reporting, and identification in the field.
Plant Assessment The plant assessment component of Colorado's EDRR framework consists of two forms. First, a plant assessment is conducted in a systematic, deliberate, and proactive (when possible) manner to gauge threats using academic and other information compiled by experts. With this knowledge,
CDA can determine the need for listing or other monitoring strategies. Second, a plant assessment is conducted rapidly in the field when a new invasion is found, and the response is immediate. New invasions can be of a known, listed or high-risk species, or of a previously-unknown species. These two types of assessment are used to determine whether a new invader is an immediate risk to the area, and what type of response is warranted.
What still needs development is the ability for network members and CDA staff to make a rapid assessment of a new infestation in the field. Once a new potential noxious weed infestation has been identified, we need to quickly identify this plant to the species level, determine the risk factor, and decide if the population should be treated immediately or if the risk is not great enough to warrant immediate action. If a plant cannot be identified accurately in the field, a process needs to be in place to determine how the plant will be identified before the infestation is allowed to expand in size and impact.
In 2007 the state noxious weed advisory board approved a Plant Assessment Form for use with "Criteria for Categorizing Invasive Non-Native Plants that Threaten Colorado's Wildlands, Economy, and Ecology." This assessment form is completed by graduate students in one of the local university weed science departments and helps us determine whether we should list a species as "noxious" and then regulate it accordingly. The tool includes four categories of assessment: ecological impact, invasive potential, geographic distribution, and agricultural impacts.
Goals: For "systematic" or proactive, assessment of invasive plants, CDA will work with CSU to evaluate the current process of developing plant assessment forms and look for opportunities to enhance its effectiveness so as to ensure that the highest priority species are evaluated in a timely, authoritative manner.
For "on the ground" rapid assessment, CDA will develop and maintain the capacity for network members to correctly identify, gather evidence, and plan an effective response, including the development of an eradication plan, mapping and long-term monitoring of sites. This capacity should be applicable for species that are known but invading a new location, as well as for unknown species that have bypassed our predictive risk analysis process.
Rapid Response The rapid response component of the Colorado framework is perhaps the most simple in concept, yet complex in implementation. After it has been determined that an infestation should be
immediately treated, or that a plant should be listed, the next step is to proceed with planning an appropriate response. If the weed has made it to the A List, then it is essential for all entities to be on the lookout for this species and to eliminate it when found, with help from the state Noxious Weed Field Crew, if available. If a plant poses a potential risk but not enough is known yet about its distribution or behavior in Colorado, which includes over-wintering ability, it is placed on the Watch List until more information can be gathered. Watch List species are reassessed on an annual basis to determine if their status has changed and should warrant higher regulatory authority or release from the list completely. In addition, species on both List B and C have the potential to solicit an EDRR response in areas of the state where they have not yet invaded. These species are widespread for the most part, but in areas where they have not yet invaded they are treated like List A species, where elimination is required, and eradication is the ultimate goal.
Develop an "emergency response plan" for special circumstances where invasive species may pose a particularly serious threat. Develop a list of circumstances that would invoke this emergency response.
Goals: Develop the capacity for network members to respond rapidly to an identified invasion or eruption of high-priority species, so that these plants do not reproduce. This capacity should include financial resources, manpower, and treatment equipment.
Evaluation of Success Evaluation of the structure and functions of the EDRR framework will need to be undertaken with regularity to ensure that the framework is doing what it is intended to do. CDA will evaluate the framework after it has been developed and operating for a year or two so that we can make adjustments in order to meet our expectations and goals accordingly. In order for CDA to evaluate the effectiveness of the framework, we have developed timelines and measurable objectives. We will solicit feedback from all stakeholders in the network and other interested parties.
Goal: Measure the effectiveness of the regional network by evaluating responses from the network to invasive occurrences, and provide additional training as necessary.
The goals described above, along with measurable objectives for each, are found in the following Strategic Implementation Plan and will help inform our direction and guide our evaluation measures. We consider this to be an adaptive management plan and anticipate that changes will be made to it as we develop and implement the framework.
Strategic Implementation Plan
Preparation
Objective: Program staff will identify key network components along with individuals and entities within each scale, and invite them to become a part of the network, with the network assembled by October 2016.
Goal 1. Build an active, regional communication network that can be used to help detect new noxious weed species which may pose a threat to Colorado and to circulate information regarding these risks. This regional "network" may be a set of integrated networks, all with well-defined roles and responsibilities based on both geographic distribution and habitat type.
Goal 2. CDA will provide leadership and coordination by designating program staff to administer the various components of the network.
Goal 3. CDA program staff will conduct outreach events to inform network members of roles, tasks and responsibilities, and to demonstrate how the network will operate.
Objective: Define roles within the Program staff unit, assigning leadership and coordination responsibilities such that there is a consistent message being delivered by CDA. Make sure each individual unit of the network has a CDA representative working directly with them, and define the communication structure.
Prevention
Objective: Program staff will hold at least one outreach event, including out-of-state network members, to explain the framework and plan, and to make sure all network members understand their roles, chain of reporting, and authoritative ability by Spring, 2017.
Goal 1: Organize the current listed species, including Watch List species, to reflect the distinction between species already in the state vs. those not yet known to exist in the state in order to craft specific, desired action plans.
Objective: Program staff will divide current List A species between those already present in the state and those not believed to exist in the state, by December 2016. Information should be added to the website and mobile app to indicate this distinction.
Goal 2: Using the newly organized noxious weed lists, develop an EDRR Plan for each individual species, based on known distribution and behavior. Plans should include current spatial distribution, habitat and climate specifications, critical control points where invasion is most likely, and modes of disbursement.
Objective: Program staff will assess Watch List and other species of concern that have been reported to be problematic in neighboring and/or states with similar climates to Colorado, differentiating between species present in the state and those not believed to be in the state and organized geographically, by December 2016. Information should be added to the website and mobile app to indicate this distinction.
Objective: Program staff will begin development of EDRR Plans for each List A species, by October 2016. Plans will include current spatial distribution (both within and outside of state boundaries), habitat and climate specifications, critical control points where invasion is most likely, and modes of dispersal.
Early Detection and Rapid Response
Objective: Program staff will begin development of EDRR plans for high-priority List B species with the goal of keeping those species from spreading into new territory, by October 2016. Plans will include similar information as those created for List A species.
Goal 1. Identify areas of high-priority landscape that are at medium- to high-risk of noxious weed invasion, and conduct a demonstration or pilot project to show how the EDRR Framework will be implemented on the ground.
Objective: Program staff will conduct EDRR field demonstrations at these sites, focusing on surveying and reporting, by August 2017.
Objective: In partnership with key stakeholders, program staff will identify areas of high value and select one or two for pilot projects by May 2017.
Early Detection
Objective: Program staff will create EDRR outreach brochures and individualized species-plan materials and distribute them to network members, weed specialists around the state and region, and interested citizens. These materials will include information on reporting protocols.
Goal 1. Conduct education and outreach activities to familiarize a broader audience on the topic and concept of EDRR, and how they can participate.
Objective: Program staff will lead workshops and give presentations on the new Colorado EDRR Framework and Strategic Plan, with an emphasis on statewide participation.
Objective: Program staff will provide training for network members regarding species of concern, likely vectors of spread, and potential regions subject to invasion by (date) and ongoing, as desirable.
Goal 2. Establish a process that enables accurate identification and reporting by network members and citizen scientists, and provide training on this process.
Goal 3. Advance technological capabilities to allow for more accurate detection, reporting, and identification in the field, and that will incorporate a citizen scientist component.
Objective: Program staff will contribute presence data to regional inventory tracking partners, such as EDDMapS West, in order to form a more accurate regional inventory of noxious weed presence. An accurate regional inventory has the ability to inform the network of species movement and risks.
Objective: Program staff will continue to advance the capabilities of the state Online Mapping System, and will work to make sure the inventory of known sites remains accurate.
Objective: Program staff will work with partners in the Office of Information Technology to advance the capabilities of the Noxious Weed Mobile App to incorporate an in-the-field reporting aspect. Once developed, trainings and workshops will be held to educate network members, interested citizen scientists, and other members of the noxious weed community to utilize the expanded capacity of the mobile app.
Plant Assessment
Objective: Program staff will meet with CSU weed scientists and graduate students to discuss the current process of plant assessment, and suggest improvements that will target key species systematically and provide for a more timely process, by October 2016.
Goal 1. For "systematic" or proactive, assessment of invasive plants, CDA will work with CSU and other universities to evaluate the current process of developing plant assessment forms and look for opportunities to enhance its effectiveness so as to ensure that the highest priority species are evaluated in a timely, authoritative manner.
Objective: Program staff will continue to develop and maintain the listing decision matrix in order to provide an objective, systematic summary of CDA's invasive plant listing decisions (ongoing).
Objective: Program staff will ensure that network members are prepared for the tasks of identifying, reporting and treating new populations of targeted species, as evaluated by program staff by May 2018.
Goal 2. For "on the ground" rapid assessment, develop and maintain the capacity for network members to correctly identify, gather evidence, and plan an effective response, including the development of an eradication plan, mapping and long-term monitoring of sites. This capacity should be applicable for species that are known but invading a new location, and for unknown species that have bypassed our predictive risk analysis process.
Rapid Response
Objective: Program staff will investigate and decide on designating funds for EDRRspecific grants in the 2017 grant cycle; and will facilitate collaboration between adjacent network and community partners so that entities can come together if needed to respond to an EDRR species report.
Goal 1. Develop the capacity for network members to respond rapidly to an identified invasion or eruption of high-priority species, so that these plants do not reproduce. This capacity should include financial resources, manpower, and treatment equipment.
Goal 2. Develop an "emergency response plan" for special circumstances where invasive species may pose a particularly serious threat. Develop a list of circumstances that would invoke this emergency response.
Evaluation of Success
Objective: Program staff will devise a plan that includes timing, resources and strategy/ies for addressing immanent special threats to the state from invasive plants, to be completed by July 2017.
Goal 1: Measure the effectiveness of the regional network by evaluating responses from the network to invasive occurrences, and provide additional training as necessary.
Objective: Within six months of establishment, program staff will survey network members to assess the logistics of how the network functioned. Some evaluation criteria may include: number and type of species identified, actions taken, recordkeeping and follow-up procedures.
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EC-Council
C Certified Secure Computer User CU S
SECURING INFORMATION. SECURING LIVES.
Secure yourself today.
Take control and remain in control of your information resources.
GET CERTIFIED. DIFFERENTIATE YOURSELF.
BECOME A CERTIFIED SECURE COMPUTER USER
COURSE DESCRIPTION
The CSCU training program aims at equipping the students with the necessary knowledge and skills to protect their information assets. The program is designed to interactively teach the students about the whole gamut of information security threats they face ranging from identity theft and credit card fraud to their physical safety. The skills acquired during the course of this program will not only help the students to identify these threats but also to mitigate them effectively.
WHAT WILL YOU LEARN
Cloud Security
Data Protection
Disaster Recovery
Password Security
Physical Security
Internet Security
Social Engineering Countermeasures
Mobile Device Security
Credit Card Security
Mitigating Identity Theft
Monitoring Kids Online
Email Security
Social Network Security
Wireless & Home Network Security
Safe Browsing
Antiviruses Protection
TARGET AUDIENCE
This course is specifically designed for todays' computer users who uses the internet and the www extensively to work, study and play.
COURSE DURATION
16 Hours
CERTIFICATION
Students will be prepared for EC-Council's CSCU exam 112-12
This certification is an excellent complement to educational offerings in the domain of security and networking.
Educational institutions can provide greater value to students by providing them not only with one of the most updated courseware available today but with a certification that empower their students in the corporate world. The courseware comes complete with demo videos and scenario-based discussion questions to allow the student to gain actual skills.
EXAM INFORMATION
EXAM NAME
CSCU (112-12) Exam
CREDIT TOWARDS CERTIFICATION
Certified Secure Computer User (CSCU)
EXAM DETAILS
Number of Questions: 50
Passing Score: 70%
Test Duration: 2 Hours
Test Format: Multiple Choice
Test Delivery: EC-Council Exam Portal
COURSE OUTLINE
Introduction to Security
Securing Operating Systems
Malware and Antivirus
Internet Security
Security on Social Networking Sites
Securing Email Communications
Securing Mobile Devices
Securing the Cloud
Securing Network Connections
Data Backup and Disaster Recovery
Certified Secure Computer User (CSCU)
EC-Council
www.eccouncil.org
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