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廣和中醫減重 中醫減肥 你該了解數十年有效經驗的中醫診所經驗技術~
中醫減肥需要強調身體體質,只要能識別出個人肥胖的因素,然後根據個人的體質和症狀,施以正確的為個人配製的科學中藥,減肥成功可被期待,已經有很多成功案例。這也是我們在中醫減重減肥領域有信心的原因。
廣和中醫診所使用溫和的中藥使您成功減肥而無西藥減重的副作用,也可減少病人自行使用來路不明的減肥藥所產生的副作用,不僅可以成功減重,配合飲食衛教得宜,就可以不復肥。
廣和中醫多年成功經驗,為您提供安全,有效的減肥專科門診。

中藥減重和西藥減重差異性:
目前普遍流行的是藥物減肥法,藥物減肥法分為中藥減肥法和西藥減肥法。有些人也會選擇抽脂等醫美方式。
但是在我們全套的中藥減肥計劃中,除中藥外,還有埋線幫助局部減肥的方法。
西藥減肥,除了雞尾酒療法外,早年流行的諾美婷也是許多人用西藥減肥的藥物。
但是近期大多數人都開始轉向尋求傳統中藥不傷身的方式來減肥,同時可應用針灸,穴位埋入等改善局部肥胖。

許多人不願嘗試中醫減重最大原因:
減肥的最大恐懼是飢餓。廣和中醫客製化的科學中藥。根據個人需要減少食慾,但是又不傷身,讓您不用忍受飢餓感
讓您不用為了減重,而放棄該攝取的營養。

廣和中醫還使用針灸和穴位埋線刺激穴位,促進血液循環和減肥。
許多人來看診的人,都相當讚許我們的埋線技術,口碑極好!
這類新型線埋法的效果可以維持約10-14天 但不適用於身體虛弱,皮膚有傷口,懷孕、蟹足腫病人,必須要由醫師評估情況才可。
如果您一直想要減肥,已經常試過各類坊間的西藥還是成藥,造成食慾不振或是食慾低下,甚至出現厭食的狀況,營養不良的情形


請立即尋求廣和中醫的協助,我們為您訂做客製化的減重計畫,幫助您擺脫肥胖的人生!

廣和中醫診所位置:

廣和中醫深獲在地居民的一致推薦,也有民眾跨縣市前來求診

醫師叮嚀:病狀和體質因人而異,須找有經驗的中醫師才能對症下藥都能看到滿意的減重效果。

廣和中醫數十年的調理經驗,值得你的信賴。

RV15VDEVECPO15CEWC15

 

... 南沙的孩子注意了! 你們關注的 廣州外國語學校附屬學校、 華附南沙等五所公校的 招生方案出爐了! ... 3月20日晚,南沙區教育局率先發布了《廣州市南沙區義務教育階段學校招生實施細則(徵求意見稿)》等4個文件徵求意見。據悉,這是廣州今年首個發布招生細則的區域。 上述文件提到,具有南沙區戶籍的應屆小學畢業生(含外區、外市返區生)按照區教育局劃定的招生範圍對口直升公辦初中學校。其中,引進的五所省市屬集團化學校在南沙合作共建的公辦初中按照劃定範圍及「指標到校+電腦派位」來招生的方式備受關注。民校招生實行電腦派位錄取。 ... 資料圖 圖文無關 公辦小學招生 「人戶一致」入讀對口地段小學 公辦小學學位分配按「人戶一致」原則安排本區戶籍適齡兒童入讀對口地段小學。符合「人戶一致」條件的適齡兒童,根據區教育局劃定的招生範圍,按適齡兒童戶籍地對口公辦小學安排入讀。 如對口公辦小學學位不足,則根據適齡兒童滿足「人戶一致」條件的時間排序,按照順序和公辦小學的學位數安排入學,因排序靠後未能入讀對口公辦小學的,由區教育局根據管理權限統籌安排本行政區域內公辦學位(含政府購買的民辦學校學位)。 其他能通過「統籌」進入公辦學校的形式包括: 1.不符合「人戶一致」條件的南沙區戶籍適齡兒童。 2.未在當年招生計劃公布日前辦理入戶的南沙區戶籍適齡兒童。 3.具有南沙區戶籍,在廣州市無自有產權住房,以其在南沙區租賃房屋作為唯一居住地,且該住宅單元無對口小學 1–5 年級在讀學生,持房屋所在地來穗中心辦理的房屋租賃合同登記備案證明的承租人適齡子女。 4.具有廣州市非南沙區戶籍,父母或其他法定監護人和適齡兒童在廣州市戶籍區無房產,且在南沙區擁有合法房產作為唯一實際居住地的適齡兒童。 5.適齡兒童父母或其他法定監護人未在規定時間內(以市教育局發布的日程安排為準,下同)登錄「廣州市義務教育學校招 生報名系統)」填寫報名信息的南沙區戶籍適齡兒童。 6.具有南沙區戶籍,超過 7 周歲(含 7 周歲)申請入學且未 依規辦理延緩入學手續的兒童。 7.符合「人戶一致」條件,但由於排序靠後而未能被對口小學錄取的適齡兒童或其住宅單元已有適齡兒童在對口小學在讀 1-5 年級的。 8.來穗人員在南沙區連續居住滿 5 年,並在廣州市依法連續 繳納社會保險費(其中一個險種)滿 5 年、有穩定職業、符合計 劃生育政策條件的隨遷子女。 公辦初中招生 戶籍生對口直升 部分情況統籌安排學位 具有南沙區戶籍的應屆小學畢業生(含外區、外市返區生)按照區教育局劃定的招生範圍對口直升公辦初中學校。如對口公辦初中學校學位不足,則根據適齡少年滿足「人戶一致」條件的時間排序,因排序靠後未能入讀對口公辦初中學校的適齡少年由區教育局統籌安排學位。 此外,以下幾種情況也由區教育局統籌安排學位: 住宅單元已有適齡少年在對口初中學校在讀 7-8 年級的(同一家庭且符合計劃生育政策所生育的子女除外); 未能被對口初中學校錄取或未在規定時間內辦理入學報名手續的適齡少年; 具有廣州市非南沙區戶籍、父母或其他法定監護人和適齡少年在戶籍區無房產,在南沙區擁有合法房產作為唯一實際居住地且具有南沙區學籍的公辦小學畢業生; 來穗人員在南沙區連續居住滿 5 年,並在廣州市依法連續繳納社會保險費(其中一個險種)滿 5 年、有穩定職業、符合計劃生育政策條件的隨遷子女。 民校招生 報名人數超過招生計劃 進行電腦派位 按照《意見稿》,南沙的民校招生細則與廣州市教育局此前發布市意見相比,沒有太多的細化延伸,同樣是電腦派位。即:民辦義務教育學校原則上不得跨區招生,其面向本區的招生計劃由區教育局直接核定。 屬地區生源的界定依據為: 穗籍學生,以其戶籍,或其小學畢業學籍界定屬地區; 非穗籍學生,以其本人或父母(或其他法定監護人)其中一方的《廣東省居住證》(或具同等功能和效力的其他有效證件)地址,或其小學畢業學籍界定屬地區。 家長可填報 1 至 2 個平行志願。報名人數小於或等於招生計劃數(不含政府購買或補貼的學位)的民辦學校,實行直接錄取。報名人數大於招生計劃數(不含政府購買或補貼的學位)的民辦學校,實行電腦派位錄取。 ... 資料圖 圖文無關 五所公校以「就近劃定範圍」及「指標到校+電腦派位」方式招生 對於南沙來說, 家長和考生最關心的是 如何能入讀 引進的五所省市屬集團化學校 在南沙合作共建的公辦初中。 ... 對此, 南沙制定了《2020年華南師範大學附屬南沙中學等五所學校招生方案(徵求意見稿)》。 該《意見》指出,華南師範大學附屬南沙中學、廣州第二中學南沙天元學校、廣州大學附屬中學南沙實驗學校、廣州外國語學校附屬學校和廣州市灣區實驗學校(簡稱「五校」)按照就近劃定範圍和「指標到校+電腦派位」這兩種方式招收具有南沙區戶籍和學籍的小學應屆畢業生。 如果學生選擇「劃定範圍」報讀五校,那麼就按照就近入學原則劃分招生範圍,學生戶籍地與上述學校距離原則上在 5 公里以內。若符合條件人數少於報讀學校該類招生計劃數,則全部錄取;若符合條件人數多於報讀學校該類招生計劃數,則由南沙區教育局通過電腦派位方式確定錄取名單。 另一方式是:五校初中面向全區採用「指標到校+電腦派位」方式招生,按照 1:3 的比例確定電腦派位人數,上述學校全區電腦派位指標數按照各小學南沙區戶籍畢業生人數占南沙區戶籍畢業生總人數比例進行分配。符合條件的指標生通過電腦派位方式確定錄取名單。 優質學位大增覆蓋全區,不選拔生源 五所公校兩個招生方式出來後, 部分家長感到疑惑: 不是全市公辦學校就近入學全覆蓋嗎? 為何五所學校要面向全區招生呢, 而不是光招學校附近的學生呢? 這突破了就近入學政策嗎? 對此,南沙區教育局相關負責人介紹,義務教育的招生由區縣負責,是在遵循國家、省、市教育部門的基本原則下,按照區域的實際情況而制定的。五所公校的招生採取的是「劃定範圍」及「指標到校+電腦派位」兩種方式,其中「劃定範圍」的方式其實就是就近入學,這是主要的招生方式,占了五校招生計劃的51%,剩餘面向全區「指標到校+電腦派位」的方式,主要是考慮把南沙花大力氣引進的五所省市屬集團化學校在南沙合作共建的公辦初中教育資源讓全區共享。 記者查看文件發現,2019年南沙有四所公校同樣是採取這樣的招生方式,只是今年新增了廣州市灣區實驗學校。去年,由於廣附南沙實驗學校和二中南沙天元學校還沒有建好,所以每校只招收了60人。而今年建成後不少學校的招生計劃達到320人,招生規模是去年的3~4倍,意味著更多南沙學生可以享受到優質資源並因此受惠。 ... 資料圖 圖文無關 此外,家長關心的是, 「指標到校+電腦派位」 怎麼錄取呢? 指標是怎麼分派的? 是否需要按成績選拔? 對此,相關負責人表示,義務教育階段嚴格執行就近免試入學要求,不能按成績選拔。 具體操作時,五所學校全區電腦派位的指標數是按照各小學南沙區戶籍畢業生人數占南沙區戶籍畢業生總人數比例進行分配的,不是學校按照學生的成績來推薦產生的,所以不存在選拔。只要具有南沙戶籍和學籍的小學應屆畢業生即可成為「指標生」,學生按照其中一種方式選擇5所學校當中的1所填報後,學校會根據本校制定的方案產生名單,再進入電腦派位的流程。其後還會公示學生名單,以保障公平。 值得一提的是,未被上述五校錄取的學生依然可以有原對口直升的公辦初中「兜底」。 專家聲音: 不為掐尖只為把優質資源惠及更多非中心城區學生 有教育專家表示,南沙作為一個新發展的區域,近幾年不斷調整布局優化配置。採取這樣的招生方式既遵循免試就近入學,又考慮到整個資源布局,使得每一個南沙學生通過電腦派位都有入讀優質學校的機會。作為一個新城區,這些優質學校採用指標到校並電腦派位的方式並不是為了搶生源和掐尖,而是為了能讓優質資源更公平地覆蓋全區,尤其是非中心城區,惠及更多學生,因此這樣的招生方式是符合招生政策和當前南沙區域發展和學生家長的入學需求的。 附分配表:(點擊可看更多) 2020年南沙區小學招生計劃表 ............ 左右滑動查看更多 2020年南沙區初中招生計劃表 .........左右滑動查看更多 2020年五校「指標到位+電腦派位」指標分配表 ............ 左右滑動查看更多 ...

 

 

內容簡介

  施明德先生入獄五十週年紀念作品。主要區分兩個部分,「遺囑」(Political Will)為施明德先生在1980年因美麗島事件被逮捕,在軍事審判,面臨死的刑威脅時,所進行之「最後陳述」之內容;「常識」則為施明德先生在2011年8月出版之《常識》中文版之英文譯文。

  nd vanquishing the Communists” (反攻大陸, 消滅共匪). The Chiang government told us that Mao Zedong (毛澤東), a man it characterized as being the very embodiment of evil, had “enslaved” the Chinese populace, and was threatening to unleash a massacre on Taiwanese soil, to “liberate Taiwan” and make the Taiwanese become part of the People’s Republic of China (PRC).

  In the mid-20th century Taiwanese people went from being Japanese to Chinese, and found themselves embroiled in the middle of a fight between two Chinas.

  Towards the end of the 1970s the burgeoning democracy movement in Taiwan started to gain traction. Taiwanese people were becoming aware of the fact that perhaps identifying themselves as Taiwanese was just as meaningful as regarding themselves as belonging to either the PRC or the ROC. A conflict was beginning to arise between the concepts of what was Taiwanese, and what was Chinese, both in Taiwanese society and in the hearts and minds of its individuals. It is a conflict that has not gone away. With the transfer of power to a different political party, electoral manipulations and guerrilla warfare between the “green” and “blue” parties have made the terms “Chinese” and “Taiwanese” loaded, potent weapons, and accusations of “selling out Taiwan” have become a terrible dagger that cuts deep to the heart of the accused.

  I myself have been arrested on two occasions. The first was in 1962, the second in 1980. The crime, on both occasions, was treason for pushing for Taiwanese independence, and for this I spent over 25 years in prison. In 2006, then-president Chen Shui-bian (陳水扁) and members of his family had allowed themselves to get involved in corrupt deals, and I organized the “Million Voices Against Corruption, President Chen Must Go” movement. The governing Democratic Progressive Party (DPP) and sections of the press came out to protect Chen, and inexplicably accused me of that heinous crime I spoke of above: “selling out Taiwan.” For them, the DPP was Taiwan, and to “love” Chen was to love Taiwan. As I saw it, putting party interests first in this way was not good for the country.

  Judgments on one’s patriotism, of whether one “loved” Taiwan or was selling the country down the river, became powerful tools in the hands of the competing political parties, blue versus green, in their fight against each other. The Taiwanese people had lost their political spirit, had lost any sense of direction or goal as they entered the 21st century. The presidential election descended into a scrap that centered almost entirely on the issue of patriotism. Nothing else was considered important.

  Three years ago, my daughter, Hsiao Pan (小板), 10 years old and in the fourth grade of elementary school, came up to me with her younger sister Chia-chia (笳笳).
  They said to me, “Dad, aren’t we Taiwanese? Why does our teacher say we are Chinese?” My wife Chia-chun (嘉君) had been suggesting that we have the children educated at home. When the girls asked me this, I decided it was time to agree to her idea. We took the girls out of school and started teaching them at home. We did not want them getting caught up in, and confused by, the pointless blue/green, unification/independence tug of war.

  It was also this incident that made me want to write a book so that I could explain to them the story of our country’s independence. I have already said, and written, too much on this subject, and have presented my ideas too academically and at too great a length. The thing is, how best to tell children about our country? I think we answer them in the same way we do when they ask questions about how they came into this world: with the utmost sincerity and frankness! After all, how can we hope to dispel prejudice if we gloss over the truth? So, this book is going to be a little different.

  As I write this, my thoughts turn to my father, Shih Kuo-tsui (施闊嘴, 1886-1953), who, in his lifetime, was a slave of the Qing Dynasty, a subject of the Japanese Empire, a Chinese and a Taiwanese. His whole life, like so many other people in this country, he was never quite exactly sure which country he belonged to. I sincerely hope that in 20 years’ time, 30 years’ time, 50 years’ time, when I am no longer around and my children’s children have grown up, they will be able to live in peace together with their loved ones, and no longer have to worry about which country they come from. I believe that only when we have thrown off the shackles of doubt over which country we should identify with shall we be truly free as a people.

  Finally, I’d like to say something about why I chose to call this book Common Sense. This is a question that friends who knew I was writing a book have asked me, most of whom thought it had something to do with a pamphlet of the same name published in 1776 by Thomas Paine, a publication that profoundly influenced the American independence movement.

  I just smile and put my hands up. There was never really any intent to copy him. I was just thinking that knowing which country one belonged to should be quite a simple thing for someone living in the modern world, and that was what I meant by “common sense.” The fact is, however, that people in Taiwan are still confused about this issue, and it is discussed back and forth endlessly. It later occurred to me that there were certainly some similarities between my book and his.

  Thomas Paine’s Common Sense was written at a time when America was still a colony of the British Empire, before American independence. He was trying to encourage Americans to stand up and fight for independence so, even though there was much sense to what he was saying, it was written with very stirring language, attempting to stimulate his compatriots into action, to claim their liberty and independence.

  This book, my Common Sense, was written at a time when the country I am living in has already been independent for many years, and yet my own compatriots are continuously asking themselves the rather curious questions of whether their country is independent or not, and to which country they actually belong. All I can do is relate a story, tell people something they should already know through their own common sense. I need to let the 23 million people who live in Taiwan know that they can get together, know who they are and step forward to meet the challenges of the 21st century. We cannot linger in the past and stay with the preoccupations and enmities of the 20th century. Hatred, hostility, enmity – these are shackles.

  Please believe me when I say that forgiveness is a wonderful thing and can bring an end to suffering.

作者簡介

施明德

  日本名:Aki-Nori
  1941年1月15日
  生於日本殖民地高雄州鹽埕埔
  魔羯座 AB型
  政治良心犯
  三次入獄 總共坐牢25年半
  第一次坐牢 1962/06/16 – 1977/06/16
  第二次坐牢 1980/01/08 – 1990/05/21
  第三次坐牢 1997/04/01 – 1997/05/11
  蔣介石 關了他4679天
  嚴家淦 關了他802天
  蔣經國 關了他2927天
  李登輝 關了他898天
  絕食4年又7個月
  被強行實施鼻胃管插管灌食共達3040次
  兩次擔任「總指揮」
  1979年12月10日美麗島事件總指揮
  2006年百萬人民反貪倒扁.紅衫軍總指揮
  1984年和2007年 兩度被提名諾貝爾和平獎

目錄

008 自序
010 Preface
Shih Ming-Te’s Political Will
029 Shih Ming-Te’s Political Will-the final statement of innocence from a devotee
030 A bewitching mythical figure
033 The child who escaped the air raid
043 The Taiwan question, basic human rights and world peace
046 Means to Resolve the Taiwan Question
051 A Specific Plan for Resolving the Taiwan Question
058 My views and methods to achieve a breakthrough on the Taiwan Question
083 The Interpersonal Background behind the formation of the "ROC Model of Taiwan Independence"
100 The significance and function of the "Republic of China Model of Taiwan Independence"
108 The "Republic of China model" from the perspective of international law
117 Give up military force  Use referenda
121 Willing to suffer for human rights and peace
Common sense
136 A BEGINNING
140 COMMON SENSE CHAPTER 1  SO WHERE ARE YOU FROM?
160 COMMON SENSE CHAPTER 2  THE STORY OF OUR COUNTRY’S INDEPENDENCE
172 COMMON SENSE CHAPTER 3  REPUBLIC OF CHINA = TAIWAN = INDEPENDENT COUNTRY
188 COMMON SENSE CHAPTER 4  THE TRICK TO PROTECTING HOME AND NATION
198 COMMON SENSE CHAPTER 5  WHO IS PROTECTING OUR NATIONAL SOVEREIGNTY?
210 COMMON SENSE CHAPTER 6  COHABITATION UNDER THE TAIWAN CONSENSUS
224 COMMON SENSE CHAPTER 7  A VISION OF TAIWAN IN THE 21ST CENTURY
238 COMMON SENSE POSTSCRIPT
240 Common Sense Other Works by Shih Ming-Te
242 A brief chronology of Shih Ming-te
 

詳細資料

  • ISBN:9789868552357
  • 規格:平裝 / 268頁 / 19 x 25 x 1.34 cm / 普通級 / 全彩印刷 / 初版
  • 出版地:台灣
  • 本書分類:> >

 

 

 

 

 

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