111 年 - 111 臺北市市立高級中等學校正式教師聯合甄選：英文科#107365　

    A cryptocurrency, broadly defined, is virtual or digital money that allows people to make payments directly to each other through an online system. Cryptocurrencies take the form of tokens or coins but have no   6   value. They are simply worth what people are willing to pay for them in the market. Though some cryptocurrencies have ventured into the physical world with credit cards or other projects, the large majority remain entirely   7   . 

    Launched in 2009, Bitcoin is one of the first digital currencies to use peer-to-peer (P2P) technology to facilitate instant payments. In recent years, bitcoin has been a trendsetter, ushering in a wave of cryptocurrencies built on a(n)   8   network without systems where one entity has full control. It has also become the   9   standard for cryptocurrencies, inspiring an ever-growing legion of followers and spin-offs. While the use of cryptocurrencies as a means of payment is currently limited, there is one type of digital currency that could be considered money—digital currency issued by a central bank. It can be   10   to the general public and used to settle transactions between firms and households. The unit of account would be the national currency, and it could be exchanged at parity (i.e. one for one) with other forms of money, such as physical currency or electronic deposits with well-regulated financial institutions. 

(AB) de facto (AC) resistant (AD) intangible (AE) speculative (BC) intrinsic (BD) accessible (BE) entangled (CD) subjected (CE) decentralized (DC) contradictory

     Aside from cultural factors affecting our food choices, there exists evidence that genetic makeup, geography, and globalization determine how we experience taste. First and foremost, the basic tastes of sweet, sour, salty, bitter and umami are detected when the chemicals that produce those flavors   11   certain receptors on our tongues. We all have different amounts of these various receptors, depending on our DNA, and research has shown that sensitivity to one particular bitter compound varies widely between different countries. In some parts of Asia, South America and Africa, as much as 85% of native populations are highly sensitive tasters. Ethnic Europeans sit at the lower end of the scale. On top of that, the way people perceive certain flavors is programmed according to how people usually consume them in different geographical regions. For instance, traditional European   12   is all about pairing foods that share flavors, but a 2011 study found that Asian cooking does the opposite and avoids combining similar flavors. Furthermore, people’s food preferences have also been altered to a certain extent by globalization. As the world shrinks, regional preferences will surely be subject to increasing   13   . On the one hand, you can see Italians shunning their local vino in favor of American-style beer. On the other hand, multinational fast-food corporations adapt their existing products just enough to   14   consumers’ tastes in various regional markets. For example, in China in addition to spicy chicken, KFC’s menus offer rice dishes, soy milk drinks, egg tarts, fried dough sticks, wraps with local sauces, and fish and shrimp burgers on fresh buns. So, are people’s food preferences   15   or learned? It turns out that it might just be a little bit of both. Behind any individual’s food choices hides a mix of biological, geographical and global influences.

     Teaching students about the Russian invasion of Ukraine is not as easy as you might expect. The war has been fast-moving, heartbreaking, and difficult to process. Not only that,   16   Even so, Professor Jay and Professor Buterbaugh of the Political Science Department at Southern Connecticut State University offer some advice on teaching about the Russia–Ukraine war more effectively.
    Their first suggestion is for educators to approach the Ukraine war as learners. Teachers do not necessarily have to be scholars or researchers of Russia’s invasion of Ukraine to effectively teach it. Instead, they should frame themselves as learners who utilize their experiences of being learners transparently and as a form of modeling. Gradually,   17  
    Another suggestion is that   18   As an instructor, it can also be an appropriate approach to guide students to explore media literacy and critical thinking by encouraging students to analyze statements from both Russian President Vladimir Putin and Ukrainian President Volodymyr Zelensky. The students can see the value in being skeptical of both nations’ accounts. This is a good case study to teach not merely critical thinking, but also how to examine valid evidence.
    In addition to the aforementioned ideas, Jay and Buterbaugh also remind us to be on the alert for any sign of misinterpretation or misinformation when it comes to assisting students in making sense of the war. For one, we are expected to use analogies, although it is imperative to not oversimply complex issues. Comparing this war to other events in our history curriculum can be a powerful teaching tool. This type of approach can deepen students’ knowledge of both events. Yet,   19   Another teaching pedagogy we ought to beware of is that when teaching about the war in Ukraine, educators should make sure to differentiate between Russian leadership and the general populace. A great number of nations have clearly sided with Ukraine. Over time,   20   Consequently, instructors should supervise discussions to step in before students start demonizing Russians.
    In brief, addressing the Russian invasion of Ukraine is an opportunity for learning and discussion on a number of topics in class. Nevertheless, there are some do’s and don’ts we as educators should take into consideration.

(A) Russia and Ukraine’s competing narratives should be closely scrutinized.

(B) that is likely to trigger anti-Russian sentiment, causing students to stereotype all Russians as invaders, and treat all Russians as culpable.

(C) we should be careful to teach students not to generalize the comparisons of all historic events； otherwise, their bias or prejudice may come into play.

(D) numerous educators lack sufficient knowledge about the complicated geopolitical and historical background to the conflict.

(E) with this mindset, they can realize that their goal as teachers is not to impart knowledge about the conflict, but to facilitate students’ inquiry as they learn more about it.