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研究所、轉學考(插大)◆企業管理

研究所、轉學考(插大)◆臺灣文學史

研究所、轉學考(插大)◆民事訴訟法

115年 - 第六章 串列：6-5 串列實例#137663(18題)

115年 - [無官方正解]第六章 串列：6-3 二維串列#137662(22題)

115年 - 第六章 串列：6-2 一維串列#137661(53題)

115年 - [無官方正解]115 國立臺灣大學_ 碩士班招生考試試題：遺傳學(C)#137660(30題)

115年 - 115 新北市政府環境保護局_儲備清潔隊員甄試試題題庫：廉政及職業安全衛生類 201-242#137654(42題)

115年 - [無官方正解]115 國立臺灣大學_ 碩士班招生考試試題：生理學(B)#137653(26題)

115年 - 115 新北市政府環境保護局_儲備清潔隊員甄試試題題庫：廉政及職業安全衛生類 151-200#137652(50題)

115年 - [無官方正解]115 國立臺灣大學_ 碩士班招生考試試題：生態與演化生物學#137650(32題)

115年 - 115 新北市政府環境保護局_儲備清潔隊員甄試試題題庫：廉政及職業安全衛生類 101-150#137649(50題)

115年 - [無官方正解]115 國立臺灣大學_ 碩士班招生考試試題：植物學#137648(25題)

50. A teacher follows a sequence of "I Do (Modeling), We Do (Guided Practice), You Do (Independent Practice)" to help students master a new sentence pattern. This technique is primarily referred to as: (A) Scaffolding (B) Rote Learning (C) Inductive Discovery (D) Peer Correction

49. During a lesson, a teacher uses "Exit Slips" to check student understanding. She uses this data to modify her teaching plan for the next day. This is an example of: (A) Summative Assessment (B) Placement Assessment (C) Formative Assessment (D) Diagnostic Assessment

48. A teacher provides "i + 1" input—language that is just slightly beyond the students' current level of competence—to ensure they are challenged but not overwhelmed. This aligns with which of Krashen's hypotheses? (A) The Affective Filter Hypothesis (B) The Natural Order Hypothesis (C) The Input Hypothesis (D) The Monitor Hypothesis

IV. Design a worksheet for the following passage. Before your design, please specify your teaching foci and expected learning outcomes in 100 words.            There's a myth that to be a good leader, you need to be the smartest person in the room. As a result, many leaders struggle to admit that they don't have all the answers. They're reluctant to ask for help and end up struggling in silence. This reluctance is normal—it's a fear-based response to not wanting to look incompetent to your team or superiors. But there is a way you can ask for help that strengthens your position as a leader, rather than undermines it.           Reluctance to ask for help isn't just pride: it's often about perception. And this concern isn't entirely unfounded. One study found that male leaders risked being perceived as less competent when they asked for a lot of help. In contrast, their female counterparts in the same study didn't experience a significant drop in perceived competence when seeking help.           However, researchers cautioned that it isn't actually whether or not you ask for help, but how you ask. The same study noted that asking for help is critical for leaders to learn and improve. And the benefits of asking for help far outweigh the perceived risks. Harvard Business School researchers Alison Wood Brooks and Francesca Gino found that our mindset around seeking guidance is misguided. We might think that others will see us as less capable, but the opposite is true. In their study, Brooks and Gino found that when we ask others for advice, they view us as more competent. It signals that we value their expertise and don't overestimate ourselves, which is a sign of self-awareness. Moving beyond perceptions, asking for help is also likely to yield better performance results. By utilizing the knowledge, expertise, and insight of your team, you expand your collective problem-solving capacity. Leveraging people's strengths to solve complex problems is the hallmark of a competent leader.           There's a term for what effective leaders do when they admit they don't know everything: strategic vulnerability. Rather than appearing inept or oversharing indiscriminately, asking questions positions you to lead through vulnerability. That's because you demonstrate that it has a purpose, which is to empower others, utilize their expertise, build trust, and spark collective solutions.           Harvard Professor Amy Edmondson, a leading expert on psychological safety, says the simple admission of "I might miss something here, I need to hear from you" lays a foundation of a psychologically safe environment. By modeling fallibility—not ineptitude, you create an environment where people feel safe to speak up, ask questions, and share their opinions and ideas. These are all the fundamental elements of a high-performing team.           As Edmondson highlights in her research, an environment with high levels of psychological safety is one with fewer mistakes, less duplication, and less fear and anxiety. When you ask questions as a leader, you appear accessible and approachable. This creates the space for others to do the same, fast-tracking the discovery and recovery from mistakes or potentially more fatal decisions.           As a leader, you set the tone: what you do becomes the behaviors that you accept, which your team then reinforces. Asking questions models curiosity and humility. When people feel like you value their input, they can see how their contributions matter to the bigger picture. This builds trust, loyalty, and a sense of meaningfulness into the everyday functions of work. Strategic vulnerability—when you do it right—flips the script from looking incompetent to empowering your team. It also beats pretending you have all the answers.

III. Based on the prompt below, write a model essay in 250 words (10%), and design a lesson plan for a 4-period writing class (15%). Your lesson plan should include the rationale, objectives, materials, teaching procedures, and assessment methods. 提示：近年來養寵物的風氣在臺灣日漸普遍，而寵物在人們生活中的角色也與過去不同。請以此為主題，並參照下列圖片，寫一篇英文作文，文分兩段。第一段描述這些圖片中所呈現的現象；第二段則根據你自身的經驗或觀察，說明此現象的原因以及可能的影響。

II. Design FIVE integrated reading questions for the new General Scholastic Ability Test (新型學測混合題型). Include at least three different types (e.g., multiple-choice, matching, table completion, short-answer, true/false, blank-filling). The article doesn't need to be rewritten. Provide the correct answer for each question. (25%)          The increasingly early blooming of cherry blossoms has become a striking and observable sign of climate change. Drawing on a remarkable 1,200-year record from Kyoto, scientists have found that the timing of cherry blossom blooms has shifted significantly—now occurring nearly two weeks earlier than in the mid-19th century. This extensive historical dataset provides strong evidence that today's climate conditions are unlike anything previously experienced, surpassing earlier fluctuations such as the Medieval Warm Period and the Little Ice Age.          This shift is largely driven by global warming, which is primarily caused by human activities such as the combustion of fossil fuels. Rising temperatures have accelerated the arrival of spring, leading to earlier flowering not only in Kyoto but also in other regions, including Washington, D.C. Although scientists in the United States have identified a consistent trend toward earlier blooming, they have not yet conclusively attributed it to human-induced climate change, partly because other factors, such as the urban heat island effect, may also play a role. In contrast, Kyoto's long-term records enable researchers to directly connect earlier bloom dates to anthropogenic climate change.          Recent data further corroborates this pattern. Kyoto experienced record-breaking early blooms in 2020, 2021, and 2023, and research indicates that climate change has already advanced peak bloom timing by approximately 11 days. Under moderate emissions scenarios, projections suggest that blossoms could appear nearly another week earlier by the end of the century.          These changes are not merely visual; they carry serious ecological implications. Earlier blooming may disrupt the synchronization between flowers and their pollinators, while also increasing the risk of damage from unexpected late frosts. The consequences extend beyond ornamental trees. Fruit-bearing species such as apples and peaches face similar challenges, particularly if warmer winters fail to provide the cold conditions necessary for proper dormancy. Without sufficient chilling periods, some trees may not flower at all, posing risks to agricultural production.         At the same time, cherry blossoms continue to hold both scientific and cultural importance. They serve as valuable indicators for tracking environmental change while also symbolizing renewal and seasonal transition. However, their increasingly early appearance underscores the urgency of reducing carbon emissions to mitigate the most severe consequences of climate change.

【矮袋鼠共筆】物理治療技術學｜熱療學 筆記/題庫

講師：矮袋鼠(114-2已上榜！）

簡介：考科包括電療學、熱療學、操作治療學與輔具學 『本課程考試筆記僅包含熱療學』，限時詳解卡解鎖筆記！

計算機概論(含網路概論）

講師：Terry Tung

簡介：計算機概論考試範圍涵蓋數位邏輯、計算機組織、資料表示法、程式語言、作業系統、資料庫、資料結構、電腦網...

【矮袋鼠共筆】物理治療技術學｜電療學 筆記/題庫

講師：矮袋鼠(114-2已上榜！）

簡介：考科包括電療學、熱療學、操作治療學與輔具學 『本課程考試筆記僅包含電療學』，限時詳解卡解鎖筆記！

中國醫

課程：轉學考英文
章節：文法題

高醫

課程：轉學考英文
章節：文法題

110高級中等以下學校及幼兒園教師資格考試

描述：選擇題詳解

1. 有關下列化合物的敘述何者不正確？ (A) 分子式為(B) 具酚基(phenol group) (C) 未共用電子對(lone pair)有 6 對 (D) 結構中的碳原子有 7 個 sp2 混成軌域

30. 小明在回到教室時，就故意踢撞小華的桌腳，讓小華桌上的書本、 習作與文具等，掉得滿地都是。請問這種行為是屬Dreikurs 主張， 所有學生的不當行為都肇因於個體追求四個錯誤的目標的哪一項？ (A)獲得注意 (B)尋求權力 (C)報復 (D)顯現無能

26 圖示為何種基樁形式？ (A) 手掘樁 (B) 全套管 (C) 衝擊樁 (D) 預壘樁

32.金屬冠蓋體的牙齒修形過程中，包覆功能性咬頭的終接線（finishing line），下列何者最為適當？ (A)shoulder (B)beveled shoulder (C)chamfer (D)knife-edged

13.關於齒源性感染的處置，下列敘述何者最不適當？ (A)必要時需採取措施維持呼吸道暢通 (B)對於嚴重的感染，應儘早進行細菌培養和敏感性測試 (C)靜脈注射抗生素治療可作為控制、侷限感染的一種手段 (D)沖洗引流傷口會造成細菌、膿液擴散至更深的解剖間隙

13 有關憲法訴訟法所定各類憲法審查案件之規定，下列敘述何者正確？ (A)除了抽象法規範以外，人民亦得就具體裁判聲請憲法審查 (B)立法委員認法律位階法規範牴觸憲法者，以經院會過半數表決通過為前 提，方得聲請憲法法庭為宣告違憲之判決 (C)有權就其審理之案件，對裁判上所應適用之法律位階法規範聲請憲法法 庭為宣告違憲之判決者，以最高法院、最高行政法院與懲戒法院為限 (D)行使職權就所適用之法規範認有牴觸憲法，而得聲請憲法法庭為宣告違 憲之判決者，以國家最高機關為限