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115年 - 115 高等考試_二級_金融保險：金融保險法規（包括銀行法、證券交易法、保險法等法律及其相關法規）#145810(4題)

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115年 - 115 高等考試_二級_農業機械：高等農機設計學#145808(4題)

115年 - 115 高等考試_二級_衛生行政（一般組）：衛生行政學研究（包括食品藥物衛生）#145807(4題)

115年 - 115 高等考試_二級_交通技術：運輸系統分析#145806(4題)

115年 - 115 高等考試_二級_交通技術：運輸安全#145805(4題)

115年 - 115 高等考試_二級_土木工程：工程管理與施工#145804(4題)

115年 - 115 高等考試_二級_交通技術：交通工程#145803(4題)

115年 - 115 高等考試_二級_生物多樣性：生態學研究#145802(9題)

115年 - 115 高等考試_二級_交通技術：運輸規劃#145801(4題)

50. Which of the following can be inferred from the passage about children affected by TV violence? (A) They want to be their teachers’ assistants to get their attention. (B) They hope they can be class leaders so they can ask others to do anything. (C) They have a higher risk of breaking the law when they are grown up. (D) They tend to become victims of violence themselves in their teenage years.

49. Which of the following is NOT true about those children that are affected by TV violence? (A) They are less patient than those who do not watch TV. (B) They are likely to solve problems in aggressive ways. (C) They do not like to work with others to accomplish a task. (D) They do not forget to appreciate others after receiving help.

48. Which of the following is closest in meaning to “sadistic” in the second paragraph? (A) Brutal. (B) Exciting. (C) Limited. (D) Strange.

II. Essay Writing (50%) In the last two years, the Covid-19 pandemic has willy-nilly forced us to enter a new era for distant learning wherein teachers and students alike have been faced with challenges and changes in schooling. While many may have embraced the new way of schooling they have encountered, relishing the freedom and flexibility offered by online learning, others may have suffered a lot from the losses of real contacts with teachers and peers in a classroom setting, which are essential parts of all face-to-face meetings. Write an essay in which you depict the effects of the Covid-19 outbreak in education, either focusing on the positive, or the negative outcomes of distant learning during or after the pandemic.

I. Critical Thinking and Writing (50%)Below is an excerpt selected from Peter Wingrove's (2022) work published in English for Specific Purposes. Discuss (1)what the rationale(s) and goal(s) of this paper and (2)summarize the article in less than 150 words.This research article contributes to the literature which characterises TED talks and academic lectures in terms of linguistic features, with the aim of informing pedagogy. The primary motivation for this research is the introduction of TED talks into educational settings, particularly within English for Academic Purposes (EAP), where TED talks are recommended for academic listening practice (De Chazal, 2014) and sometimes conflated with academic discourse within research (e.g. Abdulrahman, 2017; Elk, 2014; Takaesu, 2014). Moreover, TED talks feature prominently in contemporary textbooks marketed at university students, such as the Keynote (Dummet, Stephenson, Bohlke, & Lansford, 2016–2018), Perspectives (Barber, Dellar, Jeffries, & Lansford, 2018), and 21st Century Communication (Baker, Blass, Williams, Bonesteel, & Lee, 2017) series. The underlying presupposition is that TED talks are a form of academic discourse, or at least suitably similar to act as a substitute in EAP classes. This assumption is not unfounded as certain features of TED talks suggest at least overlap with academic discourses. For instance, TED hosts a range of speakers, including entrepreneurs, politicians, writers, artists, and notably, a number of academics (Cassidy et al., 2013). In terms of topic, the TED website uses a series of content tags to organise the talks, listing six main tags: technology, entertainment, design, business, science, and global issues; and over 400 minor tags, a set of which denote academic content such as chemistry, biology, math, history, and philosophy. Academic lexis is a crucial component of academic language, linked to successful academic listening and performance. Interview and survey data has found that many L2 students struggle to understand academic lectures in English (Mulligan & Kirkpatrick, 2000), with limited vocabulary knowledge reported to cause comprehension difficulties (Ali, 2020; Yeh, 2014). Moreover, prior studies have demonstrated a correlation between vocabulary knowledge and academic performance (Masrai & Milton, 2018; Roche & Harrington, 2013) and the use of academic vocabulary has been found to increase in student writing as they progress through academia, suggesting they are an important feature (Durrant, 2016). Therefore, academic vocabulary knowledge appears to be important for academic listening, academic writing, and academic performance overall. Comparing TED talks and academic lectures in terms of academic lexis gives an indication of how useful TED talks are for preparing students for the academic vocabulary demands of lectures. Prior research has made some progress in this direction. A previous study found that the Academic Vocabulary List (AVL; Gardner & Davies, 2014) covered 6.56% of TED talks on average, compared to 9.35% of academic lectures (Wingrove, 2017). However, this research was limited in terms of corpus size (49 talks), scope (only technology, design, and entertainment talks) and in the measure of academic content, which only considered written academic vocabulary. As the use of AVL items has been found to vary substantially across disciplines (Durrant, 2016), the limited number of topics in this study is a notable limitation. Moreover, academic lexis has been captured in a number of ways, using differing criteria and aims. Therefore, in order to inform the suitable use of TED Talks in ESP contexts, the current study analyses the coverage of three lists of academic lexis across two corpora, which were designed for this study: the TED Talk Corpus (TTC; n = 2,483, tokens = 5,068,781) and the Open Yale Courses Lecture Corpus (OYCLC; n = 2,483, tokens = 5,068,781). The TTC includes over 400 topic tags and the OYCLC covers a broad range of academic disciplines. Academic lexis is defined by the Academic Word List (AWL; Coxhead, 2000), the Academic Vocabulary List (AVL; Gardner & Davies, 2014), and the Academic Spoken Word List levels 2–4 (ASWL; Dang, Coxhead & Webb 2017). To investigate the extent and the ways in which TED talks are different from OYCLC lectures in terms of academic lexis, a corpus-based approach (see Tognini-Bonelli, 2001) is taken to answer the following research questions: (1) Do TED talks differ from OYCLC lectures in terms of academic lexis? (2) To what extent are these differences present across the different disciplinary categories? and (3) Which academic lexes are frequent in TED talks and how does this compare with frequent academic lexes in lectures?

題目八:【10分】請說明職業衛生護理人員之角色，至少3項.

【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！ 考題...

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！ 考題...

民法 編債 第 248 條

課程：民法 編債
章節：第 一 章 通則 第 三 節 債之效力

描述：訂約當事人之一方，由他方受有定金時，推定其契約成立。

民法 編債 第 249 條

課程：民法 編債
章節：第 一 章 通則 第 三 節 債之效力

描述：定金，除當事人另有訂定外，適用左列之規定： 一、契約履行時，定金應返還或作為給付之一部。 二、契約因可...

民法 編債 第 250 條

課程：民法 編債
章節：第 一 章 通則 第 三 節 債之效力

描述：當事人得約定債務人於債務不履行時，應支付違約金。 違約金，除當事人另有訂定外，視為因不履行而生損害之...

1. 為提升教職員的輔導知能，高級中等以下學校每學年應定期辦理校長與一般教職員之輔導知能在職進修，其時數規定為何？ (A)至少三十六小時 (B)至少十二小時 (C)至少十八小時 (D)至少三小時

2297. 瀝青混凝土施工厚度規定， 任何一點之厚度不得少於設計厚度多少以上，其全數之平均不得少於設計厚度(A)2%(B)3% (C)5% (D)10%。 

2298. 瀝青混凝土施工完成後表面應具備？(A)粗糙不平(B)黏滑(C)均勻平整(D)多孔隙。 

2299. 瀝青混凝土壓實度應達室內試體密度之？(A)90%(B)92%(C)94%(D)96%。 

9 依司法院解釋意旨，下列何者違憲侵害憲法保障之工作權？ (A)不動產估價師法禁止不動產估價師設立分事務所(B)藥事法限制醫師藥品調劑權(C)藥師法規定藥師執業處所應以一處為限(D)中醫師特考有零分或專業科目平均成績或特定科目成績未達規定者不予及格

1 甲欲設立公司並命名為「新美好食品有限公司」。經查，已有另一家公司登記為「美好食品有限公司」。 試問甲能否以「新美好食品有限公司」登記為公司名稱？(A)可，因兩公司名稱特取部分不同(B)不可，因兩公司名稱無可資區別文字(C)可，因兩公司名稱無誤認混同之虞(D)不可，除非甲設立公司並命名為「新美好食品股份有限公司」