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115年 - 115-2 專技高考_護理師：內外科護理學#142869(50題)

115年 - 115 專技高考_法醫師：一般醫學#142868(100題)

115年 - 115 專技高考_牙體技術師：牙體解剖形態雕刻#142867(2題)

115年 - 115 專技高考_語言治療師：嗓音與吞嚥障礙學#142866(50題)

115年 - 115 專技高考_語言治療師：兒童語言障礙學#142865(50題)

115年 - 115 專技高考_法醫師：法醫病理與解剖學#142864(43題)

115年 - 115-2 專技高考_營養師：生理學與生物化學#142863(50題)

115年 - 115-2 專技高考_護理師：基礎醫學（包括解剖學、生理學、病理學、藥理學、微生物學與免疫學）#142862(50題)

115年 - 115 專技高考_語言治療師：溝通障礙總論(包括專業倫理)#142861(50題)

115年 - 115-2 專技高考_護理師：精神科與社區衛生護理學#142860(50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.

國中生物

講師：Ginny Chen

簡介：國中生物範圍

高一上數學

講師：台中大雅家教-睿智數學及英文家教，王瑞志老師

簡介：提供高一上數學線上課程

國文

講師：台中大雅家教-睿智數學及英文家教，王瑞志老師

簡介：教甄國文

國三數學-各校考古題真題老師影音講解

課程：國三數學上數學課程（九年級）
章節：國三數學-各校考古題真題老師影音講解

L7 will/be going to未來式高頻考點影音實戰總整理

課程：國三上英文課程(九年級)
章節：L7 will/be going to未來式高頻考點影音實戰總整理

描述：1.未來式考古題真題，老師影音講解2.以現代未詳細說明3.5題考題解析4.40題選擇題練習5.講義pdf下載

刑事訴訟之 簡易程序流程

描述：簡易審判、簡易判決、審判外の協商 上記のタイミングの整理

6. The day’s activities were so enervating that he was soon in the arms of ____. (A) Achilles (B) Mars (C) Morpheus (D) Apollo (E) Neptune

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

2295. 瀝青混凝土施工完成後若有蜂窩現象應？(A)加封(B)掃除(C)挖除重鋪(D)灑水。 

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%。 

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」