最新資料

技檢◆測量-丙級

技檢◆泥水

技檢◆車床-車床(項)-丙級

115年 - 115 海岸巡防特種考試_三等_海洋巡護科輪機組：船用電機與自動控制#143379(4題)

115年 - 115 調查特種考試_三等_資訊科學組：資料庫應用#143378(8題)

115年 - 115 海岸巡防特種考試_三等_海巡行政：刑法與刑事訴訟法#143377(4題)

115年 - 115 海岸巡防特種考試_三等_海洋巡護科航海組：船舶操作與船上人員管理#143376(8題)

115年 - 115 海岸巡防特種考試_三等_各科組別：海巡勤務#143375(4題)

115年 - 115 海岸巡防特種考試_四等_海洋巡護科航海組：航海學概要#143374(9題)

115年 - 115 調查特種考試_三等_資訊科學組：資訊安全實務#143373(4題)

115年 - 115 海岸巡防特種考試_三等_海洋巡護科航海組：航海學#143372(11題)

115年 - 115 海岸巡防特種考試_四等_海洋巡護科航海組：船舶操作與船上人員管理概要#143371(4題)

115年 - 115 海岸巡防特種考試_三等_海洋巡護科輪機組：輪機管理與安全#143370(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.

藥物分析&生藥學(含中藥)

講師：GO-GO國考(二階通過)

簡介：針對114-109中藥考題進行整理

銀行英文

講師：Terry Tung

簡介：本課程專為準備台灣各大銀行（台灣銀行、土地銀行、兆豐銀行、合作金庫、彰化銀行、第一銀行、華南銀行、台...

統測英文

講師：Terry Tung

簡介：本課程專為準備統測的同學設計，內容依應試分流區分為「四技二專」與「二技」兩大類，完整涵蓋歷屆試題類型...

無線電輔助設備

描述：洩波同軸電纜 考題重點

教育哲學

描述：思維術

指數型(雙曲線)需求函數

課程：經濟學(上)
章節：獨占市場

50. PDCA 已列為國內評鑑校務的主要內涵, C 代表的意義為何？ (A)控制 (B)協調 (C)檢核 (D)確認

12.依公司法規定，公司間或與行號間有短期融通資金之必要者，融資金額不得超過貸與企業淨值之多少比率？ (A)20% (B)30% (C)40% (D)50%

47.有關有限公司的敘述，下列何者錯誤？ (A)至少須設一位至多三位董事，負責執行公司業務 (B)董事不須具備股東身分 (C)董事由股東表決權三分之二以上同意推選 (D)董事有數人時可於章程規定設置董事長一人，對外代表公司

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

2282. 三段式規格包含哪三段？(A)合格、不合格、重做(B)合格、減價收受、不合格(C)合格、補償、不合格(D)合格、退貨、不合格。 

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」