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移民情勢與政策分析

水上警察情境實務(包括海巡法規、實務操作標準作業程序、人權保障與正當法律程序)

水上警察學

115年 - 20400 攝影 丙級 工作項目 04：影像輸出作業 1-50（2026/01/08 更新）#136546(50題)

115年 - 20400 攝影 丙級 工作項目 03：攝影作業 101-150（2026/01/08 更新）#136545(50題)

115年 - 20400 攝影 丙級 工作項目 03：攝影作業 51-100（2026/01/08 更新）#136544(50題)

115年 - 20400 攝影 丙級 工作項目 03：攝影作業 1-50（2026/01/08 更新）#136543(50題)

115年 - 20400 攝影 丙級 工作項目 02：器材使用 101-141（2026/01/08 更新）#136542(41題)

115年 - 20400 攝影 丙級 工作項目 02：器材使用 51-100（2026/01/08 更新）#136541(50題)

115年 - 20400 攝影 丙級 工作項目 02：器材使用 1-50（2026/01/08 更新）#136540(50題)

115年 - 20400 攝影 丙級 工作項目 01：作業準備 151-196（2026/01/08 更新）#136539(46題)

115年 - 20400 攝影 丙級 工作項目 01：作業準備 101-150（2026/01/08 更新）#136538(50題)

115年 - 20400 攝影 丙級 工作項目 01：作業準備 51-100（2026/01/08 更新）#136537(50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.

藥師二階國考 調劑學 分章節國考歷屆試題

講師：菜餅

簡介：分章節的調劑與臨床藥學練習題，藥學系準備藥師國考二階之試題。

藥師一階國考 中藥學考題 分章節國考歷屆試題

講師：菜餅

簡介：分章節的中藥學國考題，考試科目：藥師國考一階。 若有錯誤，請在下方留言，一人作業難免疏漏，感謝各位客...

【國考助手】2025警察法規(中冊)：警械使用條例、集會遊行法、公務人員行政中立法

講師：最佳解

簡介：筆者綜合警特三等、四等考試、警校教師、讀書會共筆、自身實務等經驗，讓想考警察的非本科系生或想考升官等...

法規

描述：教育法規

會計循環、會計程序

描述：有關分錄、過帳、試算、調整、結帳、編表

藥析

描述：毛細管電泳

5.教學的真諦在於：(A)教書 (B)傳授知識(C)引導學生主動學習 (D)提高昇學率

12.依郵政儲金匯兌法規定，中華郵政公司辦理劃撥儲金之劃撥支票業務，準用下列何者規定？ (A)金融消費者保護法之規定 (B)票據法有關支票之規定 (C)銀行法之規定 (D)商業登記法之規定

24.下列製劑何者須以單軟膏加熱熔化後，再篩入主成分粉末，攪拌調均製得？ (A)硫磺軟膏 (B)培尼皮質醇軟膏 (C)氧化鋅調製軟膏 (D)水楊酸軟膏

25.下列固體劑型之賦形劑種類與其舉例之配對，何者正確？ (A)pH modifier：sodium silicate (B)wet binder：silicon dioxide (C)filler or diluent：magnesium stearate (D)disintegrant：aluminum lake

39 鐵路路線邊坡內及距軌道中心多少公尺以內，嚴禁放牧牲畜？ (A) 四公尺 (B) 四點二公尺 (C) 五公尺 (D) 五點二公尺

5. 甲、乙兩種具有相同票面利率，面額及到期殖利率之中央政府債券，目前均屬溢價債券，若甲債券 尚餘 4 年到期，乙債券尚餘 2 年到期，則： (A)甲債券溢價額較乙債券溢價額大 (B)甲債券溢價額與乙債券溢價額相等 (C)甲債券溢價額較乙債券溢價額小 (D)無法比較