(2) 記述編目（15 分）

二、積體電路（IC）放大器含三級放大器如圖二，圓圈內數字為接腳編號。電壓增益 A1 = –10 V/V，A2 = –999 V/V，A3 = +1 V/V，Rin = 1 MΩ，Zo1 = Ro1//Co1，Zo2 = Ro2//Co2，Ri2 = 4Ro1 = 100 kΩ，Ri3 = 4Ro2 = 10 kΩ，Ro3 = RL= 1kΩ，Co1= 5Co2= 5 pF。以最小值之外接電容 C，設計Av = vo/vin 頻率響應之高頻 3dB 極點落於 ωp = 105rad/sec。求算低頻之電壓增益 Av = vo/vin。電容 C 應接於何處？說明其理由，並求算該電容之值。（20 分）

三、圖三(a) MOSFET kn' = 2.5kp' = 250 μA/V2，Vtn = –Vtp = 0.5 V，各晶體之（W/L）值以及 NMOS 電流 iD 公式如圖三(b)。VDD = VSS = 2.5 V，vS 為小訊號輸入。當 vS = 0，求算 iD1、iD5，與 Q5、Q6 閘極之電位差 VGG = VG5 – VG6。當 vS＞ 0且 iL = 9 mA，此電流全由 Q5供應，所對應 vO 之上限值為何？（20 分）

四、運算放大器（OPAmp）之輸出電阻 Ro= 0，開路增益 A，輸入電阻 Ri，並以此 OPAmp 設計回授放大器如圖四(a)，其閉迴路增益 Av 與輸入電阻Zs（不含 R1）之定義如圖四(b)。此放大器之回授為正或負？推導圖四(b)中 Ax 與 Rx 之數學式，兩者均為A 與 Ri 的函數。（20 分）

五、圖五(a)與圖五(b)之數位輸入分別為 A 、 B 與 X 、 Y，兩電路之輸出Q 與。請建立 A、B 與 Q 關係之真值表。請建立 X、Y 與 Q 關係之真值表。兩電路的操作功能類似 SR 閂鎖（SR latch），S = set（設定），R = reset（重置）。選定圖五(a)、(b)兩電路的輸出 Q 與 SR latch 的輸出 Q 完全相同，則 A、B、X、Y 各與 S、R 的關係為何？（20 分）

(2) 記述編目（15 分）

(2) 記述編目（15 分）

一、英文寫作(50%)Some of you are not sure if you are cut out to be a translator and/or an interpreter. This uncertainty grows into self-doubt as you receive rigorous and intense T/I training at the graduate level. You put a lot of time and effort into practice, but your classmates seem to always outperform you. You think to yourself: If I can't even stand out from my peers, how can I compete with seasoned T/I veterans? The nagging worry is exacerbated by the possibility of AI phasing out human translators/interpreters. The undercurrent of fear and frustration compromises the energy that otherwise could be devoted to your daily practice.A way out of this mental trap is to approach the idea of a translator/interpreter, or any profession, from a verb-oriented perspective. This is what career coach Jean-Philippe Michel does when helping his young clients prepare for the future, according to a BBC article titled "The next generation of jobs won't be made up of professions" by Alina Dizik. Rather than encourage students to choose a profession they want to grow up into, such as teacher or engineer, Jean-Philippe Michel guides students to talk about the skills they want to acquire and the goals they want to achieve. For example, "I want to be a doctor" can be rephrased as "I want to use empathy in a medical setting." This is how a noun-based profession is reconceptualized from a verb-based perspective.Purpose Learning program initiated by Stanford University is another example of using a verb-based approach to helping students redesign their learning experience, as can be seen from their mission statement:"A look back from 2100 to the era when Stanford students began declaring missions, not majors."As Stanford graduates would soon be called upon to lead in a world in which economic, political, social and technological disruptions created some of the largest collective risks that humans had yet faced, the University established Purpose Learning, whereby students declared a mission, not a major. The intent was that students couple their disciplinary pursuit with the purpose that fueled it."I'm a biology major" was replaced by "I'm learning human biology to eliminate world hunger." Or "I'm learning Computer Science and Political Science to rebuild how citizens engage with their governments."The goal was to help students select a meaningful course of study while in school, and then scaffold a clear arc for the first 10 - 15 years of their professional lives. It wasn't about the career trajectory, but the reasons behind it.One sign that the shift toward connecting meaning or "the why" behind one's studies and actions came when the phrase "what's your verb?" started to creep into the Stanford lexicon. A cross between "how are you doing today," "what classes are you taking this quarter" and "why?", this new idiom spun off into a variety of media.Inspired by the work they were doing to investigate the kind of impact they were most interested in working toward, students started wearing Stanford t-shirts that just said, "To Ignite." "To Build." "To Challenge." "To Persuade." Soon, this unofficial tagline became the organizing principle for the new portfolios students had to create to graduate. Demonstrating evidence of clarity of purpose and experience creating impact, along with mastery of subject matter was key.http://www.stanford2025.com/purpose-learningPlease redefine the profession of a translator/interpreter from a verb-based perspective and write a five-paragraph essay of around 300 words with "your verb" as the thesis statement.●Paragraph 1: Introduction. Begin this paragraph by summarizing the mission statement of Stanford University Purpose Learning program with four to six sentences before presenting your thesis statement.●Paragraph 2: Describe how this verb encapsulates who you are as a person.●Paragraph 3: Describe how this verb encapsulates your mission/purpose in life.●Paragraph 4: Describe how T/I training might help you to be that verb.●Paragraph 5: Conclusion. End your essay with a verb-oriented take on being a translator/interpreter.

Text 1 (25%)冬季的夜晚來得特別早且長，台北也總是陰雨綿綿。巷子裡的小麵店、或者路邊滷味攤特別熱鬧，有的人看菜單、有的人正坐享用剛上桌的晚餐，熱湯一下肚，如仙丹般瞬間沖淡整日的疲倦慌忙。炊煙之間人們滿足的臉、期待的表情、老闆熱情的招呼與俐落的切菜甩麵......是我看不膩的日常營生。家家戶戶也開始張燈結綵，燈火搖搖晃晃地，預告著這一年即將結束，以及節慶的到來。

Text 2 (25%)史前生物是許多曾經生活於地球上的生物體，年代範圍大約是從38億年前到大約西元前3500年人類開始保留文字紀錄以前。在這段演化期間，許多新型態的生命誕生，也有許多如恐龍般的生物滅絕。《史前巨獸—古生物特展》從地球生成、生物的出現、演化到地球的大滅絕事件依序介紹，另搭配動物化石或其複製品的展示，介紹地球的歷史及其生態、演化，瞭解地理發展史，進而探索大自然環境、人類行為對動物生態的影響。-------------Terminology:古生物: planetology...................THE END...................文一節錄自: 《台北畫刊》No. 623文二節錄自: https://event.culture.tw/NTM/portal/Registration/C0103MAction?useLanguage=tw&actid=90107&request_locale=tw

第一部分：英譯中 (50分)【試題說明：請將以下英文段落翻譯成中文。請正確使用標點符號，每錯一個扣一分；使用簡體字，每個字扣一分；誤讀原文導致誤譯，每句扣五分；漏譯每句扣五分。】As the postwar political map of China was being drawn, both Mao and Chiang scrambled to expand the areas over which they had effective control. Mao's forces moved quickly to accept the surrender of Japanese military units in the north and replace them as the governing group. Fearful of China establishing a second enormous Communist state, the U.S. tried to contain the area of Communist control by airlifting Chiang's troops to key cities in northern China, where they could accept and claim credit for Japanese surrenders. The stage was now set for a showdown between the CCP under Mao and the KMT under Chiang.In an attempt to avert civil war, the U.S. government tried to negotiate peace between the two sides. U.S. ambassador Patrick Hurley arranged talks between Mao and Chiang, but after the talks failed, Hurley resigned his post in disgust. President Harry Truman then dispatched as his special representative to China General George C. Marshall, America's World War II army chief of staff, future secretary of state, and author of the Marshall Plan, which many would later credit for saving much of Europe from communism. In China Marshall managed to negotiate a temporary cease-fire, but even as both sides discussed the terms of implementation, they were busy preparing for further war. The cease-fire ended in the summer of 1946, after the Soviets withdrew from Manchuria and Chinese Communist troops moved in.Even at this late date, the Kuomintang, the de jure governing party of China because of its control of China's major cities, seemed to be the stronger contender for national power. Poor leadership, however, had eroded the people's trust in the Republic. When the Nationalists reclaimed the capital of Nanjing from the Japanese, they failed to punish officials known to have collaborated with the occupiers. Many Chinese believed that the collaborators escaped justice because of their influence within the Nationalist regime. There were also charges that the Nationalists had retained property expropriated by the Japanese instead of returning it to the original owners.(337 words, selected from The Chinese in America: A Narrative History, written by Iris Chang.)