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外國文(含新聞書信撰寫與編譯)(越南文)

外國文(含新聞書信撰寫與編譯)(印尼文)

研究所、轉學考(插大)◆社區護理學

115年 - 115 專技高考_醫師(二)：醫學(三)（包括內科、家庭醫學科等科目及其相關臨床實例與醫學倫理）#137317(80題)

115年 - 台灣金融研訓院第 25 屆進階授信人員專業能力測驗試題：授信實務#137276(52題)

115年 - 台灣金融研訓院第 25 屆進階授信人員專業能力測驗試題：授信法規#137273(54題)

115年 - 115 新制多益閱讀測驗第七回#137189(100題)

115年 - 115 國立馬公高級中學_護理師甄試試題 101-160#137179(60題)

115年 - 115 國立馬公高級中學_護理師甄試試題 51-100#137178(50題)

115年 - 115 國立馬公高級中學_護理師甄試試題 1-50#137177(50題)

115年 - 115 國立臺南女子高級中學_護理師甄選試題#137175(46題)

115年 - 115 新制多益聽力測驗第三回#137139(100題)

115年 - 115 新制多益聽力測驗第二回#137108(100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.

【矮袋鼠共筆】物理治療技術學｜輔具學 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輔具學』，限時詳解卡解鎖筆記！

2026/02/23 ui測試專用

講師：IDeath

簡介：test

台鐵

講師：艾伯特

簡介：衝刺班講義

補血藥+表格筆記整理

課程：【A'phar 中藥學】 單元式歷屆考題彙整
章節：補虛藥

社會情緒學習

描述：社會情緒學習

第三章：基本剪輯操作（讓影像說出你的故事！）(上集)--新手輕鬆學

課程：威力導演影片剪輯(新手版)
章節：基礎版

描述：上集：3-1~3-4   影片剪輯就像說故事，而時間軸就是你的畫布。在這一章中，我們將正式踏入威力導演的...

25. According to the passage, Philadelphia and Boston are similar to New York City in (A) size of population (B) age (C) site (D) availability of rail transportation

37.個案剛開完髖關節手術，在進入浴缸的過程，下列何者錯誤？ (A)站在浴缸旁，以開刀的腳靠近浴缸 (B)將身體重量移到非開刀腳 (C)開刀的腳跨入時，開刀腳可以髖關節屈曲100度、膝蓋屈曲80度跨入浴缸 (D)開刀腳先跨入浴缸，非開刀腳再跨入，浴缸底部置放防滑墊

26 甲簽發發票日為某年 5 月 1 日，到期日為同年 10 月 1 日，面額 20 萬元之本票一張交付乙，乙將本票背書交付丙，丙背書交付丁。如乙於該票據背面簽名旁記載免作拒絕證書，丁於同年 10 月 3 日請求甲付款，遭甲拒絕，丁遲至次年 10 月 2 日始對乙追索，乙對丁有無抗辯事由？ (A)乙對丁有抗辯事由，因追索權時效至次年 9 月 30 日止 (B)乙對丁有抗辯事由，因追索權時效至次年 10 月 1 日止 (C)乙對丁無抗辯事由，因追索權時效至次年 10 月 3 日止 (D)乙對丁有抗辯事由，因丁未遵期為付款提示

44.下列何種官能基在生理環境下，主要呈鹼性狀態？ (A)diarylamine (B)amidine (C)amide (D)nitrile

45.藥物分子與受體結合時，下列何者的鍵能最高？ (A)氫鍵 (B)共價鍵 (C)離子鍵 (D)凡得瓦爾力

9.匯出匯款電文以 SWIFT 辦理者，受委託之國外通匯行在解款前必須核驗： (A)簽樣 (B)密押 (C)匯票委託書 (D)匯票及匯票委託書