最新資料

統測◆02動力機械群◆(一)應用力學

關務◆五等◆輪機工程大意（包括柴油機大意與輔機大意）

警大消佐班(1、2類)◆消防法規與消防安全設備

115年 - 115-2 薦任公務人員晉升簡任官等訓練及警正警察人員晉升警監官等訓練試題：情境寫作#145675(2題)

115年 - 115 高雄市政府教育局所屬學校_正式護理人員暨約聘護理師聯合甄選試題：綜合護理(含內科、外科、產科、兒科、精神科與公共衛生護理學)#145674(50題)

115年 - 115-1 委任公務人員晉升薦任官等訓練_紙筆測驗試題：實務寫作#145673(4題)

115年 - 115-2 臺灣銀行_新進人員甄試試題_7 職等／際金融儲備人員：英文(中翻英與英翻中)#145672(4題)

115年 - 115 國立成功大學附屬臺南工業高級中等學校護理師甄選試題#145671(50題)

115年 - [無官方正解]115-2 臺灣銀行新進人員甄試試題_7 職等／國際金融儲備人員_科目二：國際金融#145670(28題)

115年 - 115 金酒公司生產線儲備技術員甄試筆試題庫 : 勞動法令101-147#145644(47題)

115年 - 115 金酒公司生產線儲備技術員甄試筆試題庫 : 勞動法令51-100#145642(50題)

115年 - 115 金酒公司生產線儲備技術員甄試筆試題庫 : 勞動法令1-50#145639(50題)

115年 - 115 金酒公司生產線儲備技術員甄試筆試題庫 : 商品的認識#145620(80題)

6. Consider the linear population model with intercept:$y_t = \alpha + \beta x_t + \varepsilon_t$The variance structure is known as below: $E(\varepsilon_t^2) = \sigma^2 h_t^2,$Which regression may obtain efficiency $\hat{\beta}$ estimator? (A) Regress \( y_{t} \) on 1, \( x_{t} \) (B) Regress \( y_{t} / h_{t} \) on 1/ht ,xt/ht(C) Regress \( y_{t} / h_{t}^{2} \) on 1/h2t ,xt/h2t(D) Regress \( y_{t} \) on 1/ht ,xt/ht(E) Regress \( y_{t} / h_{t} \) on 1, \( x_{t} \)

5. Consider the linear model with intercept: $y_t = \alpha + \beta x_t + u_t$ If the $A = \sum_{i=1}^{n} (x_i - \bar{x})^2$ is positive definite and $E(u_i \mid x_i) = 0, \forall t = 1, 2, \dots, T$, which statement is true under sample size $T \to \infty$. (A) \( \hat{\beta} \) is consistent, but we cannot judge whether \( \hat{\beta} \) is efficiency (B) \( \hat{\beta} \) is unbiased and efficiency (C) \( \hat{\beta} \) is consistent and efficiency (D) \( \hat{\beta} \) is, but we cannot judge whether \( \hat{\beta} \) is efficiency (E) \( \hat{\beta} \) is unbiased and consistent.

4. Consider the simple regression $y_i = \alpha + \beta x_i + \varepsilon_i$And suppose population parameter $\beta = 2$ and least square estimator $\hat{\beta} = 2.3$. Now consider the regression $(x_i - y_i) = \alpha^* + \beta^* x_i + u_i.$What is the value of \( \hat{\beta} \)? (A) 1 (B)-1 (C)-1.3 (D)-0.3 (E) 0.3

五、請說明國道電子收費與外部性的關係，並分析尖峰和非尖峰時段是否應收取相同費率。(15 分)

四、政府實行所得重分配政策是否可以提高經濟效率？為什麼？(20 分)

三、社會安全退休年金制度對個人儲蓄行為有哪些可能的影響？(15 分)

威力導演影片剪輯(新手版)

講師：花花林

簡介：威力導演剪輯入門到進階課程簡介 想學會剪影片，卻不知道從哪開始？本課程將帶你從零開始，掌握威力導演（P...

調劑學與臨床藥學分章節題庫(108-1~115-2)

講師：Pharm_MADAO

簡介：● 收錄108-1～115-2之調劑學與臨床藥學國考題 ● 分章節整理試題，幫助考生複習各章節之內容

藥物治療學分章節題庫(含部分臨床藥學)(108-1～115-2)

講師：Pharm_MADAO

簡介：● 收錄108-1～115-2之藥物治療學國考題(含部分臨床藥學題目) ● 分章節整理試題，幫助考生複習各章節之內容

憲法 第 162 條

課程：中華民國憲法法條
章節：第 十三 章 基本國策 第 五 節 教育文化

描述：全國公私立之教育文化機關，依法律受國家之監督。

憲法 第 163 條

課程：中華民國憲法法條
章節：第 十三 章 基本國策 第 五 節 教育文化

描述：國家應注重各地區教育之均衡發展，並推行社會教育，以提高一般國民之文化水準，邊遠及貧瘠地區之教育文化經...

憲法 第 164 條

課程：中華民國憲法法條
章節：第 十三 章 基本國策 第 五 節 教育文化

描述：教育、科學、文化之經費，在中央不得少於其預算總額百分之十五，在省不得少於其預算總額百分之二十五，在市...

47. 下列有關法律與道德之敘述，何者正確？ (A)所有的道德規範皆以法律規範作為其基礎 (B)行為若違反道德規範，必同時違反法律規範 (C)道德屬於不成文之行為規範 (D)違反道德規範，應受法律制裁

1.《世說新語‧容止》：「魏武將見匈奴使，自以形陋，不足雄遠國，使崔季珪代，帝自捉刀立床頭。既畢，令 間諜問曰：『魏王何如？』匈奴使答曰：『魏王雅望非常；然床頭捉刀人，此乃英雄也。』魏武聞之，追殺此使。」 有關這段文字，下列敘述何者正確？ (A)魏王高大英挺 (B)床頭捉刀人是匈奴王 (C)匈奴使因讚美魏王英俊而被殺 (D)魏王容貌不佳

19 不動產經紀業者告知消費者「今天不簽約就沒機會」、「不簽約就不能看契約」、並在契約中記載「已確實攜回本契約書審閱 5 日以上無誤或是已詳閱並充分瞭解本契約書及附件內容，無須 5 日以上審閱期，本約簽訂後，確認即生契約效力無誤」，請問此定型化契約條款效力為何？(A)有效 (B)無效 (C)效力未定 (D)部分有效，部分無效

4.《世說新語‧容止》：「魏武(曹操)將見匈奴使，自以形陋不足雄遠國，使崔季珪代，帝自捉刀立床頭。既 畢，令間諜問曰：『魏王何如？』匈奴使答曰：『魏王雅望非常，然床頭捉刀人，此乃英雄也。』」魏武聞之，追 殺此使。」有關這段文字的敘述，下列何者正確？ (A)匈奴使者因為知道曹操長得很醜，因而被曹操追殺 (B)匈奴使者懾於曹操的威嚴，而不敢說出曹操請人當槍手的真相 (C)匈奴使者認為曹操器宇不凡，但是站在旁邊的帶刀侍衛更有英雄氣概 (D)崔季珪成功完成曹操交代的任務，讓匈奴使者認為曹操是真正的英雄

2 今回の選挙で、自民党・連立     与党     は議席数を大きく伸ばしたことから、政権基盤は大きく強化され、政 策遂行力は一段と高まります。 (A)やとう (B)よとう (C)あたえるとう (D)よと

III. Test Design Please summarize the following text into a 150~200-word passage and create a multiple-choice cloze test for 11th graders. You should create 5 blanks. Each question should have 4 answer options, with one correct answer underlined.      Social Emotional Learning (SEL) is often framed as the “missing piece” of the educational puzzle. While traditional curricula prioritize the acquisition of cognitive milestones—long division, chemical equations, and literary analysis—SEL focuses on the internal architecture that allows a student to navigate those challenges. At its core, it is the process through which individuals acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions, and achieve personal and collective goals.       For those operating at a post-graduate level of understanding, it is clear that SEL is not merely a “soft skill” initiative or a momentary trend in pedagogy. Instead, it represents a sophisticated integration of neurobiology and behavioral science. When a student learns to regulate their nervous system through self-awareness, they are essentially optimizing their prefrontal cortex for high-level executive functioning. Without the ability to manage the “amygdala hijack”—the stress response that shuts down logical reasoning—the most brilliant academic instruction will often fall on deaf ears.     Modern SEL frameworks, such as the one developed by CASEL, emphasize five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. In a professional or academic environment, these translate into the capacity for deep collaboration and conflict resolution. It is the difference between a team that collapses under the pressure of a deadline and one that utilizes collective efficacy to pivot and problem-solve.     Furthermore, SEL serves as a critical bridge to equity. By fostering social awareness and empathy, learners are better equipped to navigate diverse perspectives and dismantle implicit biases. It shifts the educational paradigm from “What is wrong with this student?” to “What does this student need to thrive?” In an increasingly fragmented world, the ability to cultivate “emotional intelligence” is no longer an elective luxury; it is a fundamental requirement for social cohesion and professional longevity. Ultimately, SEL suggests that the most important lab we will ever work in is the one inside our own minds, where we learn to balance the rigors of logic with the complexities of the human heart.