(三)繼續子題(二)，請計算上、下兩段導線（）所受的磁力，再計算這四段導線所受磁力的合力與合力矩。（14 分）〔提示〕：力矩的公式

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.

題組內容

(三)繼續子題(二)，請計算上、下兩段導線（）所受的磁力，再計算這四段導線所受磁力的合力與合力矩。（14 分）
〔提示〕：力矩的公式

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