三、依農業用地興建農舍辦法規定，集村農舍須達幾位以上之農民作為起造人？ 又那些農業用地不得興建集村農舍？

四、作農業使用之農業用地，經核准不課徵土地增值稅或免徵遺產稅、贈與稅 後，如有未依法作農業使用之情事，試問依農業發展條例規定，會作何處 置？

Use only English to answer the following questions. Your answers will be graded on the clarity of the exposition, as well as on the appropriateness, correctness and relevance of the particular examples and facts that you use to illustrate or to support your points. I. Below is the full transcript of a podcast selected from Scientific American. This podcast involves a narrator and verbal recordings of a professional (enclosed by quotes). Piease read through the transcript carefully and summarize with your own words. Limit your answers to 300 words (25%). BRAIN SIDES ARE BOTH BUSY IN NEW LANGUAGE LEARNING Anyone who has tried to learn a now language as an adult knows how hard it can be. And usually the ability to comprehend someone else comes before the capacity for speaking the new tongue. "When you're listening, you can kind of gloss over the details. So, you may not need to understand every single syllable, every single word perfectly." Cognitive neuroscientist Kshipra Gurunandan, of the Basque Center on Cognition, Brain and Language. But actually speaking a new language fluently takes much more work. "Adults are not quite able to reproduce or really hear foreign sounds." Gurunandan suspected that, as we learn, the relative ease of comprehension might be explained by changes in the area of the brain that processes language. It's been known since the 1 800s that, for most people, the left hemisphere of the brain is essential for language. "However, in more recent times, we've started to realize that it's not quite that simple." For example, when people suffer brain injuries to the left hemisphere, the right hemisphere can take over language tasks. That flexibility suggests that language is not the exclusive domain of the lett hemisphere. To find out if the two sidcs of the brain process comprehension and speech differently during language learning, Gurunandan and her team scanned the brains of Spanish-speaking volunteers who were learning either Basque or English. "They performed language tasks in the scanner involving reading, listening, and speaking in their native and their new language. And then we looked at whether activation in the language regions was greater in the left hemisphere or the right hemisphere for each of the languages in each task." The rescarchers found that speaking primarily activated language regions in the left side of the brain no matter how advanced the language learner was. But reading and listening comprehension were much more variable. "In the earliest stages of language learning the native and new languages tended to activate the same hemisphere, while in the more advanced learners they activated diffcrent hemispheres. And the switch from the same to the opposite hemispheres was largest in reading, it was slightly smaller in listening and it was non-existent in speaking."The researchers reason that speech may be more constrained to the left hemisphere because it contains specialized circuits dedicated to the motor control of speech production. "While in comprehension, you have the auditory system'and the visual system, which are more bilateral--and it's possible that is why comprebension is more bilateral in the brain." The study is in the Journal of Neuroscience. (Kshipra Gurunandan, et al. (2020). Converging evidence for differential specialisation and plasticity of language systems] Learning a new language will always be challenging, but Gurunandan says you shouldn't let that stop you. "Language learning is a hard skill. It's hard for everybody. But it's not because of your brain plasticity. You can learn words, you can learn grammar rules, your language learning capacity is just fine." As long as you maintain your joie de vivre. Scientific American 60 Second Science December 16.2020

1. Based on this excerpt, who are most likely to suffer from language deprivation? Be as explicit and comprehensive as possible. (5%)

2. How will language deprivation affect a child's developient, in terms of their language abilities and other (socio-)cognitive acquisition? Give examples to support your arguments. (10%)

3. How can we, as caregivers and/or instruetors, prevent language deprivation? (10%)

III. Please read the following passage and answer the question below. WHEN OUR GAZE IS A PHYSICAL FORCE Have you ever sensed that someone might be watching you? You get a prickly feeling at the back of your neck and turn to sce a stranger staring at you across the room. It sometimes seems that we can feel a person's gaze as a physical sensation. And, from a single glance, we can tell a lot about a person, such as their moods, intentions and focus. Is their gaze dangerous, interesting or attractive? Do they stare directly or glance to the side? If 'eyes are the window into the soul," then a glance reveals far more than we know. Recent studies demonstrate that humans attribute gaze with physical properties. We create tacit mental schemes in which the visual attention of others is computed as a forceful beam emitted from the viewer's eye and directed at the object of interest. These mental schemes allow us to take cognitive shortcuts to process peoples' visual attention quickly and efficiently. Gaze is an elemental form of communication that can coordinate activities and convey social dynamics without a gesture or spoken word. It requires a rapid interpretation of the meaning behind another's gaze, but the trade-off for the speed of that interpretation is the mistaken understanding of gaze as something that can move things in our environment. These studies show that this interpretation is subconscious and automatic, and that it occurs even in those who would consciously deny that vision exerts any force. You might expect that such an erroneous interpretation would be detrimental. In fact, while there seem to be few if any adverse consequences these findings may underlie rich and diverse cultural references to the outward force and power of the gaze. The results of the experiment demonstrate an ancient human idea linking gaze with physical properties. This notion, as old as the Greeks, is known as the "extramission" theory of vision. Extramission literally means "sending out," and the extramission theory is the belief that vision is a force emitted from the eye. It is an intuitive understanding of vision common among children that persists among many adults. In contrast, the modern visual theory is called "intromission," and is based on the notion that vision results from light entering the cyes. Using a series of ingeniously simple experiments in one study, researchers found that subjects associate gaze with a physical force. Subjects viewed a computer display that had an image of a tube, roughly the size of the end of the paper towel roll, standing vertically on a table. At one end of the table was an image of a face gazing at the tube (rescarchers dubbed the face avatar Kevin). Subjects were instructed to tilt the tube towards Kevin's image using specific keys on a keyboard until they felt the tube had reached the critical angle at which it would tip over. The critical angle reported by subjects depended upon whether Kevin was blindfolded. If Kevin was perceived as gazing at the tube, the critical angle was greater than when Kevin was blindfolded, suggesting that his gaze was impressing some force upon the tube that needed to be overcome for the tube to fall. Likewise, in a second experiment, subjects were presented with the image of Kevin either gazing at the tube or gazing away in the opposite direction and asked to report the critical angle of the tube before toppling. Once again, the angle depended on Kevin's perceived gaze and was much greater when Kevin gazed straight at the tube compared to when Kevin was turned away. Finally, in a third experiment subjects were told that Kevin was either looking directly at the tube or focused beyond the tube at a wall at the other end of the table. Once again, the critical tilt angle was greater if subjects thought Kevin was gazing at the tube rather than the wall. Participants in this study were screened for belief in extramission beforehand and those who expressed such a belief were exciuded. So, it is remarkable that all remaining participants intuited a force based upon gaze, even while they disavowed any belief in such a force emanating from the eye. What has emerged in this study is an implicit, unrecognized cognitive shortcut employed by humans to rapidly process gaze, but which leads us to comprehend it as something that affects objects in the world.  To test this theory, researchers employed brain imaging methods to demonstrate that gaze perception activates brain regions associated with motion. In this case, subjects were presented images of moving dots or an image of a face gazing at a tree. Brain activity was measured using functional magnetic resonance imaging (fMRI), which detects brain activity by measuring local brain oxygen consun umption. Areas of the brain involved in processing visual motion (the right middle temporal cortical areas) and in understanding the thoughts and intentions of others (the right temporal parietal junction) were involved in processing the face's gaze when staring at the tree. However, just as with the blindfolded Kevin, these fMRI signals halted when the face in these studies was blindfolded. Here, the brain processes the gaze as movement even when no movement occurs, again showing an extraordinary misapprehension of reality. Belief in the power of gaze appears in stories and myths throughout the centuries. Medusa turned people to stone with her gaze. The catoblepas and, more famously, the basilisk, both described by Pliny the Eldet, could kill with the single glancc. In Shakespeare's Venus and Adonis, Venus complains of the pain caused by Adonis' glance: "Thine eye darts forth the fire that burneth me." While in John Donne's The Ecstasy, the giances of the lovers intertwine and bind them as if they were their clasped hands. And, of course, no list of cultural references to gaze would be complete without mention of the Jedi master or Superman. Gaze is a powerful element of social interaction. It reveals where a person is focusing their attention, and, when directed at us, it can have a strong emotional effect. Gaze can play a role in social organization, with a direct gaze demonstrating social dominance and gaze aversion indicating passivity. Eye contact can elicit alertness and bodily awareness, while indifference or aversion to eye contact can signal emotional or neurological disorders. When we direct our gaze at something or som neone, others who notice subconsciously direct their gaze in the same manner. We can take advantage of this tendency to deliberately infiuence the gaze of others. Magicians take advantage of the ability to redirect gaze and attention to enhance their sleight of hand. Visual artists can manipulate attributes of a work of art such as luminosity in order to direct visual gaze to specific features of a painting. In dance, gaze can be used to convey the power dynamics between the chatacters on stage, while musicians rely upon gaze as an essential means of communication, using it to help in cuing and synchronization during the performances of orchestras and choirs. Gaze is a means of communication that impacts us in many ways, subconsciously and quickly, so quickly and energetically that one investigator described the cffects of gaze as "exuberant." And while magicians may know how to manipulate gaze to enhance their illusions, the illusion of gaze as a physical force is magic enough. Question: What are the various types of evidence provided in the article showing that we believe gaze has power? (15%)

 1. According to the article, what was the weather like when dogs were first domesticated? What evidence supports the argument? (15%)

2. Please write a 120-word summary of the article. Be sure to include all the important information. (20%)

二、簡答題1. 請說明亨利費堯(Henry Fayol)提出之五大管理功能(5 分)? 並說明管理功能與企業機能的差異(3 分)。

2. 請簡述克雷頓‧奧爾德弗(Clayton Alderfer)的 ERG 理論 (6 分)

104年 - 104-2 全國各級農會_聘任職員統一考試_新進九職等以下：土地仲介與移轉稅賦概要#105555

103年 - 103-1 全國各級農會_聘任職員統一考試_新進九職等以下：土地仲介與移轉稅賦概要#105568