1.試論述 George Kelly 個人建構理論中，對於人性本質及建構、推論的 觀點，並從中闡述「何以人會出現不適應的困擾」。（15 分）

2.請說明並比較 Lawrence Kohlberg 與 Carol Gilligan 對於道德發展的論述 異同及影響。（15 分）

Please read the following article and see if you agree with its argument. Then write an essay to explain why,in your opinion, majoring in English is good for you. Liberal Arts in the Digital Age      College students who major in the humanities always get asked a certain question. They’re asked it so often—and by so many people—that it should come printed on their diplomas. That question, posed by friends, career counselors, and family, is “What are you planning to do with your degree?” But it might as well be “What are the humanities good for?”      According to three new books, the answer is “Quite a lot.” From Silicon Valley to the Pentagon, people are beginning to realize that to effectively tackle today’s biggest social and technological challenges, we need to think critically about their human context—something humanities graduates happen to be well trained to do. Call it the revenge of the film, history, and philosophy nerds.      In The Fuzzy and the Techie, venture capitalist Scott Hartley takes aim at the “false dichotomy”between the humanities and computer science. Some tech industry leaders have proclaimed that studying anything besides the STEM fields is a mistake if you want a job in the digital economy. Here’s a typical dictum, from Sun Microsystems cofounder Vinod Khosla: “Little of the material taught in Liberal Arts programs today is relevant to the future.”      Hartley believes that this STEM-only mindset is all wrong. The main problem is that it encouragesstudents to approach their education vocationally—to think just in terms of the jobs they’re preparing for.But the barriers to entry for technical roles are dropping. Many tasks that once required specializedtraining can now be done with simple tools and the internet. For example, a novice programmer can get a project off the ground with chunks of code from GitHub and help from Stack Overflow.      If we want to prepare students to solve large-scale human problems, Hartley argues, we must push them to widen, not narrow, their education and interests. He ticks off a long list of successful tech leaders who hold degrees in the humanities. To mention just a few CEOs: Stewart Butterfield, Slack, philosophy； Jack Ma, Alibaba, English； Susan Wojcicki, YouTube, history and literature； Brian Chesky, Airbnb, fine arts. Of course, we need technical experts, Hartley says, but we also need people who grasp the whys and hows of human behavior.      What matters now is not the skills you have but how you think. Can you ask the right questions? Doyou know what problem you’re trying to solve in the first place? Hartley argues for a true “liberal arts”education—one that includes both hard sciences and “softer” subjects. A well-rounded learning experience, he says, opens people up to new opportunities and helps them develop products that respond to real human needs.      The human context is also the focus of Cents and Sensibility, by Gary Saul Morson and MortonSchapiro, professors of the humanities and economics, respectively, at Northwestern University. They argue that when economic models fall short, they do so for want of human understanding. Economics tends to ignore three things: culture’s effect on decision making, the usefulness of stories in explaining people’s actions, and ethical considerations. People don’t exist in a vacuum, and treating them as if they do is both reductive and potentially harmful.      Morson and Schapiro’s solution is literature. They suggest that economists could gain wisdom fromreading great novelists, who have a deeper insight into people than social scientists do. Whereas economists tend to treat people as abstractions, novelists dig into the specifics. To illustrate the point, Morson and Schapiro ask, When has a scientist’s model or case study drawn a person as vividly as Tolstoy drew Anna Karenina?      Novels can also help us develop empathy. Stories, after all, steep us in characters’ lives, forcing us to see the world as other people do. (Morson and Schapiro add that although many fields of study tell their practitioners to empathize, only literature offers practice in doing it.)      Sensemaking, by strategy consultant Christian Madsbjerg, picks up the thread from Morson andSchapiro and carries it back to Hartley. Madsbjerg argues that unless companies take pains to understand the human beings represented in their data sets, they risk losing touch with the markets they’re serving. He says the deep cultural knowledge businesses need comes not from numbers-driven market research but from a humanities-driven study of texts, languages, and people.      Madsbjerg cites Lincoln, Ford’s luxury brand, which just a few years ago lagged so far behind BMWand Mercedes that the company nearly killed it off. Executives knew that becoming competitive again would mean selling more cars outside the United States, especially in China, the next big luxury market. So they began to carefully examine how customers around the world experience, not just drive, cars. Over the course of a year, Lincoln representatives talked to customers about their daily lives and what “luxury” meant to them. They discovered that in many countries transportation isn’t drivers’ top priority: Cars are instead seen as social spaces or places to entertain business clients. Though well engineered, Lincolns needed to be reconceived to address the customers’ human context. Subsequent design efforts have paid off: In 2016 sales in China tripled.      What these three books converge on is the idea that choosing a field of study is less important thanfinding ways to expand our thinking, an idea echoed by yet another set of new releases: A PracticalEducation, by business professor Randall Stross, and You Can Do Anything, by journalist George Anders. STEM students can care about human beings, just as English majors (including this one, who started college studying computer science) can investigate things scientifically. We should be careful not to let interdisciplinary jockeying make us cling to what we know best. Everything looks like a nail when you have a hammer, as the saying goes. Similarly, at how great a disadvantage might we put ourselves—and the world—if we force our minds to approach all problems the same way.

一、簡答題 1.請說明農會印信之保管及申請使用流程，並試舉出 5 種農會重要印信種類與用途。(12 分)

2.農會自 104 年 1 月 1 日後，除總幹事外，聘僱新進員工有哪些方式?福利是 否有差異? (10 分)

3.請試述農會理監事候選人實際從事農業資格認定及審查辦法 104 年 12 月14 日修正重點。(10 分)

4.請試述農會營繕或購置、處分財產時應適用之規定。(10 分)

5.請分述農會①農事小組、②理、監事、③理事長及常務監事之選舉投票及 異議提出之方式。(10 分)

6.試以流程圖方式說明農會辦理會員入會審查程序。(8 分)

二、申論題 1.農會員工自 104 年 1 月 1 日適用勞動基準法，倘農會自營之超市擬採全年無休方式營業，則農會員工工時之安排，可採取哪些方式?另農會擬延長員 工工時應注意哪些事項?(20 分)

2.假設農會下屆次改選基層農會小組選舉投票日為 106 年 2 月 25 日，請以圖 說方式說明基層農會辦理改選之各項工作(至農會發給當選證書予各當選 人)(未以圖說方式表示不給分!)。(20 分)

110年 - 110 國立臺北護理 健康大學碩士招生_生死與健康心理諮商系碩士班(諮商心理組):諮商的心理學基礎#105472

110年 - 110 國立政治大學_碩士班招生考試_心理學系:普通心理學#102064

109年 - 109中原大學_碩士班招生考試_心理學系一般心理學組、心理學系臨床心理學組 ：普通心理學(含認知心理學、發展心理學、社會與人格心理學)#105696

109年 - 109 東吳大學_轉學生招生考試_心理學系二年級︰普通心理學#102168

109年 - 109 東吳大學_轉學生招生考試_心理學系三年級︰普通心理學#102161

109年 - 109中原大學_碩士班招生考試_心理學系一般心理學組、心理學系臨床心理學組：普通心理學(含認知心理學、發展心理學、社會與人格心理學)#101436

107年 - 107 東吳大學_暑假轉學生招生考試_心理學系二年級：普通心理學#105581