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108-1_運動與健康生活
運動健康與休閒學系
教學目標
教學目標：
1. 使學生了解健康的意義。
2. 使學生了解運動的重要性。
3. 使學生了解運動與健康的關連性，以及運動對健康生活的益處。
授課形式
理論講述與討論-100.00%;個案分析或作品賞析-0.00%;專題實作與報告-0.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
1. Understanding Wellness
2. Changing Behavior
3. Developing and Assessing Physical Fitness
4. The Health Benefits of Physical Activity
5. Maximizing Cardiorespiratory Fitness
6. Developing Flexibility
7. Developing Muscular Fitness
8. Maximizing Heart Health
9. Coping with Stress
10. Eating for Wellness
11. Achieving a Healthy Weight
12. Preventing Cancer
教科書/參考書
1. A Wellness Way of Life, 10th Edition 作者： Robbins, Gwen/ Powers, Debbie/ Burgess, Sharon 原文出版社：McGraw-Hill College
評分標準
期中考40%筆試、期末考45%筆試、出席率15%
學分數
2
授課時數(周)
2
開課班級
A10812
修課人數
49
教學目標：
1. 使學生了解健康的意義。
2. 使學生了解運動的重要性。
3. 使學生了解運動與健康的關連性，以及運動對健康生活的益處。
授課形式
理論講述與討論-100.00%;個案分析或作品賞析-0.00%;專題實作與報告-0.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
1. Understanding Wellness
2. Changing Behavior
3. Developing and Assessing Physical Fitness
4. The Health Benefits of Physical Activity
5. Maximizing Cardiorespiratory Fitness
6. Developing Flexibility
7. Developing Muscular Fitness
8. Maximizing Heart Health
9. Coping with Stress
10. Eating for Wellness
11. Achieving a Healthy Weight
12. Preventing Cancer
教科書/參考書
1. A Wellness Way of Life, 10th Edition 作者： Robbins, Gwen/ Powers, Debbie/ Burgess, Sharon 原文出版社：McGraw-Hill College
評分標準
期中考40%筆試、期末考45%筆試、出席率15%
學分數
2
授課時數(周)
2
開課班級
A10812
修課人數
49
108-1_英語會話與閱讀(上)：高階班
共同必修系列
教學目標
This course aims to help students develop their proficiency in English. The instructor will introduce daily and academic English to students. Students are required to make efforts to learn English. They are also required to speak English when having group discussion and answering questions in class.
授課形式
理論講述與討論-30.00%;個案分析或作品賞析-50.00%;專題實作與報告-0.00%;田野調查-0.00%;實驗-0.00%;其他:課外閱讀評量-20.00%
課程內容與進度
W1 11/09 Course overview; every student briefly introduces himself/herself to the class
W2 18/09 “Stay Hungry, Stay Foolish” by Steve Jobs and "The Power of Believing that You Can Improve" by Carol Dweck
W3 25/09 Freshman English Proficiency Test (13:00~15:00)
W4 02/10 “Are You a Procrastinator?”
W5 09/10 “Are You a Procrastinator?” continued
W6 16/10 “Grit is the Key Factor to Success” by Angela Lee Duckworth and "Why Do We Sleep?" by Russell Foster
W7 23/10 Quiz 1 on "Days 01-03," TOEIC Vocabulary Express 3000; "Study Stress"
W8 30/10 "Study Stress" continued
W9 06/11 “Celebrate Your Struggles" by Deidre Combs
W10 13/11 Mid-term examination, including questions on “Mr. Know-All” by William Somerset Maugham
W11 20/11 Exam results announced; “Study Stress”
W12 27/11 “Managing Stress”
W13 04/12 Quiz 2 on "Days 04-06," TOEIC Vocabulary Express 3000; “Managing Stress” continued; “How to Make Stress Your Friend” by Kelly McGonigal
W14 11/12 “The Story-Teller” by Saki
W15 18/12 “The Story-Teller” continued
W16 25/12 Quiz 3 on "Days 07-09," TOEIC Vocabulary Express 3000; course review
W17 01/01/2020 Bank Holiday
W18 08/01/2020 Final examination, including questions on Sense and Sensibility by Jane Austen
教科書/參考書
Texts
I. Textbook
Latham-Koenig, Christina, and Clive Oxenden. American English File 5. Oxford: Oxford UP, 2014.
II. Essays and short stories
"Are You a Procrastinator?"
“Managing Stress.”
Saki (H. H. Munro). "The Story-Teller."
“Study Stress.”
III. TED talks and other speeches
Combs, Deidre. “Celebrate Your Struggles.” (TEDxBozman).
Duckworth, Angela Lee. "Grit is the Key Factor to Success." (Posted May 2013 on TED: Ideas worth Spreading).
Dweck, Carol. "The Power of Believing that You Can Improve" (TEDxNorrkoping Filmed November 2014).
Foster, Russell. "Why Do We Sleep?" (TED Global 2013/Filmed June 2013)
Jobs, Steve. “Stay Hungry, Stay Foolish” (Jobs’s Stanford Commencement Address delivered on 12 June 2005).
McGonigal, Kelly. “How to Make Stress Your Friend” (Posted June 2013 on TED: Ideas worth Spreading).
Waldinger, Robert. “What Makes a Good Life? Lessons from the Longest Study on Happiness.” (TED．Filmed November 2015).
IV. Other Reading Materials
(1) Short Stories
Maugham, William Somerset. "Mr. Know-All."
(2) Novels
Austen, Jane. Sense and Sensibility. Oxford Bookworms Library New Edition.
(3) TOEIC
Crosthwaite, Andrew. TOEIC Vocabulary Express 3000. Taipei: Caves, 2016.
V. Useful Websites and Recommended Books
Burnett, Bill, and Dave J. Evans. Designing Your Life: How to Build a Well-Lived, Joyful Life (做自己的生命設計師). Trans. Tien-ning Hsu. Hsinchuang: Locus, 2016.
Grammarly..
TED: Ideas worth Spreading..
VoiceTube.
VoiceTube blog
何權峰。《心境，決定你的處境》。臺北：高寶。2016年。
---.《年輕，我的主張》。臺北：商周。2011年。
---.《放對地方，就是天才》。臺北：高寶。2015年。
---.《格局，決定你的結局》。臺北：高寶。2012年。
---.《跑對方向，比跑的速度更重要》。臺北：高寶。2016年。
---.《優秀，從你忽略的小事開始》。臺北：高寶。2014年。
評分標準
Class participation and attendance 10% (Please notice whoever skipping the class for more than three times during the semester will lose this 10% of the whole score).
Quizzes 20%
Mid-term examination 35%
Final examination 35%
學分數
2
授課時數(周)
2
開課班級
A10806
修課人數
55
This course aims to help students develop their proficiency in English. The instructor will introduce daily and academic English to students. Students are required to make efforts to learn English. They are also required to speak English when having group discussion and answering questions in class.
授課形式
理論講述與討論-30.00%;個案分析或作品賞析-50.00%;專題實作與報告-0.00%;田野調查-0.00%;實驗-0.00%;其他:課外閱讀評量-20.00%
課程內容與進度
W1 11/09 Course overview; every student briefly introduces himself/herself to the class
W2 18/09 “Stay Hungry, Stay Foolish” by Steve Jobs and "The Power of Believing that You Can Improve" by Carol Dweck
W3 25/09 Freshman English Proficiency Test (13:00~15:00)
W4 02/10 “Are You a Procrastinator?”
W5 09/10 “Are You a Procrastinator?” continued
W6 16/10 “Grit is the Key Factor to Success” by Angela Lee Duckworth and "Why Do We Sleep?" by Russell Foster
W7 23/10 Quiz 1 on "Days 01-03," TOEIC Vocabulary Express 3000; "Study Stress"
W8 30/10 "Study Stress" continued
W9 06/11 “Celebrate Your Struggles" by Deidre Combs
W10 13/11 Mid-term examination, including questions on “Mr. Know-All” by William Somerset Maugham
W11 20/11 Exam results announced; “Study Stress”
W12 27/11 “Managing Stress”
W13 04/12 Quiz 2 on "Days 04-06," TOEIC Vocabulary Express 3000; “Managing Stress” continued; “How to Make Stress Your Friend” by Kelly McGonigal
W14 11/12 “The Story-Teller” by Saki
W15 18/12 “The Story-Teller” continued
W16 25/12 Quiz 3 on "Days 07-09," TOEIC Vocabulary Express 3000; course review
W17 01/01/2020 Bank Holiday
W18 08/01/2020 Final examination, including questions on Sense and Sensibility by Jane Austen
教科書/參考書
Texts
I. Textbook
Latham-Koenig, Christina, and Clive Oxenden. American English File 5. Oxford: Oxford UP, 2014.
II. Essays and short stories
"Are You a Procrastinator?"
“Managing Stress.”
Saki (H. H. Munro). "The Story-Teller."
“Study Stress.”
III. TED talks and other speeches
Combs, Deidre. “Celebrate Your Struggles.” (TEDxBozman).
Duckworth, Angela Lee. "Grit is the Key Factor to Success." (Posted May 2013 on TED: Ideas worth Spreading).
Dweck, Carol. "The Power of Believing that You Can Improve" (TEDxNorrkoping Filmed November 2014).
Foster, Russell. "Why Do We Sleep?" (TED Global 2013/Filmed June 2013)
Jobs, Steve. “Stay Hungry, Stay Foolish” (Jobs’s Stanford Commencement Address delivered on 12 June 2005).
McGonigal, Kelly. “How to Make Stress Your Friend” (Posted June 2013 on TED: Ideas worth Spreading).
Waldinger, Robert. “What Makes a Good Life? Lessons from the Longest Study on Happiness.” (TED．Filmed November 2015).
IV. Other Reading Materials
(1) Short Stories
Maugham, William Somerset. "Mr. Know-All."
(2) Novels
Austen, Jane. Sense and Sensibility. Oxford Bookworms Library New Edition.
(3) TOEIC
Crosthwaite, Andrew. TOEIC Vocabulary Express 3000. Taipei: Caves, 2016.
V. Useful Websites and Recommended Books
Burnett, Bill, and Dave J. Evans. Designing Your Life: How to Build a Well-Lived, Joyful Life (做自己的生命設計師). Trans. Tien-ning Hsu. Hsinchuang: Locus, 2016.
Grammarly.
TED: Ideas worth Spreading.
VoiceTube
VoiceTube blog
何權峰。《心境，決定你的處境》。臺北：高寶。2016年。
---.《年輕，我的主張》。臺北：商周。2011年。
---.《放對地方，就是天才》。臺北：高寶。2015年。
---.《格局，決定你的結局》。臺北：高寶。2012年。
---.《跑對方向，比跑的速度更重要》。臺北：高寶。2016年。
---.《優秀，從你忽略的小事開始》。臺北：高寶。2014年。
評分標準
Class participation and attendance 10% (Please notice whoever skipping the class for more than three times during the semester will lose this 10% of the whole score).
Quizzes 20%
Mid-term examination 35%
Final examination 35%
學分數
2
授課時數(周)
2
開課班級
A10806
修課人數
55
108-1_化工與材料熱力學(I)
化學工程及材料工程學系
教學目標
本課程目標為教授學生認識與應用熱力學原理,藉以處理材料科學與化工上之傳統熱力學與相平衡問題o課程內容包含材料及化學程序上之功,熱性質之變化,化學反應平衡和相平衡與溶液平衡等等，藉由化工熱力學之教授，建立學生之熱力學學理基礎o
授課形式
理論講述與討論-80.00%;個案分析或作品賞析-20.00%;專題實作與報告-0.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
第一週 Introduction to thermodynamics 第二週 The first and other basic concept 第三週 Volumetric properties of pure fluids 第四週 Volumetric properties of pure fluids Homework 第五週 Heat Effects 第六週 The second law of thermodynamics 第七週 The second law of thermodynamics Homework 第八週 Thermodynamic properties of fluids 第九週 Mid-term Examination 第十週 Thermodynamic properties of fluids Homework 第十一週 Application of thermodynamics to flow process 第十二週 Production of power from heat 第十三週 Vapor/liquid Solution thermodynamics: theory Homework 第十四週 Solution thermodynamics: theory 第十五週 Solution thermodynamics: application Homework 第十六週 Solution thermodynamics: application 第十七週 Solution thermodynamics: application 第十八週 Final Examination
教科書/參考書
Smith, J. M. and Van NessH. C.Introduction to chemical engineering thermodynamics, 6 th ed., McGraw, New York 1>. Sandler, Chemical and engineering thermodynamics, 3 rd., Wiley, 1999. 2>.Honig, Thermodynamics, 2 ed., Academic press., 1999. 3>.R. E. Balzhiser, Chemical Engineering Thermodynamics, The southeast book company, 1987. 4>. Smith, J. M. and Van NessH. C.Introduction to chemical engineering thermodynamics, 6 th ed., McGraw, New York
評分標準
期中考試(20%) 期末考試(20%) 作業,平時考試與出席(60%)
學分數
3
授課時數(周)
3
開課班級
A10656
修課人數
43
本課程目標為教授學生認識與應用熱力學原理,藉以處理材料科學與化工上之傳統熱力學與相平衡問題o課程內容包含材料及化學程序上之功,熱性質之變化,化學反應平衡和相平衡與溶液平衡等等，藉由化工熱力學之教授，建立學生之熱力學學理基礎o
授課形式
理論講述與討論-80.00%;個案分析或作品賞析-20.00%;專題實作與報告-0.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
第一週 Introduction to thermodynamics 第二週 The first and other basic concept 第三週 Volumetric properties of pure fluids 第四週 Volumetric properties of pure fluids Homework 第五週 Heat Effects 第六週 The second law of thermodynamics 第七週 The second law of thermodynamics Homework 第八週 Thermodynamic properties of fluids 第九週 Mid-term Examination 第十週 Thermodynamic properties of fluids Homework 第十一週 Application of thermodynamics to flow process 第十二週 Production of power from heat 第十三週 Vapor/liquid Solution thermodynamics: theory Homework 第十四週 Solution thermodynamics: theory 第十五週 Solution thermodynamics: application Homework 第十六週 Solution thermodynamics: application 第十七週 Solution thermodynamics: application 第十八週 Final Examination
教科書/參考書
Smith, J. M. and Van NessH. C.Introduction to chemical engineering thermodynamics, 6 th ed., McGraw, New York 1>. Sandler, Chemical and engineering thermodynamics, 3 rd., Wiley, 1999. 2>.Honig, Thermodynamics, 2 ed., Academic press., 1999. 3>.R. E. Balzhiser, Chemical Engineering Thermodynamics, The southeast book company, 1987. 4>. Smith, J. M. and Van NessH. C.Introduction to chemical engineering thermodynamics, 6 th ed., McGraw, New York
評分標準
期中考試(20%) 期末考試(20%) 作業,平時考試與出席(60%)
學分數
3
授課時數(周)
3
開課班級
A10656
修課人數
43
108-1_化學研究技術
應用化學系
教學目標
The goal of this class is to train the first year Chemistry majored Master students to read and summarize research articles by actually doing the 3 written assignments. We will also introduce how to perform literature search via databases, format of scientific paper, ACS style, how to prepare Power Point slides and poster, paper submit and review process in this class. We hope by both class discussion and written assignments, student not only learn about the editorial process of scientific paper, but also able to summarize article that might be helpful for his/her research project.
授課形式
理論講述與討論-25.00%;個案分析或作品賞析-25.00%;專題實作與報告-50.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
週次 日期 主題 1 9/10 授課: Class administration, Introduction to Databases and Literature Search Technique ACS Style Guide: Chapter 2 Scientific Paper [1] 作業: 學生兩人一組, 挑選”好的”文獻並閱讀該文獻 2 9/14,9/17 授課: Whitesides’ Group: Writing a Paper by George M. Witesides [2] ACS Style Guide: Chapter 3: Editorial Process 報告: 各組簡單說明所挑選的第一篇文獻 (約十分鐘, 含文獻出處, 挑選該文獻的理由與說明其摘要, 以便老師確認是否方向正確) 3 9/21,9/24 授課: PPT Presentation Preparation and Skill [3] 報告: 各組說明所挑選的第一篇文獻 (約二十分鐘, 須說明該文獻內容與為何它是篇好文獻), 全班同學票選一篇文獻(paper1)後,全班對(paper1)做更詳細閱讀 作業: Paper Selection PPT 4 9/28,10/1 授課: How to read a journal article [4] 討論paper1閱讀心得 (Abstract and Introduction) 作業: 繳交paper1 Pre-Discussion Summary 5 10/5,10/8 授課: ACS Style Guide: Chapter 14 References[1] 討論paper1閱讀心得 (Method, Data, and Conclusion) 作業: 開始選擇第二篇文獻 6 10/12,10/15 報告 : 口頭報告paper1 (每人約二十分鐘) 作業 : Post-Discussion Summary, Presentation PPT 7 10/19,10/22 授課: Excel [5] ACS Style Guide: Chapter 14 Figures [1] ACS Style Guide: Chapter 15 Tables [1] 報告: 各組簡單說明所挑選的第二篇文獻 (約十分鐘, 含文獻出處, 挑選該文獻的理由與其說明摘要, 以便老師確認是否方向正確) 8 10/26,10/29 授課: Poster Presentation [6] 報告: 各組說明所挑選的第二篇文獻 (約二十分鐘, 須說明該文獻內容與為何是個好文獻), 全班同學票選一篇文獻(paper2)後,全班對(paper2)做更詳細閱讀 作業: Paper Selection PPT 9 11/2,11/5 授課: Publish Your Research 101 [7] Episode 1: How to Write a Paper to Communicate Your Research 授課: 討論paper2閱讀心得 (Abstract and Introduction) 作業: 繳交paper2 Pre-Discussion Summary 10 11/9,11/12 授課: Publish Your Research 101 [7] Episode 2: Writing Your Cover Letter Episode 8: Tips for English as a Second Language Speakers 授課: 討論paper2閱讀心得 (Method, Data, and Conclusion) 作業: 開始選擇第三篇文獻 11 11/16,11/19 報告 : 每人口頭報告paper2 (約二十分鐘) 作業 : Post-Discussion Summary, Presentation PPT 12 11/23,11/26 報告: 每人說明所挑選的第三篇文獻 (paper3) (約二十分鐘) 作業: Paper Selection PPT 13 11/30,12/3 授課: 討論paper3閱讀心得 作業: 繳交paper3 Pre Discussion Summary 14 12/7,12/10 授課: 討論paper3閱讀心得 15 12/14,12/17 授課: 討論paper3閱讀心得 16 12/21,12/24 報告 : 每人口頭報告paper3 (約二十分鐘) 作業 : Post Discussion Summary, Presentation PPT 17 12/28,12/31 報告 : 每人口頭報告paper3 (約二十分鐘) 作業 : Paper3 Poster 18 1/4,1/7 No Class this week 教科書/參考書 References/ Textbook/ Documents [1] ACS Style Guide, Coghill, A. M.; Garson, L. R. Eds. American Chemical Society, Washington D C 2006. [2] Whitsides’ Group: Writing a Paper, Whitesides, G. M. Adv. Mater. 2004, 16, 1375-1377. [3] (a) 投影片的製作與口頭報告技巧, 何永皓, (b) 超強的PowerPoint投影片編輯, 莊榮輝. [4] (a) How to read a journal article Royal Society of Chemistry, (b) How to Read a Scientific Paper, American Society of Plant Biologists, (c) How to Read and Review a Scientific Journal Article: Writing Summaries and Critiques, How to Read a Scientific Article Purugganan, M.; Hewitt, J. Chain Project for Engineering and Professional Communication, Rice University 2004. [5] Using Excel for Handling, Graphing, and Analyzing Scientific Data Sinex, S. A.; Gage, B. A. (http://academic.pgcc.edu/psc) [6] Preparing a Poster for Presenting a Chemistry Topic, Seery, M. Royal Society of Chemistry, 2014. (http://www.rsc.org/blogs/eic/2014/03/student-posters-chemistry-topics). [7] Publish your Research 101 ( http://acsoncampus.acs.org/resources/video/)
教科書/參考書
[1] ACS Style Guide, Coghill, A. M.; Garson, L. R. Eds. American Chemical Society, Washington D C 2006. [2] Whitsides’ Group: Writing a Paper, Whitesides, G. M. Adv. Mater. 2004, 16, 1375-1377. [3] (a) 投影片的製作與口頭報告技巧, 何永皓, (b) 超強的PowerPoint投影片編輯, 莊榮輝. [4] (a) How to read a journal article Royal Society of Chemistry, (b) How to Read a Scientific Paper, American Society of Plant Biologists, (c) How to Read and Review a Scientific Journal Article: Writing Summaries and Critiques, How to Read a Scientific Article Purugganan, M.; Hewitt, J. Chain Project for Engineering and Professional Communication, Rice University 2004. [5] Using Excel for Handling, Graphing, and Analyzing Scientific Data Sinex, S. A.; Gage, B. A. (http://academic.pgcc.edu/psc) [6] Preparing a Poster for Presenting a Chemistry Topic, Seery, M. Royal Society of Chemistry, 2014. (http://www.rsc.org/blogs/eic/2014/03/student-posters-chemistry-topics). [7] Publish your Research 101 ( http://acsoncampus.acs.org/resources/video/)
評分標準
80% 3 Reading Assignments (25%, 25%, 30%), each contains a. Paper Selection PPT /各組 b. Pre-Discussion Summary /每人 c. Post-Discussion Summary /每人 d. Presentation PPT /每人 e. Poster (only for #3) /每人 Each Summary should address the following: What problem did the authors trying to solve? Why they want to solve the problem? How they solve the problem? What kind of experiments did they do? What did they concluded and how they reach it? Is there any future plan or improvement? 20 % Class participation
學分數
2
授課時數(周)
4
開課班級
M10842
修課人數
10
The goal of this class is to train the first year Chemistry majored Master students to read and summarize research articles by actually doing the 3 written assignments. We will also introduce how to perform literature search via databases, format of scientific paper, ACS style, how to prepare Power Point slides and poster, paper submit and review process in this class. We hope by both class discussion and written assignments, student not only learn about the editorial process of scientific paper, but also able to summarize article that might be helpful for his/her research project.
授課形式
理論講述與討論-25.00%;個案分析或作品賞析-25.00%;專題實作與報告-50.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
週次 日期 主題 1 9/10 授課: Class administration, Introduction to Databases and Literature Search Technique ACS Style Guide: Chapter 2 Scientific Paper [1] 作業: 學生兩人一組, 挑選”好的”文獻並閱讀該文獻 2 9/14,9/17 授課: Whitesides’ Group: Writing a Paper by George M. Witesides [2] ACS Style Guide: Chapter 3: Editorial Process 報告: 各組簡單說明所挑選的第一篇文獻 (約十分鐘, 含文獻出處, 挑選該文獻的理由與說明其摘要, 以便老師確認是否方向正確) 3 9/21,9/24 授課: PPT Presentation Preparation and Skill [3] 報告: 各組說明所挑選的第一篇文獻 (約二十分鐘, 須說明該文獻內容與為何它是篇好文獻), 全班同學票選一篇文獻(paper1)後,全班對(paper1)做更詳細閱讀 作業: Paper Selection PPT 4 9/28,10/1 授課: How to read a journal article [4] 討論paper1閱讀心得 (Abstract and Introduction) 作業: 繳交paper1 Pre-Discussion Summary 5 10/5,10/8 授課: ACS Style Guide: Chapter 14 References[1] 討論paper1閱讀心得 (Method, Data, and Conclusion) 作業: 開始選擇第二篇文獻 6 10/12,10/15 報告 : 口頭報告paper1 (每人約二十分鐘) 作業 : Post-Discussion Summary, Presentation PPT 7 10/19,10/22 授課: Excel [5] ACS Style Guide: Chapter 14 Figures [1] ACS Style Guide: Chapter 15 Tables [1] 報告: 各組簡單說明所挑選的第二篇文獻 (約十分鐘, 含文獻出處, 挑選該文獻的理由與其說明摘要, 以便老師確認是否方向正確) 8 10/26,10/29 授課: Poster Presentation [6] 報告: 各組說明所挑選的第二篇文獻 (約二十分鐘, 須說明該文獻內容與為何是個好文獻), 全班同學票選一篇文獻(paper2)後,全班對(paper2)做更詳細閱讀 作業: Paper Selection PPT 9 11/2,11/5 授課: Publish Your Research 101 [7] Episode 1: How to Write a Paper to Communicate Your Research 授課: 討論paper2閱讀心得 (Abstract and Introduction) 作業: 繳交paper2 Pre-Discussion Summary 10 11/9,11/12 授課: Publish Your Research 101 [7] Episode 2: Writing Your Cover Letter Episode 8: Tips for English as a Second Language Speakers 授課: 討論paper2閱讀心得 (Method, Data, and Conclusion) 作業: 開始選擇第三篇文獻 11 11/16,11/19 報告 : 每人口頭報告paper2 (約二十分鐘) 作業 : Post-Discussion Summary, Presentation PPT 12 11/23,11/26 報告: 每人說明所挑選的第三篇文獻 (paper3) (約二十分鐘) 作業: Paper Selection PPT 13 11/30,12/3 授課: 討論paper3閱讀心得 作業: 繳交paper3 Pre Discussion Summary 14 12/7,12/10 授課: 討論paper3閱讀心得 15 12/14,12/17 授課: 討論paper3閱讀心得 16 12/21,12/24 報告 : 每人口頭報告paper3 (約二十分鐘) 作業 : Post Discussion Summary, Presentation PPT 17 12/28,12/31 報告 : 每人口頭報告paper3 (約二十分鐘) 作業 : Paper3 Poster 18 1/4,1/7 No Class this week 教科書/參考書 References/ Textbook/ Documents [1] ACS Style Guide, Coghill, A. M.; Garson, L. R. Eds. American Chemical Society, Washington D C 2006. [2] Whitsides’ Group: Writing a Paper, Whitesides, G. M. Adv. Mater. 2004, 16, 1375-1377. [3] (a) 投影片的製作與口頭報告技巧, 何永皓, (b) 超強的PowerPoint投影片編輯, 莊榮輝. [4] (a) How to read a journal article Royal Society of Chemistry, (b) How to Read a Scientific Paper, American Society of Plant Biologists, (c) How to Read and Review a Scientific Journal Article: Writing Summaries and Critiques, How to Read a Scientific Article Purugganan, M.; Hewitt, J. Chain Project for Engineering and Professional Communication, Rice University 2004. [5] Using Excel for Handling, Graphing, and Analyzing Scientific Data Sinex, S. A.; Gage, B. A. (http://academic.pgcc.edu/psc) [6] Preparing a Poster for Presenting a Chemistry Topic, Seery, M. Royal Society of Chemistry, 2014. (http://www.rsc.org/blogs/eic/2014/03/student-posters-chemistry-topics). [7] Publish your Research 101 ( http://acsoncampus.acs.org/resources/video/)
教科書/參考書
[1] ACS Style Guide, Coghill, A. M.; Garson, L. R. Eds. American Chemical Society, Washington D C 2006. [2] Whitsides’ Group: Writing a Paper, Whitesides, G. M. Adv. Mater. 2004, 16, 1375-1377. [3] (a) 投影片的製作與口頭報告技巧, 何永皓, (b) 超強的PowerPoint投影片編輯, 莊榮輝. [4] (a) How to read a journal article Royal Society of Chemistry, (b) How to Read a Scientific Paper, American Society of Plant Biologists, (c) How to Read and Review a Scientific Journal Article: Writing Summaries and Critiques, How to Read a Scientific Article Purugganan, M.; Hewitt, J. Chain Project for Engineering and Professional Communication, Rice University 2004. [5] Using Excel for Handling, Graphing, and Analyzing Scientific Data Sinex, S. A.; Gage, B. A. (http://academic.pgcc.edu/psc) [6] Preparing a Poster for Presenting a Chemistry Topic, Seery, M. Royal Society of Chemistry, 2014. (http://www.rsc.org/blogs/eic/2014/03/student-posters-chemistry-topics). [7] Publish your Research 101 ( http://acsoncampus.acs.org/resources/video/)
評分標準
80% 3 Reading Assignments (25%, 25%, 30%), each contains a. Paper Selection PPT /各組 b. Pre-Discussion Summary /每人 c. Post-Discussion Summary /每人 d. Presentation PPT /每人 e. Poster (only for #3) /每人 Each Summary should address the following: What problem did the authors trying to solve? Why they want to solve the problem? How they solve the problem? What kind of experiments did they do? What did they concluded and how they reach it? Is there any future plan or improvement? 20 % Class participation
學分數
2
授課時數(周)
4
開課班級
M10842
修課人數
10
108-1_計算機概論
資訊管理學系
教學目標
計算機概論為資訊相關科系學生在資訊技術領域的入門課程
因此本課程的目標在培養學生的資訊素養、瞭解資訊領域的基本理論、並能熟悉常用Office套裝軟體的操作方式。
期望學生在修習此課程後，可以奠定將來學習資訊管理相關專業課程的良好基礎。
授課形式
理論講述與討論-60.00%;個案分析或作品賞析-10.00%;專題實作與報告-30.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Week 1 課程簡介
Week 2 Microsoft Office: Word
Week 3 Microsoft Office: Excel
Week 4 Microsoft Office: Powerpoint
Week 5 Digital Literacy: Introducing a World of Technology
Week 6 The Internet: Accessing, Searching, Sharing and Communicating
Week 7 Computers and Mobile Devices: Evaluating the Possibilities
Week 8 Programs and APPS: Using Software at Work, School and Home
Week 9 期中考試
Week 10 Digital Safety and Security: Identifying Threats, Issues and Defenses
Week 11 Inside Computers and Mobile Devices: Exploring the Components
Week 12 Input and Output: Examining Popular Devices
Week 13 Digital Storage: Preserving on Media and in the Cloud
Week 14 Operating Systems: Managing, Coordinating, and Monitoring Resources
Week 15 Communications and Networks: Sending and Receving Digital Content
Week 16 Information and Data Management: Organizing, Verifying, Maintaining, and Accessing
Week 17 Information Systems and Program Development: Designing and Building Solutions
Week 18 期末考試
教科書/參考書
<教科書>
Discovering Computers 2018: Digital Technology, Data, and Devices
2012 Office 高效實用範例必修16堂課, 碁出版社, 文淵閣工作室編著
<自修資料>
1. 電影欣賞, 賈伯斯 https://www.youtube.com/watch?feature=player_embedded&v=g5cwTsSDXUk
2. 電影欣賞, 神鬼駭客：史諾登, http://www.imdb.com/title/tt3774114/
3. 電影欣賞, 機械公敵 IROBOT, http://www.imdb.com/title/tt0343818/?ref_=nv_sr_1
3. 輕鬆玩Google，漫步在雲端, 作者：黃建庭, 出版社：松崗(請查閱高大圖書館館藏)
評分標準
評量方式
1. Attendance & Activities in E-Learning System: 10%
2. Exercises & Tests: 24%
3. Team discussion and reports: 16%
4. Mid-term exam: 25%
5. Final exam: 25%
評量方式與核心能力關係
1. 透過 Activities in E-Learning System, Exercises, Team discussion and reports, Mid-term exam and Final exam 評估學生資訊基本能力
2. 透過 Exercises, Team discussion and reports評量學生蒐集與整理英文資料的能力, 並採用英文教科書透過英文出題的Mid-term exam and Final exam藉以評估學生英文基本能力
3. 透過Team discussion and reports評估學生決策問題解決能力
學分數
3
授課時數(周)
3
開課班級
A10833
修課人數
59
計算機概論為資訊相關科系學生在資訊技術領域的入門課程
因此本課程的目標在培養學生的資訊素養、瞭解資訊領域的基本理論、並能熟悉常用Office套裝軟體的操作方式。
期望學生在修習此課程後，可以奠定將來學習資訊管理相關專業課程的良好基礎。
授課形式
理論講述與討論-60.00%;個案分析或作品賞析-10.00%;專題實作與報告-30.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Week 1 課程簡介
Week 2 Microsoft Office: Word
Week 3 Microsoft Office: Excel
Week 4 Microsoft Office: Powerpoint
Week 5 Digital Literacy: Introducing a World of Technology
Week 6 The Internet: Accessing, Searching, Sharing and Communicating
Week 7 Computers and Mobile Devices: Evaluating the Possibilities
Week 8 Programs and APPS: Using Software at Work, School and Home
Week 9 期中考試
Week 10 Digital Safety and Security: Identifying Threats, Issues and Defenses
Week 11 Inside Computers and Mobile Devices: Exploring the Components
Week 12 Input and Output: Examining Popular Devices
Week 13 Digital Storage: Preserving on Media and in the Cloud
Week 14 Operating Systems: Managing, Coordinating, and Monitoring Resources
Week 15 Communications and Networks: Sending and Receving Digital Content
Week 16 Information and Data Management: Organizing, Verifying, Maintaining, and Accessing
Week 17 Information Systems and Program Development: Designing and Building Solutions
Week 18 期末考試
教科書/參考書
<教科書>
Discovering Computers 2018: Digital Technology, Data, and Devices
2012 Office 高效實用範例必修16堂課, 碁出版社, 文淵閣工作室編著
<自修資料>
1. 電影欣賞, 賈伯斯 https://www.youtube.com/watch?feature=player_embedded&v=g5cwTsSDXUk
2. 電影欣賞, 神鬼駭客：史諾登, http://www.imdb.com/title/tt3774114/
3. 電影欣賞, 機械公敵 IROBOT, http://www.imdb.com/title/tt0343818/?ref_=nv_sr_1
3. 輕鬆玩Google，漫步在雲端, 作者：黃建庭, 出版社：松崗(請查閱高大圖書館館藏)
評分標準
評量方式
1. Attendance & Activities in E-Learning System: 10%
2. Exercises & Tests: 24%
3. Team discussion and reports: 16%
4. Mid-term exam: 25%
5. Final exam: 25%
評量方式與核心能力關係
1. 透過 Activities in E-Learning System, Exercises, Team discussion and reports, Mid-term exam and Final exam 評估學生資訊基本能力
2. 透過 Exercises, Team discussion and reports評量學生蒐集與整理英文資料的能力, 並採用英文教科書透過英文出題的Mid-term exam and Final exam藉以評估學生英文基本能力
3. 透過Team discussion and reports評估學生決策問題解決能力
學分數
3
授課時數(周)
3
開課班級
A10833
修課人數
59
108-1_進階英語聽力與會話(二上)(A)
西洋語文學系
教學目標
(1) This course aims to help students improve their English listening and conversational skills.
(2) This course will help students acquire their academic note-taking skills. It will familiarize students with a few note-taking tips, such as numbers and statistics noting, items listing, charts making, sketches drawing, descriptions and definitions noting, use of abbreviations and symbols, and etc. to help them take better notes. In addition, a few inspiring commencement speeches and TED talks will be introduced in class to stimulate students to think about issues concerning themselves. Students will be required to discuss the topics in pairs and groups to improve their English speaking skills.
授課形式
理論講述與討論-30.00%;個案分析或作品賞析-40.00%;專題實作與報告-20.00%;田野調查-0.00%;實驗-0.00%;其他:影片賞析與討論-10.00%
課程內容與進度
* Lectures will take place in H2-104 from 16:20 to 18:10 on Tuesday in weeks 3-8 and 12-14, as well as from 10:10 to 12:00 on Wednesday every week.
W 1 11/09 Course overview
W 2 18/09 “Unit 1,” Contemporary Topics 3
W 3 24/10 (16:20-18:10) “Unit 1” Contemporary Topics 3
25/10 “Stay Hungry, Stay Foolish” by Steve Jobs and “The Power of Believing You Can Improve” by Carol Dweck
W 4 01/10 (16:20-18:10) “Unit 2” Contemporary Topics 3
02/10 “Unit 2” Contemporary Topics 3
W 5 08/10 (16:20-18:10) “Grit is the Key Factor to Success” by Angela Lee Duckworth and “Why Do We Sleep?” by Russell Foster
09/10 Presentation 1; topics discussion
W 6 15/10 (16:20-18:10) “Unit 3” Contemporary Topics 3
16/10 “Unit 3” Contemporary Topics 3
W 7 22/10 Presentation 2; topics discussion
(16:20-18:10) 23/20 Quiz 1 on CNN Interactive English Magazine; “Why Are We Happy” by Dan Gilbert
W 8 29/11 (16:20-18:10) “How to Make Stress Your Friend” by Kelly McGonigal and “Your Body Language Shapes Who You Are” by Amy Cuddy
30/10 Presentation 3; topics discussion
W 9 06/11 Film
W 10 13/11 Midterm Examination
W 11 20/11 Examination results announced; “Unit 4,” Contemporary Topics 3
W 12 26/11 (16:20-18:10) “Unit 4,” Contemporary Topics 3
27/11 Presentation 4; topics discussion
W 13 03/12 (16:20-18:10) “Unit 5” Contemporary Topics 3
04/12 “Unit 5” Contemporary Topics 3
W 14 10/12 (16:20-18:10) “Unit 6” Contemporary Topics 3
11/12 “Unit 6” Contemporary Topics 3
W 15 18/12 Quiz 2 on CNN Interactive English Magazine; “The Dangers of ‘Willful Blindness’” by Margaret Heffernan
W 16 25/12 Course review
W 17 01/01/2020 Bank Holiday
W 18 08/01/2020 Final examination
教科書/參考書
I. Textbooks
Beglar, David, and Neil Murray. Contemporary Topics: 21st Century Skills for Academic Success." 4th ed. New York: Pearson Education, 2017.
II. TED talks and commencement speeches
De Botton, Alain. “A Kinder, Gentler Philosophy of Success.”
Cuddy, Amy. “Your Body Language Shapes Who You Are.”
Duckworth, Angela Lee. “Grit is the Key Factor to Success.
Dwek, Carol. “The Power of Believing that You Can Improve.”
Foster, Russell. "Why Do We Sleep?"
Gilbert, Dan. “Why Are We Happy.”
Heffernan, Margaret. “The Dangers of ‘Willful Blindness.’”
Jobs, Steve. “Stay Hungry, Stay Foolish.”
McGonigal, Kelly. “How to Make Stress Your Friend.”
III. Other Materials
CNN Interactive English Magazine, No. 217. Oct. 2018.
IV. Useful Websites
Grammarly..
TED: Ideas worth Spreading..
VoiceTube.
VoiceTube blog
評分標準
Class attendance and participation 10% (Please notice that if you miss the class for more than three times, you will lose this 10% of the whole score).
Quizzes 20%
Presentation 20%
Mid-term examination 25%
Final examination 25 %
學分數
3
授課時數(周)
3
開課班級
A10711
修課人數
20
(1) This course aims to help students improve their English listening and conversational skills.
(2) This course will help students acquire their academic note-taking skills. It will familiarize students with a few note-taking tips, such as numbers and statistics noting, items listing, charts making, sketches drawing, descriptions and definitions noting, use of abbreviations and symbols, and etc. to help them take better notes. In addition, a few inspiring commencement speeches and TED talks will be introduced in class to stimulate students to think about issues concerning themselves. Students will be required to discuss the topics in pairs and groups to improve their English speaking skills.
授課形式
理論講述與討論-30.00%;個案分析或作品賞析-40.00%;專題實作與報告-20.00%;田野調查-0.00%;實驗-0.00%;其他:影片賞析與討論-10.00%
課程內容與進度
* Lectures will take place in H2-104 from 16:20 to 18:10 on Tuesday in weeks 3-8 and 12-14, as well as from 10:10 to 12:00 on Wednesday every week.
W 1 11/09 Course overview
W 2 18/09 “Unit 1,” Contemporary Topics 3
W 3 24/10 (16:20-18:10) “Unit 1” Contemporary Topics 3
25/10 “Stay Hungry, Stay Foolish” by Steve Jobs and “The Power of Believing You Can Improve” by Carol Dweck
W 4 01/10 (16:20-18:10) “Unit 2” Contemporary Topics 3
02/10 “Unit 2” Contemporary Topics 3
W 5 08/10 (16:20-18:10) “Grit is the Key Factor to Success” by Angela Lee Duckworth and “Why Do We Sleep?” by Russell Foster
09/10 Presentation 1; topics discussion
W 6 15/10 (16:20-18:10) “Unit 3” Contemporary Topics 3
16/10 “Unit 3” Contemporary Topics 3
W 7 22/10 Presentation 2; topics discussion
(16:20-18:10) 23/20 Quiz 1 on CNN Interactive English Magazine; “Why Are We Happy” by Dan Gilbert
W 8 29/11 (16:20-18:10) “How to Make Stress Your Friend” by Kelly McGonigal and “Your Body Language Shapes Who You Are” by Amy Cuddy
30/10 Presentation 3; topics discussion
W 9 06/11 Film
W 10 13/11 Midterm Examination
W 11 20/11 Examination results announced; “Unit 4,” Contemporary Topics 3
W 12 26/11 (16:20-18:10) “Unit 4,” Contemporary Topics 3
27/11 Presentation 4; topics discussion
W 13 03/12 (16:20-18:10) “Unit 5” Contemporary Topics 3
04/12 “Unit 5” Contemporary Topics 3
W 14 10/12 (16:20-18:10) “Unit 6” Contemporary Topics 3
11/12 “Unit 6” Contemporary Topics 3
W 15 18/12 Quiz 2 on CNN Interactive English Magazine; “The Dangers of ‘Willful Blindness’” by Margaret Heffernan
W 16 25/12 Course review
W 17 01/01/2020 Bank Holiday
W 18 08/01/2020 Final examination
教科書/參考書
I. Textbooks
Beglar, David, and Neil Murray. Contemporary Topics: 21st Century Skills for Academic Success." 4th ed. New York: Pearson Education, 2017.
II. TED talks and commencement speeches
De Botton, Alain. “A Kinder, Gentler Philosophy of Success.”
Cuddy, Amy. “Your Body Language Shapes Who You Are.”
Duckworth, Angela Lee. “Grit is the Key Factor to Success.
Dwek, Carol. “The Power of Believing that You Can Improve.”
Foster, Russell. "Why Do We Sleep?"
Gilbert, Dan. “Why Are We Happy.”
Heffernan, Margaret. “The Dangers of ‘Willful Blindness.’”
Jobs, Steve. “Stay Hungry, Stay Foolish.”
McGonigal, Kelly. “How to Make Stress Your Friend.”
III. Other Materials
CNN Interactive English Magazine, No. 217. Oct. 2018.
IV. Useful Websites
Grammarly.
TED: Ideas worth Spreading.
VoiceTube
VoiceTube blog
評分標準
Class attendance and participation 10% (Please notice that if you miss the class for more than three times, you will lose this 10% of the whole score).
Quizzes 20%
Presentation 20%
Mid-term examination 25%
Final examination 25 %
學分數
3
授課時數(周)
3
開課班級
A10711
修課人數
20
108-1_人文計算：程式語言設計、基本概念及人文特色開拓介紹
西洋語文學系
教學目標
Digital Humanities, a research activity that aims at the creation and usage of digital archives, the transformation of cultural heritage into digital objects or the analysis of humanistic material in digital format, has become an established research branch within the Humanities, which provides new or alternative views on culture, history, arts, literature, music, languages etc. Using the potentials of the computer, i.e. its large storage capacity and its capacity to search through data, to reorganize data, to find patterns within data and to visualize data in various views, allows to create and explore large and unexploited data sets. Many of the analysis-related activities in digital humanities can be handled with specific software solutions, e.g. GIS implementations of KWIC toos. When using these specific software solutions, only a basic understanding of the main concepts and a procedural knowledge of where and when to click is required. Yet, data have in most cases to be generated first, e.g. extracted from larger text corpora, or transformed into a specific format in order to fulfill the input requirements of a specific software. To overcome these two problems, knowledge of a general purpose programming language is helpful or required. In addition to the general features of a such a programming language, shared by many alternative programming languages, e.g. opening files, extracting information, and reorganizing this new information into new formats, some general purpose programming languages come with powerful add-ons, that can turn them into tools for specific analyses. These general purpose languages, combined with these highly specific add-ons can replace specialized software solutions implemented in graphical interfaces. This liberation from the graphical interface unleashed the full power of the computer. The repeated processing of similar data becomes possible, without having to go to the same sequence of clicking hundreds or thousands of times. In addition, the freedom to generate creative solutions for analysis and visualization, specific to the research question and not specific to the company that produces the interface, lays the foundation for groundbreaking and innovative research. Python is an excellently designed and frequently taught programming language for these two seemingly opposing purposes. Easy to learn and applicable to all kind of data acquisition and data processing problems, Python can be extended by powerful modules to do corpus analyses, natural language processing, pattern identification, statistical analyses, geographic analyses, time-line analyses or network analyses. These properties have made Python to become the most frequently and extensively employed programming language in the Humanities, in teaching as well as in research: Using the same, simple-to-learn, basic Python syntax in advanced modules, users can concentrate on the concepts, the predicates that implement them and the design of creative solutions for analysis and visualization.
授課形式
理論講述與討論-50.00%;個案分析或作品賞析-50.00%;專題實作與報告-0.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
This course aims to promote insight, practice and confidence in the usage of the programming language in general and of Python more specifically. Students should by the end of the course understand the general principles of using a programming language, become acquainted with the principles of Python, and have develop literacy in that language. In addition students should be aware of the kind of programming that is common in the humanities (text analysis, network analysis etc) and which add-ons are available for these tasks. Finally students should explore as many of these add-ons as possible. Doing this work on their own data and creating their own solutions will show them that they are in state to produce exciting, innovative and thought provoking results. Week 1 and 2 starts with the very basics. Learning how to code is easy if somebody helps you with the start. The first steps will thus be very slow, making sure that students understood and master the new material. Week 3 and 4 will introduce students to the task of text processing. They will learn how to read files from a file system, how to clean them and compute a frequency distribution over words. Frequency distributions will be produced for long texts and for large collections of texts. Week 5 and 6 deal with preprocessing text. Students will experiment with some of the elementary tools to analyze their textual data. Week 7 and 8 are more theoretical. We will discuss some of the basic programming principles, common practices and where to find documentation. In week 9 and 10, students will first write a program to compute the readability of texts. Next, students will implement the basic algorithm that is behind authorship attribution. Week 11 and 12 will introduce students to the concept of Object Oriented Programming. Students will implement a network structure to analyze relations between people on Twitter. In week 13 and 14, we start working on more real applications. We will work on systems for archiving and searching through collections of text. We introduce students to the field of Information Retrieval and build a simple information retrieval system. In week 15 to 17, we create a web application to search through a library of PDF files. This will be our first real application ready for use by end-users. Theses weeks introduce students to many modules available in the standard library as well as third-party modules.
教科書/參考書
Teaching Material: Folgert Karsdorp, Maarten van Gompel and Matt Munso, Python Programming for the Humanities https://github.com/sonofmun/FK-python-course/blob/master/README.md.
評分標準
Course participation (50%) and final project (50%)
學分數
3
授課時數(周)
3
開課班級
A10711
修課人數
10
Digital Humanities, a research activity that aims at the creation and usage of digital archives, the transformation of cultural heritage into digital objects or the analysis of humanistic material in digital format, has become an established research branch within the Humanities, which provides new or alternative views on culture, history, arts, literature, music, languages etc. Using the potentials of the computer, i.e. its large storage capacity and its capacity to search through data, to reorganize data, to find patterns within data and to visualize data in various views, allows to create and explore large and unexploited data sets. Many of the analysis-related activities in digital humanities can be handled with specific software solutions, e.g. GIS implementations of KWIC toos. When using these specific software solutions, only a basic understanding of the main concepts and a procedural knowledge of where and when to click is required. Yet, data have in most cases to be generated first, e.g. extracted from larger text corpora, or transformed into a specific format in order to fulfill the input requirements of a specific software. To overcome these two problems, knowledge of a general purpose programming language is helpful or required. In addition to the general features of a such a programming language, shared by many alternative programming languages, e.g. opening files, extracting information, and reorganizing this new information into new formats, some general purpose programming languages come with powerful add-ons, that can turn them into tools for specific analyses. These general purpose languages, combined with these highly specific add-ons can replace specialized software solutions implemented in graphical interfaces. This liberation from the graphical interface unleashed the full power of the computer. The repeated processing of similar data becomes possible, without having to go to the same sequence of clicking hundreds or thousands of times. In addition, the freedom to generate creative solutions for analysis and visualization, specific to the research question and not specific to the company that produces the interface, lays the foundation for groundbreaking and innovative research. Python is an excellently designed and frequently taught programming language for these two seemingly opposing purposes. Easy to learn and applicable to all kind of data acquisition and data processing problems, Python can be extended by powerful modules to do corpus analyses, natural language processing, pattern identification, statistical analyses, geographic analyses, time-line analyses or network analyses. These properties have made Python to become the most frequently and extensively employed programming language in the Humanities, in teaching as well as in research: Using the same, simple-to-learn, basic Python syntax in advanced modules, users can concentrate on the concepts, the predicates that implement them and the design of creative solutions for analysis and visualization.
授課形式
理論講述與討論-50.00%;個案分析或作品賞析-50.00%;專題實作與報告-0.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
This course aims to promote insight, practice and confidence in the usage of the programming language in general and of Python more specifically. Students should by the end of the course understand the general principles of using a programming language, become acquainted with the principles of Python, and have develop literacy in that language. In addition students should be aware of the kind of programming that is common in the humanities (text analysis, network analysis etc) and which add-ons are available for these tasks. Finally students should explore as many of these add-ons as possible. Doing this work on their own data and creating their own solutions will show them that they are in state to produce exciting, innovative and thought provoking results. Week 1 and 2 starts with the very basics. Learning how to code is easy if somebody helps you with the start. The first steps will thus be very slow, making sure that students understood and master the new material. Week 3 and 4 will introduce students to the task of text processing. They will learn how to read files from a file system, how to clean them and compute a frequency distribution over words. Frequency distributions will be produced for long texts and for large collections of texts. Week 5 and 6 deal with preprocessing text. Students will experiment with some of the elementary tools to analyze their textual data. Week 7 and 8 are more theoretical. We will discuss some of the basic programming principles, common practices and where to find documentation. In week 9 and 10, students will first write a program to compute the readability of texts. Next, students will implement the basic algorithm that is behind authorship attribution. Week 11 and 12 will introduce students to the concept of Object Oriented Programming. Students will implement a network structure to analyze relations between people on Twitter. In week 13 and 14, we start working on more real applications. We will work on systems for archiving and searching through collections of text. We introduce students to the field of Information Retrieval and build a simple information retrieval system. In week 15 to 17, we create a web application to search through a library of PDF files. This will be our first real application ready for use by end-users. Theses weeks introduce students to many modules available in the standard library as well as third-party modules.
教科書/參考書
Teaching Material: Folgert Karsdorp, Maarten van Gompel and Matt Munso, Python Programming for the Humanities https://github.com/sonofmun/FK-python-course/blob/master/README.md.
評分標準
Course participation (50%) and final project (50%)
學分數
3
授課時數(周)
3
開課班級
A10711
修課人數
10
108-1_組織領導
經營管理研究所
教學目標
This course will introduce and develop a wide range of leadership theories advanced by scholars over the past few decades. One course objective is for each student to develop a working knowledge of the terminology and theories used in academic research on leadership. Another objective is for each student to develop his or her ability to critically evaluate and integrate diverse, and often conflicting, leadership theories. A third objective is for students to use academic models of leadership to critically analyze contemporary, practitioner ("popular") models of leadership. The final course objective is to enable each student to apply the theory of leadership to case studies and real world situations.
授課形式
理論講述與討論-60.00%;個案分析或作品賞析-20.00%;專題實作與報告-20.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
-Universal theories of leadership: trait-based leadership theories
-Universal theories of leadership: behavior-based leadership theories
-Power and influence
-Participative leadership, delegation, and empowerment
-Dyadic role-making theories and followership
-Contingency theories of effective leadership
-Neo-universal leadership theories: Charismatic leadership and transformational leadership
-Leading change in organizations
-Strategic leadership by executives
-Ethical leadership and diversity (Read section on ethical leadership)
-Ethical leadership and diversity (Read sections on gender and diversity)
-Leadership in teams and decision groups
-The nature of managerial work
-Developing leadership skills
教科書/參考書
Required Texts:
Yukl, G. (2012). Leadership in organizations (8th Ed.). NJ: Prentice-Hall. (ISBN: 0132771861)
評分標準
Participation & Article Reviews - 70%
Analysis of Famous Leaders – 30%
學分數
3
授課時數(周)
3
開課班級
M10736
修課人數
11
This course will introduce and develop a wide range of leadership theories advanced by scholars over the past few decades. One course objective is for each student to develop a working knowledge of the terminology and theories used in academic research on leadership. Another objective is for each student to develop his or her ability to critically evaluate and integrate diverse, and often conflicting, leadership theories. A third objective is for students to use academic models of leadership to critically analyze contemporary, practitioner ("popular") models of leadership. The final course objective is to enable each student to apply the theory of leadership to case studies and real world situations.
授課形式
理論講述與討論-60.00%;個案分析或作品賞析-20.00%;專題實作與報告-20.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
-Universal theories of leadership: trait-based leadership theories
-Universal theories of leadership: behavior-based leadership theories
-Power and influence
-Participative leadership, delegation, and empowerment
-Dyadic role-making theories and followership
-Contingency theories of effective leadership
-Neo-universal leadership theories: Charismatic leadership and transformational leadership
-Leading change in organizations
-Strategic leadership by executives
-Ethical leadership and diversity (Read section on ethical leadership)
-Ethical leadership and diversity (Read sections on gender and diversity)
-Leadership in teams and decision groups
-The nature of managerial work
-Developing leadership skills
教科書/參考書
Required Texts:
Yukl, G. (2012). Leadership in organizations (8th Ed.). NJ: Prentice-Hall. (ISBN: 0132771861)
評分標準
Participation & Article Reviews - 70%
Analysis of Famous Leaders – 30%
學分數
3
授課時數(周)
3
開課班級
M10736
修課人數
11
108-1_第二外語：德文一
西洋語文學系
教學目標
Einfuehrung in die deutsche Sprache. Grundnotionen der Grammatik, Grundformen der Konversation, Basisvokabular. Introduction to German. Basic notions of German grammar, simple conversation and basic vocabulary
授課形式
理論講述與討論-20.00%;個案分析或作品賞析-20.00%;專題實作與報告-60.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Anhand des Lehrbuchs According to the teaching material
教科書/參考書
Power-Sprachkurs Deutsch als Fremdsprache Starting German the easy way
評分標準
Teilnahme am Unterricht 50% Hausaufgaben 50% Course participation 50% Homework 50%
學分數
4
授課時數(周)
4
開課班級
A10811
修課人數
10
Einfuehrung in die deutsche Sprache. Grundnotionen der Grammatik, Grundformen der Konversation, Basisvokabular. Introduction to German. Basic notions of German grammar, simple conversation and basic vocabulary
授課形式
理論講述與討論-20.00%;個案分析或作品賞析-20.00%;專題實作與報告-60.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Anhand des Lehrbuchs According to the teaching material
教科書/參考書
Power-Sprachkurs Deutsch als Fremdsprache Starting German the easy way
評分標準
Teilnahme am Unterricht 50% Hausaufgaben 50% Course participation 50% Homework 50%
學分數
4
授課時數(周)
4
開課班級
A10811
修課人數
10
108-1_地工合成物工程
土木與環境工程學系
教學目標
This is an applied course on geotechnical engineering. Students majoring in civil engineering, architecture/architectural engineering, environmental engineering, construction engineering, geology/geological engineering may like to take this course. Taking Soil Mechanics, Foundation Engineering is pre-required. As an introductory course of geosynthetic applications, this course offers a comprehensive introduction of product-manufacturing, properties test, and design schemes.
授課形式
理論講述與討論-60.00%;個案分析或作品賞析-20.00%;專題實作與報告-20.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
1-- Introduction .
Geosynthetics Related to Waste Containment Applications.
Introduction.
2-- Geomembranes.
Geotextiles.
Geonets/Geocomposites and Geogrids.
3-- Design by Function.
Geosynthetic Clay Liners.
Clay Minerals.
4-- Soil-Geosynthetic and Geosynthetic-Geosynthetic Interaction.
Compacted Clay Liners.
Introduction.
Hydraulic Conductivity.
5-- Factors Affecting Permeabilities.
Soil Fabrics.
Permeability-Laboratory Testing.
Clay-Water/Waste Interaction (Diffused Double Layer).
6-- Field Testing.
Construction Quality Control and Assusrance.
Modern Lining Systems.
Introduction.
Base and Side-Slope Lining Systems.
7-- Cover Lining Systems.
Geomembrane Permeability.
Leakage in Geomembrane Liner.
Leachate Collection and Removal Systems.
Introduction.
8-- Leachate Generation and Impingement.
Leachate Collection.
Perforated Pipe.
Leachate and Gas Collection and Removal.
9-- Mid-term Exam.
10-- Stability Analysis of Liner Systems.
Factor of Safety.
Slope- Planar Mechanism.
Stability Analysis for Liner/Cover Systems.
Anchorage of Geosynthetics.
11-- Seismic Stability of Liner Systems.
Seismicity.
Seismic Stability- Planar Mechanism.
Seismic Stability for Liner/Cover Systems.
Permanent Displacement Analysis.
12-- Settlement.
Immediate and Consolidation Settlements.
Secondary Consolidation Settlement.
Localized Deformation in Liner.
Refuse Settlements.
13-- Empirical Model for Settlement Prediction.
Power Law, Gibson-Lo Model, Hyperbolic (Ling et al.) Model .
Contaminant Transport.
Introduction.
Fick's Laws.
14-- One-Dimensional Advection-Diffusion Equation 15-- Solution to Transport Equation.
Slurry Walls.
16-- Defection Analysis of Pipes.
Introduction.
Deflection Ratio and Load.
Soil Stiffness.
17-- Pipe Stiffness.
Iowa Formula and Modified Iowa Formula.
Design Example and Other Issues.
18-- Final Exam.
教科書/參考書
1. Koerner, R.M. (1997). Designing Geosynthetics , 4th Ed., Prentice-Hall.
2. Sharma and Sangeeta P. Lewis (1993). Waste Containment Systems, Waste Stabilization, and Landfills , John Wiley & Sons, Inc.
3. Daniel and Koerner (1995). Waste Containment Facilities , ASCE.
評分標準
Mid-Term Exam 30%
Final Exam 30%
Homework 20%
Attendance 20%
學分數
3
授課時數(周)
3
開課班級
M10852
修課人數
15
This is an applied course on geotechnical engineering. Students majoring in civil engineering, architecture/architectural engineering, environmental engineering, construction engineering, geology/geological engineering may like to take this course. Taking Soil Mechanics, Foundation Engineering is pre-required. As an introductory course of geosynthetic applications, this course offers a comprehensive introduction of product-manufacturing, properties test, and design schemes.
授課形式
理論講述與討論-60.00%;個案分析或作品賞析-20.00%;專題實作與報告-20.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
1-- Introduction .
Geosynthetics Related to Waste Containment Applications.
Introduction.
2-- Geomembranes.
Geotextiles.
Geonets/Geocomposites and Geogrids.
3-- Design by Function.
Geosynthetic Clay Liners.
Clay Minerals.
4-- Soil-Geosynthetic and Geosynthetic-Geosynthetic Interaction.
Compacted Clay Liners.
Introduction.
Hydraulic Conductivity.
5-- Factors Affecting Permeabilities.
Soil Fabrics.
Permeability-Laboratory Testing.
Clay-Water/Waste Interaction (Diffused Double Layer).
6-- Field Testing.
Construction Quality Control and Assusrance.
Modern Lining Systems.
Introduction.
Base and Side-Slope Lining Systems.
7-- Cover Lining Systems.
Geomembrane Permeability.
Leakage in Geomembrane Liner.
Leachate Collection and Removal Systems.
Introduction.
8-- Leachate Generation and Impingement.
Leachate Collection.
Perforated Pipe.
Leachate and Gas Collection and Removal.
9-- Mid-term Exam.
10-- Stability Analysis of Liner Systems.
Factor of Safety.
Slope- Planar Mechanism.
Stability Analysis for Liner/Cover Systems.
Anchorage of Geosynthetics.
11-- Seismic Stability of Liner Systems.
Seismicity.
Seismic Stability- Planar Mechanism.
Seismic Stability for Liner/Cover Systems.
Permanent Displacement Analysis.
12-- Settlement.
Immediate and Consolidation Settlements.
Secondary Consolidation Settlement.
Localized Deformation in Liner.
Refuse Settlements.
13-- Empirical Model for Settlement Prediction.
Power Law, Gibson-Lo Model, Hyperbolic (Ling et al.) Model .
Contaminant Transport.
Introduction.
Fick's Laws.
14-- One-Dimensional Advection-Diffusion Equation 15-- Solution to Transport Equation.
Slurry Walls.
16-- Defection Analysis of Pipes.
Introduction.
Deflection Ratio and Load.
Soil Stiffness.
17-- Pipe Stiffness.
Iowa Formula and Modified Iowa Formula.
Design Example and Other Issues.
18-- Final Exam.
教科書/參考書
1. Koerner, R.M. (1997). Designing Geosynthetics , 4th Ed., Prentice-Hall.
2. Sharma and Sangeeta P. Lewis (1993). Waste Containment Systems, Waste Stabilization, and Landfills , John Wiley & Sons, Inc.
3. Daniel and Koerner (1995). Waste Containment Facilities , ASCE.
評分標準
Mid-Term Exam 30%
Final Exam 30%
Homework 20%
Attendance 20%
學分數
3
授課時數(周)
3
開課班級
M10852
修課人數
15
108-1_天然物色層分析應用
生命科學系
教學目標
讓授課學生能充分了解色層分析的專業知識與其應用於天然物萃取純化之實務，授課內容主要包含各式色層分析方法之基本概念與專業知識講解，與其實際應用和實作的講解，並針對講義內列舉、國際期刊(SCI)或個人實驗上所獲得天然物做詳盡地解說與實作演練，啟發授課學生對色層分析學的興趣和熱忱，進而培育出具有色層分析能力的人才。
授課形式
理論講述與討論-50.00%;個案分析或作品賞析-0.00%;專題實作與報告-0.00%;田野調查-0.00%;實驗-0.00%;其他:以PowerPoint教材輔助口頭講授教學、問題研討及Homework等方式。-50.00%
課程內容與進度
Chapter 1. Introduction and General Considerations for Chromatography、Chapter 2. Introduction and Concepts for the Equipment Used、Chapter 3. Introduction and General Percepts for Basic Operation、Chapter 4. The Output: The Chromatogram、Chapter 5. Introduction to Different Types of Chromatography (Gas Chromatography、Liquid Chromatography、Thin-layer Chromatography、Paper Chromatography、Ion Exchange Chromatography、Affinity Chromatography)、Chapter 6. Another Overview of Types of Chromatography (Adsorption Chromatography、Molecular Exclusion Chromatography、Partition Chromatography)、Chapter 7. Introduction and General Conceptions for MPLC and HPLC、Chapter 8. Chromatographic Experiments on Natural Products Isolation、Chapter 9. Final Oral Report
教科書/參考書
1) “Chromatography and Its Applications” edited by Dhanarasu, S., ISBN 978-953-51-0357-8, 2012. 2) “Preparative Chromatography Techniques: Applications in Natural Product Isolation” edited by Hostettmann, K., Marston, A., and Hostettmann, M., 1998.
評分標準
平時出勤：10%、期中報告：30%、期末口頭40%、及書面報告20%。
學分數
3
授課時數(周)
3
開課班級
M10861
修課人數
4
讓授課學生能充分了解色層分析的專業知識與其應用於天然物萃取純化之實務，授課內容主要包含各式色層分析方法之基本概念與專業知識講解，與其實際應用和實作的講解，並針對講義內列舉、國際期刊(SCI)或個人實驗上所獲得天然物做詳盡地解說與實作演練，啟發授課學生對色層分析學的興趣和熱忱，進而培育出具有色層分析能力的人才。
授課形式
理論講述與討論-50.00%;個案分析或作品賞析-0.00%;專題實作與報告-0.00%;田野調查-0.00%;實驗-0.00%;其他:以PowerPoint教材輔助口頭講授教學、問題研討及Homework等方式。-50.00%
課程內容與進度
Chapter 1. Introduction and General Considerations for Chromatography、Chapter 2. Introduction and Concepts for the Equipment Used、Chapter 3. Introduction and General Percepts for Basic Operation、Chapter 4. The Output: The Chromatogram、Chapter 5. Introduction to Different Types of Chromatography (Gas Chromatography、Liquid Chromatography、Thin-layer Chromatography、Paper Chromatography、Ion Exchange Chromatography、Affinity Chromatography)、Chapter 6. Another Overview of Types of Chromatography (Adsorption Chromatography、Molecular Exclusion Chromatography、Partition Chromatography)、Chapter 7. Introduction and General Conceptions for MPLC and HPLC、Chapter 8. Chromatographic Experiments on Natural Products Isolation、Chapter 9. Final Oral Report
教科書/參考書
1) “Chromatography and Its Applications” edited by Dhanarasu, S., ISBN 978-953-51-0357-8, 2012. 2) “Preparative Chromatography Techniques: Applications in Natural Product Isolation” edited by Hostettmann, K., Marston, A., and Hostettmann, M., 1998.
評分標準
平時出勤：10%、期中報告：30%、期末口頭40%、及書面報告20%。
學分數
3
授課時數(周)
3
開課班級
M10861
修課人數
4
108-1_電磁學(一)
電機工程學系
教學目標
『電磁學』為電機工程學系之必修專業課程，此課程目的在使學生瞭解電磁現象並培養其分析能力，使學生具備執行電信工程實務所需的基本理論基礎。此課程為後續電磁領域課程 (例如微波與射頻電路、天線設計、電磁干擾、電磁相容等)的必備基礎學科，實務應用包括無線通訊射頻電路、手機天線、高速數位傳輸系統、以及無線傳能等，在無線通訊與傳輸速率要求越來越高的時代是不可或缺的基礎課程。
第一個學期主要目的是建立靜電學和靜磁學的觀念，可視為大一普物電磁學更深一層的探討，同時介紹電磁理論所需的數學工具，並且建立電磁波傳輸結構的等效電路概念，以便接續第二學期的課程。
此課程和本系核心能力指標之對應為：
1. 奠定學生執行電信工程實務所需的基本理論基礎；
2. 培養學生運用數學技巧與物理原理，解決基礎電信工程問題的能力。
授課形式
理論講述與討論-100.00%;個案分析或作品賞析-0.00%;專題實作與報告-0.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
這學期我們將討論靜電學、靜磁學、以及所需的數學工具，主題包含：
We will discuss Electrostatics, Magnetostatics, and the required mathematical tools in this semester.
The topics include:
教科書/參考書
Textbook:
D. K. Cheng, Fundamentals of Engineering Electromagnetics, Addison-Wesley, 1993.
Reference:
[1] D. K. Cheng, Field and Wave Electromagnetics, 2nd ed., Addison-Wesley, 1989.
[2] N. N. Rao, Elements of Engineering Electromagnetics, 6th ed., Prentice Hall, 2004.
註：採用的教科書 Fundamentals of Engineering Electromagnetics 是參考書[1] Field and Wave Electromagnetics 的精簡版本。
Note: The textbook Fundamentals of Engineering Electromagnetics is a shorter version of the reference [1], Field and Wave Electromagnetics.
評分標準
小考 (15% x 2), 期中考試 (35%), 和期末考試 (35%)
課堂回答問題：加分
建議預修課程：微積分
Quizzes (15% x 2), Midterm (35%), Final Exam (35%)
Answering the questions in class: bonus
Suggested prerequisites:
Calculus
學分數
3
授課時數(周)
3
開課班級
B10751
修課人數
76
『電磁學』為電機工程學系之必修專業課程，此課程目的在使學生瞭解電磁現象並培養其分析能力，使學生具備執行電信工程實務所需的基本理論基礎。此課程為後續電磁領域課程 (例如微波與射頻電路、天線設計、電磁干擾、電磁相容等)的必備基礎學科，實務應用包括無線通訊射頻電路、手機天線、高速數位傳輸系統、以及無線傳能等，在無線通訊與傳輸速率要求越來越高的時代是不可或缺的基礎課程。
第一個學期主要目的是建立靜電學和靜磁學的觀念，可視為大一普物電磁學更深一層的探討，同時介紹電磁理論所需的數學工具，並且建立電磁波傳輸結構的等效電路概念，以便接續第二學期的課程。
此課程和本系核心能力指標之對應為：
1. 奠定學生執行電信工程實務所需的基本理論基礎；
2. 培養學生運用數學技巧與物理原理，解決基礎電信工程問題的能力。
授課形式
理論講述與討論-100.00%;個案分析或作品賞析-0.00%;專題實作與報告-0.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
這學期我們將討論靜電學、靜磁學、以及所需的數學工具，主題包含：
A. 向量分析 1. 正交座標系統 2. 向量微積分 B. 靜電學和靜磁學 (場論) 1. 真空下的靜電場和靜磁場 2. 介質內的靜電場和靜磁場 3. 靜電場和靜磁場的邊界條件 C. 靜電學和靜磁學 (電路理論) 1. 純量電位 (電壓) 2. 電容和電能 3. 電阻和電功率 4. 電感和磁能 5. 靜電學的邊界值問題
We will discuss Electrostatics, Magnetostatics, and the required mathematical tools in this semester.
The topics include:
A. Vector Analysis 1. Orthogonal Coordinate Systems 2. Vector Calculus B. Electrostatics and Magnetostatics (Field concept) 1. Electrostatic and Magnetostatic Fields in Free Space 2. Electrostatic and Magnetostatic Fields in Materials 3. Boundary Conditions of Electrostatic and Magnetostatic Fields C. Electrostatics and Magnetostatics (Circuit concept) 1. Scalar Electric Potential (voltage) 2. Capacitance and Electric Energy 3. Resistance and Electric power 4. Inductance and Magnetic Energy 5. Electrostatic Boundary-Value Problems
教科書/參考書
Textbook:
D. K. Cheng, Fundamentals of Engineering Electromagnetics, Addison-Wesley, 1993.
Reference:
[1] D. K. Cheng, Field and Wave Electromagnetics, 2nd ed., Addison-Wesley, 1989.
[2] N. N. Rao, Elements of Engineering Electromagnetics, 6th ed., Prentice Hall, 2004.
註：採用的教科書 Fundamentals of Engineering Electromagnetics 是參考書[1] Field and Wave Electromagnetics 的精簡版本。
Note: The textbook Fundamentals of Engineering Electromagnetics is a shorter version of the reference [1], Field and Wave Electromagnetics.
評分標準
小考 (15% x 2), 期中考試 (35%), 和期末考試 (35%)
課堂回答問題：加分
建議預修課程：微積分
Quizzes (15% x 2), Midterm (35%), Final Exam (35%)
Answering the questions in class: bonus
Suggested prerequisites:
Calculus
學分數
3
授課時數(周)
3
開課班級
B10751
修課人數
76
108-1_統計學(一)
應用經濟學系
教學目標
Statistics is a powerful tool for people making decision under uncertainty. The goal of this second squeal of statistics is to equip students the skill of applying the theory of sampling distribution in making decisions in business and economics. The topics include in this semester confidence interval, hypotheses testing, analysis of variances, analysis of categorical data and simple linear regression model.
授課形式
理論講述與討論-75.00%;個案分析或作品賞析-0.00%;專題實作與報告-25.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Hypothesis test: Variance Analysis of variance (ANOVA) Simple linear regression Multiple regression Nonparametric methods
教科書/參考書
Required Textbook: Anderson, Sweeney and Williams, 2011. Statistics for Business and Economics, 11th edition. Recommended Textbooks: Paul Newbold, William Carlson, and Betty Thorne, 2012. Statistics for Business and Economics, 7th edition. Heinz Kohler, 2002. Statistics for Business and Economics. 林惠玲，陳正倉， 應用統計學，雙葉書廊。 嚴月珠，商用統計學，三民書局。
評分標準
Exams: There will be one midterm and one final exam. I do not give makeup exams. If you have time conflict with the exams, you must let me know prior to the exam. Calculator and dictionary are allowed in the exams. Quiz: Quiz will be given about once every two weeks during lab hours. The purpose is to encourage students to study statistics regularly. Makeup quiz will not be given under any circumstances. Homework: There will be a one-hour lab, held by TA, in approximately every other week. The lab hour is designed to evaluate and enhance students' understanding about the topics covered in class. Consequently, the lab is spent on quiz and homework discussion. It also gives students the hand-on opportunity to apply statistical software on real data. Homework will be assigned and due exactly one week from the date of the assignment. Late homework will not be accepted. Grades: Your grade consists of the following components: Midterm 35% Final 40% Quiz 12% Homework 8% Participation: 5%
學分數
3
授課時數(周)
4
開課班級
A10731
修課人數
86
Statistics is a powerful tool for people making decision under uncertainty. The goal of this second squeal of statistics is to equip students the skill of applying the theory of sampling distribution in making decisions in business and economics. The topics include in this semester confidence interval, hypotheses testing, analysis of variances, analysis of categorical data and simple linear regression model.
授課形式
理論講述與討論-75.00%;個案分析或作品賞析-0.00%;專題實作與報告-25.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Hypothesis test: Variance Analysis of variance (ANOVA) Simple linear regression Multiple regression Nonparametric methods
教科書/參考書
Required Textbook: Anderson, Sweeney and Williams, 2011. Statistics for Business and Economics, 11th edition. Recommended Textbooks: Paul Newbold, William Carlson, and Betty Thorne, 2012. Statistics for Business and Economics, 7th edition. Heinz Kohler, 2002. Statistics for Business and Economics. 林惠玲，陳正倉， 應用統計學，雙葉書廊。 嚴月珠，商用統計學，三民書局。
評分標準
Exams: There will be one midterm and one final exam. I do not give makeup exams. If you have time conflict with the exams, you must let me know prior to the exam. Calculator and dictionary are allowed in the exams. Quiz: Quiz will be given about once every two weeks during lab hours. The purpose is to encourage students to study statistics regularly. Makeup quiz will not be given under any circumstances. Homework: There will be a one-hour lab, held by TA, in approximately every other week. The lab hour is designed to evaluate and enhance students' understanding about the topics covered in class. Consequently, the lab is spent on quiz and homework discussion. It also gives students the hand-on opportunity to apply statistical software on real data. Homework will be assigned and due exactly one week from the date of the assignment. Late homework will not be accepted. Grades: Your grade consists of the following components: Midterm 35% Final 40% Quiz 12% Homework 8% Participation: 5%
學分數
3
授課時數(周)
4
開課班級
A10731
修課人數
86
108-1_國際關係專題研究
政治法律學系
教學目標
I. Course Objectives & Description This seminar is a Master-level course providing a general introduction to the study of world politics. The principal objective of the course is to enhance students’ understanding of the international political system, its structure and processes, therefore, to prepare them with the knowledge and analytical tools needed to cope with an increasingly complex world politics. This course introduces students to the major theoretical approaches for the understanding of world politics: Realism, Liberalism, Marxism, Social Constructivism, etc. The approaches examined in this course provide students with a variety of different perspectives to look at world affairs.
授課形式
理論講述與討論-50.00%;個案分析或作品賞析-20.00%;專題實作與報告-20.00%;田野調查-0.00%;實驗-0.00%;其他:模擬與討論-10.00%
課程內容與進度
II. Course Schedule Week 1. (9/11) Introduction Week 2. (9/18) Globalization & global politics Required: Baylis & Smith & Owens (pp. 15-31) Part A: The historical context Week 3. (9/25) The Rise of modern international order Required: Baylis & Smith & Owens (pp. 37-50) Week 4. (10/2) National holiday Part B: Theories of world politics Week 5. (10/9) From the end of Cold War to a new global era? Required: Baylis & Smith & Owens (pp. 68-81) Week 6. (10/16) Realism Required: Baylis & Smith & Owens (pp. 101-114) Week 7. (10/23) Liberalism Required: Baylis & Smith & Owens (pp. 116-127); Week 8. (10/30) Marxist theories of international relations Required: Baylis & Smith & Owens (pp. 129-142) Week 9. (11/6) Social Constructivism Required: Baylis & Smith & Owens (pp. 144-157) Part C: Structures and process Week 10. (11/13) Discussion about term papers (1) Week 11. (11/20) International and global security Required: Baylis & Smith & Owens (pp. 238-251) Week 12. (11/27) International political economy Required: Baylis & Smith & Owens (pp. 253-267) Week 13. (12/4) Terrorism & globalization Required: Baylis & Smith & Owens (pp. 402-417) Week 14. (12/11) Proliferation of weapons of mass destruction Required: Baylis & Smith & Owens (pp. 419-433) Part D: Outlook Week 15. (12/18) Discussion about term papers (2) Week 16. (12/25) Human Security Required: Baylis & Smith & Owens (pp. 480-494) Week 17. (1/1) 開國紀念日 Week 18. (1/8) Conclusion
教科書/參考書
A.Textbook: Baylis, John and Steve Smith. 2017. The Globalization of World Politics. Oxford: Oxford University Press. B. Suggested Readings: Art, Robert J. and Robert Jervis. 2005. International Politics: Enduring Concepts and Contemporary Issues. 7th edition. New York: Pearson Education, Inc. Baldwin, David .1993. Neo-realism and Neo-liberalism: The contemporary Debate. New York: Columbia University, Brawn, Michael E. et al. ed. 1995. The Perils of Anarchy: Contemporary Realism and International Security. Cambridge: The MIT Press. Burchill, Scott and Andrew Linklater. 1996. Theories of International Relations. Hampshire: Macmillan Press Ltd. Buzan, Barry. 1983. People, State, and Fear: The National Security Problem in International Relations. London: Harvester Wheatsheaf. Cox, Michael, G. John Ikenberry and Takashi Inoguchi. 2002. American Democracy Promotion. Oxford: Oxford University Press. Dougherty, James E. & Robert L. Pfaltzgraff, Jr. 1990. Contending Theories of International Relations. 3rd ed. N. Y.: HarperCollinsPublishers, Inc. Doyle, W. Michael. 1997. Ways of War and Peace: Realism, Liberalism, and Socialism. New York: W. W. Norton & Company. Doyle, W. Michael and G. John Ikenberry. Ed. 1997. New Thinking in International Relations Theory. Colorado: Westview Press. Hobson, John M. 2000. The State and International Relations. Cambridge: Cambridge University Press. Holsti, K. J. 1983. International Politics: A Framework for Analysis. N. J.: Prentice-Hall, Inc. Kegley, Jr. Charles W. & Eugene R. Wittkopf. 1989. World Politics. New York: St. Martin Press. Keohane, Robert. 1986. Neorealism and Its Critics. New York: Columbia University Press. Mearsheimer, John J. 2001. The Tragedy of Great Power Politics, New York: W. W. Norton & Company. Morgenthau, Hans J. 1985. Politics among Nations. 6th edition. New York: Alfred A. Knopf, Inc. Vasquez, John A. 1983. The Power of Power Politics. London: Frances Printer. Viotti, Paul R. 1997. International Relations and World Politics: Security, Economy, Identity. New Jersey: Prentice-Hall, Inc. Waltz, Kenneth N. 1979. Theory of International Politics, New York: Random House. Wendt, Alexander. 1999. Social Theory of International Politics. Cambridge: Cambridge University Press.
評分標準
Grades will be based on class attendance, preparation, participation, and assignments. The requirements are as follows: 1. Class participation. Participation in class discussion is based on assigned readings. Students are expected to come to class with the readings done and be prepared to initiate the discussion or raise questions/comment on each weekly topic. 2. Oral presentation. Students will be required to prepare and present a 15-minute brief on at least 3 of the weekly topics, based on the required readings. Each presentation includes the submission of an outline (1-2 pages). 3. Term paper. (1) 6,000 words; (2) the topic is strongly encouraged to integrate theory and history; (3) final paper is due January 16, 2013.
學分數
2
授課時數(周)
2
開課班級
M10822
修課人數
4
I. Course Objectives & Description This seminar is a Master-level course providing a general introduction to the study of world politics. The principal objective of the course is to enhance students’ understanding of the international political system, its structure and processes, therefore, to prepare them with the knowledge and analytical tools needed to cope with an increasingly complex world politics. This course introduces students to the major theoretical approaches for the understanding of world politics: Realism, Liberalism, Marxism, Social Constructivism, etc. The approaches examined in this course provide students with a variety of different perspectives to look at world affairs.
授課形式
理論講述與討論-50.00%;個案分析或作品賞析-20.00%;專題實作與報告-20.00%;田野調查-0.00%;實驗-0.00%;其他:模擬與討論-10.00%
課程內容與進度
II. Course Schedule Week 1. (9/11) Introduction Week 2. (9/18) Globalization & global politics Required: Baylis & Smith & Owens (pp. 15-31) Part A: The historical context Week 3. (9/25) The Rise of modern international order Required: Baylis & Smith & Owens (pp. 37-50) Week 4. (10/2) National holiday Part B: Theories of world politics Week 5. (10/9) From the end of Cold War to a new global era? Required: Baylis & Smith & Owens (pp. 68-81) Week 6. (10/16) Realism Required: Baylis & Smith & Owens (pp. 101-114) Week 7. (10/23) Liberalism Required: Baylis & Smith & Owens (pp. 116-127); Week 8. (10/30) Marxist theories of international relations Required: Baylis & Smith & Owens (pp. 129-142) Week 9. (11/6) Social Constructivism Required: Baylis & Smith & Owens (pp. 144-157) Part C: Structures and process Week 10. (11/13) Discussion about term papers (1) Week 11. (11/20) International and global security Required: Baylis & Smith & Owens (pp. 238-251) Week 12. (11/27) International political economy Required: Baylis & Smith & Owens (pp. 253-267) Week 13. (12/4) Terrorism & globalization Required: Baylis & Smith & Owens (pp. 402-417) Week 14. (12/11) Proliferation of weapons of mass destruction Required: Baylis & Smith & Owens (pp. 419-433) Part D: Outlook Week 15. (12/18) Discussion about term papers (2) Week 16. (12/25) Human Security Required: Baylis & Smith & Owens (pp. 480-494) Week 17. (1/1) 開國紀念日 Week 18. (1/8) Conclusion
教科書/參考書
A.Textbook: Baylis, John and Steve Smith. 2017. The Globalization of World Politics. Oxford: Oxford University Press. B. Suggested Readings: Art, Robert J. and Robert Jervis. 2005. International Politics: Enduring Concepts and Contemporary Issues. 7th edition. New York: Pearson Education, Inc. Baldwin, David .1993. Neo-realism and Neo-liberalism: The contemporary Debate. New York: Columbia University, Brawn, Michael E. et al. ed. 1995. The Perils of Anarchy: Contemporary Realism and International Security. Cambridge: The MIT Press. Burchill, Scott and Andrew Linklater. 1996. Theories of International Relations. Hampshire: Macmillan Press Ltd. Buzan, Barry. 1983. People, State, and Fear: The National Security Problem in International Relations. London: Harvester Wheatsheaf. Cox, Michael, G. John Ikenberry and Takashi Inoguchi. 2002. American Democracy Promotion. Oxford: Oxford University Press. Dougherty, James E. & Robert L. Pfaltzgraff, Jr. 1990. Contending Theories of International Relations. 3rd ed. N. Y.: HarperCollinsPublishers, Inc. Doyle, W. Michael. 1997. Ways of War and Peace: Realism, Liberalism, and Socialism. New York: W. W. Norton & Company. Doyle, W. Michael and G. John Ikenberry. Ed. 1997. New Thinking in International Relations Theory. Colorado: Westview Press. Hobson, John M. 2000. The State and International Relations. Cambridge: Cambridge University Press. Holsti, K. J. 1983. International Politics: A Framework for Analysis. N. J.: Prentice-Hall, Inc. Kegley, Jr. Charles W. & Eugene R. Wittkopf. 1989. World Politics. New York: St. Martin Press. Keohane, Robert. 1986. Neorealism and Its Critics. New York: Columbia University Press. Mearsheimer, John J. 2001. The Tragedy of Great Power Politics, New York: W. W. Norton & Company. Morgenthau, Hans J. 1985. Politics among Nations. 6th edition. New York: Alfred A. Knopf, Inc. Vasquez, John A. 1983. The Power of Power Politics. London: Frances Printer. Viotti, Paul R. 1997. International Relations and World Politics: Security, Economy, Identity. New Jersey: Prentice-Hall, Inc. Waltz, Kenneth N. 1979. Theory of International Politics, New York: Random House. Wendt, Alexander. 1999. Social Theory of International Politics. Cambridge: Cambridge University Press.
評分標準
Grades will be based on class attendance, preparation, participation, and assignments. The requirements are as follows: 1. Class participation. Participation in class discussion is based on assigned readings. Students are expected to come to class with the readings done and be prepared to initiate the discussion or raise questions/comment on each weekly topic. 2. Oral presentation. Students will be required to prepare and present a 15-minute brief on at least 3 of the weekly topics, based on the required readings. Each presentation includes the submission of an outline (1-2 pages). 3. Term paper. (1) 6,000 words; (2) the topic is strongly encouraged to integrate theory and history; (3) final paper is due January 16, 2013.
學分數
2
授課時數(周)
2
開課班級
M10822
修課人數
4
108-1_數理統計
統計學研究所
教學目標
讓學生了解統計方法的基礎數理背景。
授課形式
理論講述與討論-100.00%;個案分析或作品賞析-0.00%;專題實作與報告-0.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
1. Random variables and random vectors 2. Joint, marginal and conditional distributions 3. Random sampling and sample generators 4. Sampling distribution 5. Estimators methods: for example, Maximun likelihood estimation 6. Properties of estimators (e.g., bias, variance, mean squared error, consistency, sufficient statistics, efficiency, uniformly minimum variance undiasedness, and information inequality) 7. Confidence intervals 8. Testing statistical hypotheses and test statistics: significance and power, Neyman-Pearson theorem, likelihood ratio tests, Lehmann-Scheffe theorem 9. Contingency tables and goodness-of-fit
教科書/參考書
1. Mathematical Statistics by S. F. Arnold. 2. A Course in Mathematical Statistics (2nd ed.) by G. G. Roussas.
評分標準
期末考80%、出席20%
學分數
3
授課時數(周)
3
開課班級
M10844
修課人數
6
讓學生了解統計方法的基礎數理背景。
授課形式
理論講述與討論-100.00%;個案分析或作品賞析-0.00%;專題實作與報告-0.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
1. Random variables and random vectors 2. Joint, marginal and conditional distributions 3. Random sampling and sample generators 4. Sampling distribution 5. Estimators methods: for example, Maximun likelihood estimation 6. Properties of estimators (e.g., bias, variance, mean squared error, consistency, sufficient statistics, efficiency, uniformly minimum variance undiasedness, and information inequality) 7. Confidence intervals 8. Testing statistical hypotheses and test statistics: significance and power, Neyman-Pearson theorem, likelihood ratio tests, Lehmann-Scheffe theorem 9. Contingency tables and goodness-of-fit
教科書/參考書
1. Mathematical Statistics by S. F. Arnold. 2. A Course in Mathematical Statistics (2nd ed.) by G. G. Roussas.
評分標準
期末考80%、出席20%
學分數
3
授課時數(周)
3
開課班級
M10844
修課人數
6
108-1_當代文化理論：馬克斯與後殖民理論專題
西洋語文學系
教學目標
*******WE STUDY THEORY THROUGH FILMS!*******課程討論透過電影文本進行
The Contemporary Cultural Theory series is designed to introduce major schools of cultural theory that informed modern English studies after the 1960s, including Marxism, Postcolonialism, Feminism, Gender Studies (Gay and Lesbian studies and queer theory), etc.
Marxism and Postcolonialism offered in this semester is part of the Contemporary Cultural Theory series. Both theoretical schools will be introduced through: a selection of critical works, case studies, and exercises (chart drawing, message readings from the press or media). In addition, students will learn to connect theory, text, and context through workshop reports.
授課形式
理論講述與討論-40.00%;個案分析或作品賞析-30.00%;專題實作與報告-30.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Week 1: Course Orientation.
Week 2: Marxism I (class): Terry Eagleton ‘Marxist Criticism' ; supplement:‘An Introduction’ from Literary Theory: An Anthology.
Week 3: Exercise: Draw a chart to explain the Marxist concept of history.
Week 4: Case Studies (class): Tess of the d'Urbervilles (tentative).
Week 5: Marxism II (class and the issue of agency): 'After Neolibralism?' from the Kilburn Manifesto.
Week 6: Case Studies (class and globalization): Black Gold (tentative).
Week 7: Workshop (Marxism).
Week 8: Workshop (Marxism).
Week 9: Review.
Week 10: Postcolonialism I (race): Edward Said, from Orientalism; supplement:‘An Introduction’ from Contemporary Postcolonial Theory: A Reader.
Week 11: Case Studies: Borat (tentative).
Week 12: Postcolonialism II (ethnicity): Stuart Hall ‘New Ethnicity'; supplement: notes on race and ethnicity, from Keywords in Literary & Critical Studies.
Week 13: Case Studies: Bend It Like Beckham (tentative).
Week 14: Race, ethnicity, and power (nationalism and colonialism): 'Fuck Chineseness'
Week 15: Case studies: Cape No. 7 (tentative).
Week 16: Workshop (postcolonialism).
Week 17: Workshop (postcolonialism).
Week 18: Term paper due (developed from workshop reports and to be edited into a collection of working paper).
教科書/參考書
Handouts.
評分標準
Class participation and performance 30%, Workshop reports and exercises 40%, Term paper 30%.
學分數
3
授課時數(周)
3
開課班級
M10811
修課人數
25
*******WE STUDY THEORY THROUGH FILMS!*******課程討論透過電影文本進行
The Contemporary Cultural Theory series is designed to introduce major schools of cultural theory that informed modern English studies after the 1960s, including Marxism, Postcolonialism, Feminism, Gender Studies (Gay and Lesbian studies and queer theory), etc.
Marxism and Postcolonialism offered in this semester is part of the Contemporary Cultural Theory series. Both theoretical schools will be introduced through: a selection of critical works, case studies, and exercises (chart drawing, message readings from the press or media). In addition, students will learn to connect theory, text, and context through workshop reports.
授課形式
理論講述與討論-40.00%;個案分析或作品賞析-30.00%;專題實作與報告-30.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Week 1: Course Orientation.
Week 2: Marxism I (class): Terry Eagleton ‘Marxist Criticism' ; supplement:‘An Introduction’ from Literary Theory: An Anthology.
Week 3: Exercise: Draw a chart to explain the Marxist concept of history.
Week 4: Case Studies (class): Tess of the d'Urbervilles (tentative).
Week 5: Marxism II (class and the issue of agency): 'After Neolibralism?' from the Kilburn Manifesto.
Week 6: Case Studies (class and globalization): Black Gold (tentative).
Week 7: Workshop (Marxism).
Week 8: Workshop (Marxism).
Week 9: Review.
Week 10: Postcolonialism I (race): Edward Said, from Orientalism; supplement:‘An Introduction’ from Contemporary Postcolonial Theory: A Reader.
Week 11: Case Studies: Borat (tentative).
Week 12: Postcolonialism II (ethnicity): Stuart Hall ‘New Ethnicity'; supplement: notes on race and ethnicity, from Keywords in Literary & Critical Studies.
Week 13: Case Studies: Bend It Like Beckham (tentative).
Week 14: Race, ethnicity, and power (nationalism and colonialism): 'Fuck Chineseness'
Week 15: Case studies: Cape No. 7 (tentative).
Week 16: Workshop (postcolonialism).
Week 17: Workshop (postcolonialism).
Week 18: Term paper due (developed from workshop reports and to be edited into a collection of working paper).
教科書/參考書
Handouts.
評分標準
Class participation and performance 30%, Workshop reports and exercises 40%, Term paper 30%.
學分數
3
授課時數(周)
3
開課班級
M10811
修課人數
25
108-1_綠能技術與系統
電機工程學系
教學目標
The weather condition has been changed significantly in the last few decades. The primary reason is the green house effect due to excessive use of fossil fuel. Alternative energy sources that is sustainable will need to be explored to reduce the dependence on the fossil fuel. Also, it is quite desirable that the energy efficiency of sustainable energy as well as traditional fossil fuel generating system need to be improved. The ICT and IoT systems had been widely developed in many areas to improve the efficiency. This course will discuss the different energy sources, especially sustainable energy source. Also, the use of ICT and IoT systems to improve efficiencies will be discussed.
授課形式
理論講述與討論-30.00%;個案分析或作品賞析-30.00%;專題實作與報告-40.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
1. Energy, work, ICT and IoT 2. Traditional and nuclear energy sources and systems 3. ICT in the improvement of efficiency in traditional power system 4. Solar energy and the design of ICT feedback control to improve the efficiency 5. The application of solar energy panel and the use of ICT projects 6. Wind power and the related IoT control to improve efficiency of the system 7. Ocean wave related power and microwave power transmission 8. Geo-thermal power and the monitoring of environment using IoT 9. How to convert unreliable green power into reliable and constant power? 10. Efficiency of energy storage and transmission
教科書/參考書
Sustainable Energy (SI Edition), Dunlap
評分標準
Midterm Report (20~40%) Final Report (30~50%) Attendance (10~20%) Homework and Quiz (10~20%) Bonus (0~20%)
學分數
3
授課時數(周)
3
開課班級
M10851
修課人數
37
The weather condition has been changed significantly in the last few decades. The primary reason is the green house effect due to excessive use of fossil fuel. Alternative energy sources that is sustainable will need to be explored to reduce the dependence on the fossil fuel. Also, it is quite desirable that the energy efficiency of sustainable energy as well as traditional fossil fuel generating system need to be improved. The ICT and IoT systems had been widely developed in many areas to improve the efficiency. This course will discuss the different energy sources, especially sustainable energy source. Also, the use of ICT and IoT systems to improve efficiencies will be discussed.
授課形式
理論講述與討論-30.00%;個案分析或作品賞析-30.00%;專題實作與報告-40.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
1. Energy, work, ICT and IoT 2. Traditional and nuclear energy sources and systems 3. ICT in the improvement of efficiency in traditional power system 4. Solar energy and the design of ICT feedback control to improve the efficiency 5. The application of solar energy panel and the use of ICT projects 6. Wind power and the related IoT control to improve efficiency of the system 7. Ocean wave related power and microwave power transmission 8. Geo-thermal power and the monitoring of environment using IoT 9. How to convert unreliable green power into reliable and constant power? 10. Efficiency of energy storage and transmission
教科書/參考書
Sustainable Energy (SI Edition), Dunlap
評分標準
Midterm Report (20~40%) Final Report (30~50%) Attendance (10~20%) Homework and Quiz (10~20%) Bonus (0~20%)
學分數
3
授課時數(周)
3
開課班級
M10851
修課人數
37
108-<span class="highlight">2</span>_運動生理學
運動健康與休閒學系
教學目標
1. 使學生了解當代運動生理學之發展
2. 使學生了解運動生理學之意涵
3. 使學生了解運動生理學之運用
4. 使學生了解健康與運動適能之生理意義
5. 使學生了解運動表現之生理意義
6. 使學生了解運動生理學在運動科學領域的重要性，奠定日後運動科學研究之基礎
授課形式
理論講述與討論-100.00%;個案分析或作品賞析-0.00%;專題實作與報告-0.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
課程內容與進度：適實際授課情形調整進度
週次 日期 內容
1 3/5 正式上課Introduction to exercise physiology/Control of the internal environment
2 3/12 Bioenergetics
3 3/19 Bioenergetics
4 3/26 Exercise metabolism
5 4/2 兒童節
6 4/9 Exercise and the immune system
7 4/16 Skeletal muscle: structure and function
8 4/23 Circulatory responses to exercise
9 4/30 Mid-term exam 考完繼續上課
10 5/7 Respiration during exercise
11 5/14 Acid-base balance during exercise/Temperature regulation
12 5/21 The physiology of training: effect on VO2 max, performance, and strength
13 5/28 Preventing chronic disease: physical activity and health eating
14 6/4 Exercise test to evaluate cardiorespiratory fitness
15 6/11 Exercise prescriptions for health and fitness
16 6/18 Final-exam.
17 6/25 端午節
教科書/參考書
1. Powers, Scott K and Howley, Edward T. Exercise physiology: theory and application to fitness and performance 10ed. McGraw-Hill, New York, NY 2018
評分標準
期中考45%、期末考45%、出席10%
學分數
3
授課時數(周)
3
開課班級
A10712
修課人數
36
1. 使學生了解當代運動生理學之發展
2. 使學生了解運動生理學之意涵
3. 使學生了解運動生理學之運用
4. 使學生了解健康與運動適能之生理意義
5. 使學生了解運動表現之生理意義
6. 使學生了解運動生理學在運動科學領域的重要性，奠定日後運動科學研究之基礎
授課形式
理論講述與討論-100.00%;個案分析或作品賞析-0.00%;專題實作與報告-0.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
課程內容與進度：適實際授課情形調整進度
週次 日期 內容
1 3/5 正式上課Introduction to exercise physiology/Control of the internal environment
2 3/12 Bioenergetics
3 3/19 Bioenergetics
4 3/26 Exercise metabolism
5 4/2 兒童節
6 4/9 Exercise and the immune system
7 4/16 Skeletal muscle: structure and function
8 4/23 Circulatory responses to exercise
9 4/30 Mid-term exam 考完繼續上課
10 5/7 Respiration during exercise
11 5/14 Acid-base balance during exercise/Temperature regulation
12 5/21 The physiology of training: effect on VO2 max, performance, and strength
13 5/28 Preventing chronic disease: physical activity and health eating
14 6/4 Exercise test to evaluate cardiorespiratory fitness
15 6/11 Exercise prescriptions for health and fitness
16 6/18 Final-exam.
17 6/25 端午節
教科書/參考書
1. Powers, Scott K and Howley, Edward T. Exercise physiology: theory and application to fitness and performance 10ed. McGraw-Hill, New York, NY 2018
評分標準
期中考45%、期末考45%、出席10%
學分數
3
授課時數(周)
3
開課班級
A10712
修課人數
36
108-<span class="highlight">2</span>_英美戲劇(下)
西洋語文學系
教學目標
This course is intended to help students understand and enjoy some English and American plays. 本課程結合網路作業、網路教學與課堂報告，請修課同學加入臉書教學社團。
Lectures and group presentations:
5 groups of students take turns to give ppt presentations on each play concerning:
1. A short biography of the playwright (week 1).
2. A brief synopsis of the play (week 1).
3. Characterization (week 2).
4. Themes, motifs, allusions, etc. (week 2).
5.Theatre (performance) history, audience reaction, or comments on the play (week 3).
授課形式
理論講述與討論-30.00%;個案分析或作品賞析-35.00%;專題實作與報告-35.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Week 1. Introduction
Week 2 Holiday
Week 3. Tennessee Williams, A Streetcar Named Desire
Week 4. Tennessee Williams, A Streetcar Named Desire
Week 5. Tennessee Williams, A Streetcar Named Desire
Week 6. Michael Frayn, Noises Off
Week 7. Holiday
Week 8. Michael Frayn, Noises Off
Week 9. Michael Frayn, Noises Off
Week 10. Mid-term exam
Week 11. Arthur Miller, Death of a Salesman; Aristotle
Week 12. Arthur Miller, Death of a Salesman; Aristotle
Week 13. Arthur Miller, Death of a Salesman; Aristotle
Week 14. M. Butterfly
Week 15. M. Butterfly
Week 16. M. Butterfly
Week 17. Final exam
Week 18. Final essay
教科書/參考書
Norton Anthology of American Literature, 6th ed.:
Tennessee Williams, A Streetcar Named Desire, E: 1977-
Allison, Alexander W. et. al., eds. Masterpieces of the Drama. 6 ed.:
Arthur Miller, Death of a Salesman, p. 785-
評分標準
Terminology: 20%
Midterm and Final Exams: 40%
PowerPoint presentations and final paper 40%
** Students who take exams on later dates will be given only 80% of the scores.
** Midterm assignments: Please answer the following essay questions.
1. Please define and exemplify the classical and neoclassical “decorum” in the theatre. Also, please exemplify the way Tennessee Williams uses the classical and neoclassical “decorum” in A Streetcar Named Desire?
2. How does Tennessee Williams present the Orient as imagery in A Streetcar Named Desire? Please give 3 examples.
3. Please discuss how Tennessee Williams presents the conflicts between different classes, ethnicities and genders through his characterization of Stanley and Blanche in A Streetcar Named Desire.
4. Exemplify how Tennessee Williams presents the U.S. as a salad bowl instead of a melting pot of ethnicities in A Streetcar Named Desire.
5. Compare the finale in the play with the one in the 1951 film directed by Elia Kazan.
**For the Terminology assignments, please define and exemplify the 3 terms used by Aristotle in his Poetics: hamartia, catharsis, mimesis.
學分數
3
授課時數(周)
3
開課班級
A10611
修課人數
14
This course is intended to help students understand and enjoy some English and American plays. 本課程結合網路作業、網路教學與課堂報告，請修課同學加入臉書教學社團。
Lectures and group presentations:
5 groups of students take turns to give ppt presentations on each play concerning:
1. A short biography of the playwright (week 1).
2. A brief synopsis of the play (week 1).
3. Characterization (week 2).
4. Themes, motifs, allusions, etc. (week 2).
5.Theatre (performance) history, audience reaction, or comments on the play (week 3).
授課形式
理論講述與討論-30.00%;個案分析或作品賞析-35.00%;專題實作與報告-35.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Week 1. Introduction
Week 2 Holiday
Week 3. Tennessee Williams, A Streetcar Named Desire
Week 4. Tennessee Williams, A Streetcar Named Desire
Week 5. Tennessee Williams, A Streetcar Named Desire
Week 6. Michael Frayn, Noises Off
Week 7. Holiday
Week 8. Michael Frayn, Noises Off
Week 9. Michael Frayn, Noises Off
Week 10. Mid-term exam
Week 11. Arthur Miller, Death of a Salesman; Aristotle
Week 12. Arthur Miller, Death of a Salesman; Aristotle
Week 13. Arthur Miller, Death of a Salesman; Aristotle
Week 14. M. Butterfly
Week 15. M. Butterfly
Week 16. M. Butterfly
Week 17. Final exam
Week 18. Final essay
教科書/參考書
Norton Anthology of American Literature, 6th ed.:
Tennessee Williams, A Streetcar Named Desire, E: 1977-
Allison, Alexander W. et. al., eds. Masterpieces of the Drama. 6 ed.:
Arthur Miller, Death of a Salesman, p. 785-
評分標準
Terminology: 20%
Midterm and Final Exams: 40%
PowerPoint presentations and final paper 40%
** Students who take exams on later dates will be given only 80% of the scores.
** Midterm assignments: Please answer the following essay questions.
1. Please define and exemplify the classical and neoclassical “decorum” in the theatre. Also, please exemplify the way Tennessee Williams uses the classical and neoclassical “decorum” in A Streetcar Named Desire?
2. How does Tennessee Williams present the Orient as imagery in A Streetcar Named Desire? Please give 3 examples.
3. Please discuss how Tennessee Williams presents the conflicts between different classes, ethnicities and genders through his characterization of Stanley and Blanche in A Streetcar Named Desire.
4. Exemplify how Tennessee Williams presents the U.S. as a salad bowl instead of a melting pot of ethnicities in A Streetcar Named Desire.
5. Compare the finale in the play with the one in the 1951 film directed by Elia Kazan.
**For the Terminology assignments, please define and exemplify the 3 terms used by Aristotle in his Poetics: hamartia, catharsis, mimesis.
學分數
3
授課時數(周)
3
開課班級
A10611
修課人數
14
108-<span class="highlight">2</span>_科技人文與商業經營
國際商業管理碩士學位學程
教學目標
Critical thinking from the humanities can seem at odds with technological and business development. The purpose of this course is to provide a space where knowledge from both sides can juxtapose in a fruitful dialogue, empowering the young generation of business elite. After taking this course, students will be better informed of the impact and contribution business might have on the discursive socio-cultural context. Based on this awareness, they will develop innovative strategies and learn to present their case persuasively.
授課形式
理論講述與討論-30.00%;個案分析或作品賞析-30.00%;專題實作與報告-40.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Topics: 1) Tradition and/or Innovation. 2) Erasing and/or Creating a Life Style. 3) Toursism and/or Identity. 4) Environment and/or Development. 5) Globalization and/or Localization. 6) Profit and/or Social Conntribution.
Each topic will proceed by 1) Issues (reading and discussion). 2) Example (introduction and discussion). 3) Case Studies (group workshop and oral/poster presentation).
A tea conference for posters will be held at the end of the semester.
教科書/參考書
Articles and study guides--handouts or from E-learning.
評分標準
Participation and class discussion 40%
Group workshop and presentation 30%
Posters and written reports 30%
學分數
3
授課時數(周)
3
開課班級
M10835
修課人數
9
Critical thinking from the humanities can seem at odds with technological and business development. The purpose of this course is to provide a space where knowledge from both sides can juxtapose in a fruitful dialogue, empowering the young generation of business elite. After taking this course, students will be better informed of the impact and contribution business might have on the discursive socio-cultural context. Based on this awareness, they will develop innovative strategies and learn to present their case persuasively.
授課形式
理論講述與討論-30.00%;個案分析或作品賞析-30.00%;專題實作與報告-40.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Topics: 1) Tradition and/or Innovation. 2) Erasing and/or Creating a Life Style. 3) Toursism and/or Identity. 4) Environment and/or Development. 5) Globalization and/or Localization. 6) Profit and/or Social Conntribution.
Each topic will proceed by 1) Issues (reading and discussion). 2) Example (introduction and discussion). 3) Case Studies (group workshop and oral/poster presentation).
A tea conference for posters will be held at the end of the semester.
教科書/參考書
Articles and study guides--handouts or from E-learning.
評分標準
Participation and class discussion 40%
Group workshop and presentation 30%
Posters and written reports 30%
學分數
3
授課時數(周)
3
開課班級
M10835
修課人數
9