歡迎使用國立高雄大學教學平台

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	2/10	Introduction to exercise physiology
2	2/17	Control of the internal environment
3	2/24	Bioenergetics
4	3/3	Bioenergetics
5	3/10	Exercise metabolism
6	3/17	Exercise and the immune system
7	3/24	Exercise and the immune system
8	3/31	Skeletal muscle: structure and function
9	4/7	Mid-term exam
10	4/14	Circulatory responses to exercise
11	4/21	Respiration during exercise Acid-base balance during exercise
12	4/28	Temperature regulation
13	5/5	The physiology of training: effects of aerobic and anaerobic training
14	5/12	The physiology of training: effects of aerobic and anaerobic training
15	5/19	The physiology of resistance training
16	5/26	Factors affecting performance
17	6/2	Training for performance
18	6/9	Final-term exam

 

教科書/參考書
1.Powers, Scott K., Howley, Edward T. and Quindry, John C. Exercise physiology: theory and application to fitness and performance 12ed. McGraw-Hill, New York, NY 2024

評分標準
期中考45%、期末考50%、出席5%
出缺席評分：
1. 請假需有證明文件才能核准，未核定請假者以缺課計；學生的責任就是上課為先。
2. 請公假的同學需要附公假名單，請從名單中勾選出請假者，並且佐證比賽或表演日期時段為課程日期時段，如運動或音樂比賽需佐證賽程日期時段。
3. 病假者需檢附就醫收據或藥袋，並且標記收據或藥袋上的日期及姓名，最慢於該堂結束後3天內完成請假。
4. 事假需事先請假，且需有充分理由。
5. 請假同學請自行上系統查詢核定情形，有核定的才算請假通過。
6. 公假核定者及喪假不扣出席成績！
7. 病假核定者出席成績50%。
8. 事假、心理調適假、生理假一律准假，但是出席成績以零計算。 9. 遲到補點者，不論第幾節，出席成績皆以50%計算。

學分數
3

授課時數(周)
3

開課班級
A11212

修課人數
60

教學目標
Introduction to:
Current semiconductor technology
Semiconductor development roadmap
Historical and modern IC fabrication methods
Characterization of MOSFETs devices and integrated circuit


授課形式
理論講述與討論-70.00%;個案分析或作品賞析-0.00%;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
(1) Course outline and policy - 1 week
(2) Roadmap of device development- 1 week
(2) Fundamentals of IC fabrication- 10 week
(3) MEMS related topics- 4 week
(4) Student Presentations- 2 week


教科書/參考書
The instructor will provide PowerPoint presentation.

評分標準
Grading criteria: In-class tests: 80%, written report/presentations: 20%.

學分數
3

授課時數(周)
3

開課班級
M11351

修課人數
51

教學目標
本課程旨在協助學生建立財務理論的基礎概念，並提升其在財務研究與決策上的能力。課程內容涵蓋財務理論的分類、意涵與應用，範圍包括資產定價、資本結構、公司財務決策及風險管理。透過教師講授、論文選讀與口頭報告，學生將能加深對各理論議題的理解，並培養運用科學方法分析與解決問題的能力，以進一步發展創新研究的潛力。本課程作為碩士班財務理論的基礎入門，重點在於拓展學生的知識範疇，並為進階課程學習與碩士論文撰寫奠定堅實基礎。

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
課程進度會先暫定安排，之後會依學生的學習狀況做調整。 1｜9/11｜課程介紹｜ 2｜9/18｜Value｜ 3｜9/25｜Value｜ 4｜10/2｜Risk｜ 5｜10/9｜Risk｜ 6｜10/16｜Risk｜ 7｜10/23｜Financing Decisions and Market Efficiency｜ 8｜10/30｜Financing Decisions and Market Efficiency｜ 9｜11/06｜期中考｜ 10｜11/13｜Payout Policy and Capital Structure｜ 11｜11/20｜Payout Policy and Capital Structure｜ 12｜11/27｜Corporate Objectives and Governance｜ 13｜12/04｜Corporate Objectives and Governance｜ 14｜12/11｜Risk Management｜ 15｜12/18｜期末考｜ 16｜12/25｜行憲紀念日放假｜ 17｜1/1｜開國紀念日放假｜ 18｜1/8｜其他，自主學習｜ 提醒：上課時請不要錄音或錄影。 課程相關的通知會公布在 Line 群組或 Moodle 教學平台 (https://elearningv4.nuk.edu.tw/)，同學要記得常去查看，才能掌握最新的上課訊息。 本學期課堂將選讀多篇管理領域的頂尖實證研究，文獻皆較新，並以分組報告方式進行。透過研讀這些文章，同學可加深對研究設計與寫作的理解，並為未來碩士論文的規劃建立更明確的概念。 Risk Kuppuswamy, V., & Villalonga, B. (2016). Does diversification create value in the presence of external financing constraints? Evidence from the 2007–2009 financial crisis. Management Science, 62(4), 905-923. Fama, E. F., & French, K. R. (2018). Choosing factors. Journal of Financial Economics, 128(2), 234-252. Menla Ali, F., Wu, Y., & Zhang, X. (2024). ESG disclosure, CEO power and incentives and corporate risk208;taking. European Financial Management, 30(2), 961-1011. Financing Decisions and Market Efficiency Hung, M., Lin, Y., Wang, L. L., & Zhang, Z. (2025). The impact of bank financing on borrowers’ voluntary disclosures and real investments. Management Science. Zhao, X. (2017). Does information intensity matter for stock returns? Evidence from Form 8-K filings. Management Science, 63(5), 1382-1404. Cong, L. W., & Howell, S. T. (2021). Policy uncertainty and innovation: evidence from initial public offering interventions in China. Management Science, 67(11), 7238-7261. Payout Policy and Capital Structure Sun, C., Wang, S., & Zhang, C. (2021). Corporate payout policy and credit risk: Evidence from credit default swap markets. Management Science, 67(9), 5755-5775. Landsman, W. R., Li, C. K., & Donny Zhao, J. (2023). CDS trading initiation, information asymmetry, and dividend payout. Management Science, 69(1), 684-701. Levine, O., & Wu, Y. (2021). Asset volatility and capital structure: Evidence from corporate mergers. Management Science, 67(5), 2773-2798. Corporate Objectives and Governance Addo, K. A., Hussain, N., & Iqbal, J. (2021). Corporate governance and banking systemic risk: a test of the bundling hypothesis. Journal of International Money and Finance, 115, 102327. Kraft, P. S., Dickler, T. A., & Withers, M. C. (2025). When do firms benefit from overconfident CEOs? The role of board expertise and power for technological breakthrough innovation. Strategic Management Journal, 46(2), 381-410. Pandey, N., Baker, H. K., Kumar, S., Gupta, P., & Ali, S. (2023). Board diversity and firm performance: The role of contextual variables. British Journal of Management, 34(4), 1920-1947.

教科書/參考書
Richard A. Brealey, Stewart C. Myers, Franklin Allen, and Alex Edmans (2026), Principles of Corporate Finance (15th Edition). McGraw-Hill Education. 台灣代理：華泰書局. ISBN: 9781265087586

評分標準
期中考40﹪、期末考40﹪、報告20﹪

學分數
3

授課時數(周)
3

開課班級
M11432

修課人數
31

教學目標
★★★ 若因疫情須採線上課程，將以 Microsoft Teams 進行，屆時請注意教學平台課程公佈欄公告

『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
★★★ 第一周會上課

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
   6. Lorentz's 力方程式

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
   6. Lorentz's Force Equation

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
A. 小考 (15% x 2), 期中與期末考試 (35% x 2), 線上小考 (<= 7%)
B. 小考 (18% + 6%), 期中與期末考試 (38% x 2), 線上小考 (10%)
C. 小考 (20% x 2), 期中與期末考試 (44% + 16%), 線上小考 (10%)
A、B、C 三種方案擇一計分，詳細計分方式將於第一堂課說明。
建議預修課程：微積分

A. Quizzes (15% x 2), Midterm & Final Exams (35% x 2), online quizzes (<= 7%)
B. Quizzes (18% + 6%), Midterm & Final Exams (38% x 2), online quizzes (10%)
C. Quizzes (20% x 2), Midterm & Final Exams (44% + 16%), online quizzes (10%)
One of A, B, and C is adopted. Grading policy will be explained in the first class.
Suggested prerequisites:
Calculus

學分數
3

授課時數(周)
3

開課班級
B11351

修課人數
65

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 (3hrs/week) Part 1: Introduction and historical context Week 1. (9/14) Introduction Week 2. (9/21) Globalization & global politics Required: Baylis & Smith & Owens (pp. 19-34) Week 3. (9/28) The Rise of modern international order Required: Baylis & Smith & Owens (pp. 39-53) Week 4. (10/5) From the end of Cold War to a new world dis-order? Required: Baylis & Smith & Owens (pp. 70-83) Part 2: Theories of world politics Week 5. (10/12) Realism Required: Baylis & Smith & Owens (pp. 130-144) Week 6. (10/19) Liberal Internationalism Required: Baylis & Smith & Owens (pp. 103-114) Week 7. (10/26) Social Constructivism Required: Baylis & Smith & Owens (pp. 192-206) Week 8. (11/2) Marxist theories of international relations Required: Baylis & Smith & Owens (pp. 115-129) Week 9. (11/9) Discussion about term papers (1) Part 3: Structures and processes Week 10. (11/16) International and global security Required: Baylis & Smith & Owens (pp. 240-255) Week 11. (11/23) Global political economy Required: Baylis & Smith & Owens (pp. 256-270) Week 12. (11/30) International Organizations in World Politics Required: Baylis & Smith & Owens (pp. 319-333) Week 13. (12/7) Discussion about term papers (2) Part 4: International Issues Week 14. (12/14) Environmental Issues Required: Baylis & Smith & Owens (pp. 387-403) Week 15. (12/21) Terrorism & globalization Required: Baylis & Smith & Owens (pp. 449-465) Week 16. (12/28) Human Rights Required: Baylis & Smith & Owens (pp. 498-513) Part 5: Conclusion Week 17. (1/4) Conclusion Week 18. (1/11) Final term papers submission (3)

教科書/參考書
IV. Textbook Baylis, John and Steve Smith. 2020. The Globalization of World Politics. 8th ed. Oxford: Oxford University Press. V. 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 and Joseph S. Nye 1977. Power and Interdependence. Boston: Little, Brown and Company. 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
III. Requirements 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 50-minute oral report 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 11, 2022.

學分數
3

授課時數(周)
3

開課班級
M11422

修課人數
8

教學目標
This course investigates how resistance training can be used to enhance muscular strength and power, and includes discussions on relevant academic books and research articles.

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-50.00%;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: Basic Concepts of Training Theory Week 3: Task-Specific Strength (Chapter 2) Week 4: Athlete-Specific Strength (Chapter 3) Week 5: Training Intensity (Chapter 4) Week 6: Timing in Strength Training (Chapter 5) Week 7: Exercises Used for Strength Training (Chapter 6) Week 8: Velocity in the Weight Room (Chapter 7) Week 9: Aging, Sarcopenia, and Dynapenia (Paper) Week 10: Muscle Power and Exercise Selection (Book: Developing Power 2nd 2024 Chapter 1) Week 11: Injury Prevention (Chapter 8) Week 12: Overreaching, Overtraining, and Recovery (Chapter 9) Week 13: Monitoring Athletes in the Weight Room (Chapter 10) Week 14: Goal-Specific Strength Training (Chapter 11) Week 15: Special Population (Chapters 12-14) Week 16: Flexible Course

教科書/參考書
Main textbook 1. Science and Practice of Strength Training 3rd

評分標準
Attendance 40%: After the add/drop period ends, starting from the second absence, 4 points will be deducted from the final semester grade for each absence. Being late counts as half an absence (2-point deduction). Approved official leave and bereavement leave with documentation will not count as absences. Attending class during the add/drop period will earn 4 bonus points toward the final semester grade (2 point for being late). The maximum score for this component is 40 points. Presentation 60%

學分數
3

授課時數(周)
3

開課班級
M11412

修課人數
9

教學目標
This course introduces students to the economic analysis of the family. We will study how households make decisions regarding marriage, fertility, education, labor supply, household production, and intergenerational transfers. The course emphasizes the application of microeconomic theory and empirical methods to understand family behavior and its implications for labor markets, inequality, and public policy. A short paper is required for this course.

授課形式
理論講述與討論-50.00%;個案分析或作品賞析-30.00%;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
˙Topics: 1. Introduction to Family Economics Core: Becker, Gary S. (1991). A Treatise on the Family, Harvard University Press, Ch. 1. 2. Household Production & Time Allocation Core: Becker, Gary S. (1965). “A Theory of the Allocation of Time.” Economic Journal, 75(299): 493–517. Optional: Gronau, Reuben. (1977). “Leisure, Home Production, and Work.” Journal of Political Economy, 85(6): 1099–1123. 3. Marriage Markets Core: Weiss, Yoram. (1997). “The Formation and Dissolution of Families: Why Marry? Who Marries Whom? And What Happens upon Divorce.” In Handbook of Population and Family Economics. Optional: Chiappori, Pierre-Andr&#233;, Oreffice, Sonia & Quintana-Domeque, Climent. (2012). “Fatter Attraction: Anthropometric and Socioeconomic Matching on the Marriage Market.” Journal of Political Economy, 120(4): 659–695. 4. Divorce and Family Instability Core: Weiss, Yoram & Willis, Robert. (1997). “Match Quality, New Information, and Marital Dissolution.” Journal of Labor Economics, 15(1): S293–S329. Optional: Stevenson, Betsey & Wolfers, Justin. (2007). “Marriage and Divorce: Changes and Their Driving Forces.” Journal of Economic Perspectives, 21(2): 27–52. 5. Fertility Decisions I Core: Becker, Gary S. & Lewis, H. Gregg. (1973). “On the Interaction between the Quantity and Quality of Children.” Journal of Political Economy, 81(2): S279–S288. Optional: Jones, Larry, Schoonbroodt, Alice & Tertilt, Mich&#232;le. (2010). “Fertility Theories: Can They Explain the Negative Fertility–Income Relationship?” Demography, 47(1): 153–188. 6. Fertility Decisions II Core: Doepke, Matthias. (2015). “Gary Becker on the Quantity and Quality of Children.” Journal of Demographic Economics, 81(1): 59–66. Optional: McDonald, Peter. (2000). “Gender Equity in Theories of Fertility Transition.” Population and Development Review, 26(3): 427–439. 7. Labor Supply of Married Women Core: Goldin, Claudia. (2006). “The Quiet Revolution That Transformed Women’s Employment, Education, and Family.” AER Papers and Proceedings, 96(2): 1–21. Optional: Mincer, Jacob. (1962). “Labor Force Participation of Married Women: A Study of Labor Supply.” In H. G. Lewis (ed.), Aspects of Labor Economics. 8. Child Development and Human Capital Investment Core: Heckman, James J. (2000). “Policies to Foster Human Capital.” Research in Economics, 54(1): 3–56. Optional: Cunha, Flavio & Heckman, James J. (2007). “The Technology of Skill Formation.” AER, 97(2): 31–47. 9. Intergenerational Transfers Core: Altonji, Joseph, Hayashi, Fumio & Kotlikoff, Laurence. (1992). “Is the Extended Family Altruistically Linked? Direct Tests Using Micro Data.” AER, 82(5): 1177–1198. Optional: Bernheim, B. Douglas, Shleifer, Andrei & Summers, Lawrence. (1985). “The Strategic Bequest Motive.” Journal of Political Economy, 93(6): 1045–1076. 10. Household Bargaining and Power Core: Chiappori, Pierre-Andr&#233;. (1988). “Rational Household Labor Supply.” Econometrica, 56(1): 63–89. Optional: Lundberg, Shelly & Pollak, Robert. (1993). “Separate Spheres Bargaining and the Marriage Market.” Journal of Political Economy, 101(6): 988–1010. 11. Family Policy I: Parental Leave & Childcare Core: Blau, David & Currie, Janet. (2006). “Pre-School, Day Care, and After-School Care: Who’s Minding the Kids?” Handbook of the Economics of Education, Vol. 2. Optional: Ruhm, Christopher. (1998). “The Economic Consequences of Parental Leave Mandates.” QJE, 113(1): 285–317. 12. Family Policy II: Taxes and Welfare Core: Eissa, Nada & Hoynes, Hilary. (2004). “Taxes and the Labor Market Participation of Married Couples: The Earned Income Tax Credit.” Journal of Public Economics, 88(9-10): 1931–1958. Optional: Moffitt, Robert. (2002). “Welfare Programs and Labor Supply.” Handbook of Public Economics, Vol. 4. 13. Family, Inequality, and Demographics Core: Autor, David, Dorn, David & Hanson, Gordon. (2019). “When Work Disappears: Manufacturing Decline and the Falling Marriage-Market Value of Young Men.” AER: Insights, 1(2): 161–178. Optional: McLanahan, Sara. (2004). “Diverging Destinies: How Children Are Faring under the Second Demographic Transition.” Demography, 41(4): 607–627.

教科書/參考書
Browning, Martin, Chiappori, Pierre-Andr&#233;, & Weiss, Yoram. Economics of the Family. Cambridge University Press, 2014.

評分標準
Class Activity 20% Assignments 35% Term Paper 45% Note: The topic of the term paper must be decided and approved before the sixth week (10/13). Students can choose to work alone or form a group of two or three. In case of a group, the grades will be the same for everyone within the group. The presentation of the term paper will begin at the sixteenth week (12/16). Final draft of the term paper is due at Jan.12th 2026. An overdue paper is unacceptable.

學分數
3

授課時數(周)
3

開課班級
M11331

修課人數
17

教學目標

Financial technology (FinTech) is revolutionary and rapidly changing the financial services industry. This course will provide students with the latest empowering and practical knowledge on FinTech, enabling them to understand some of the FinTech changes taking place currently in the financial services industry and, most importantly, the trends that will impact the industry in the future. Students are expected to develop a broad understanding of the recent FinTech development and its impact on the financial industries. Topics may include, but are not limited to, blockchain and cryptocurrencies, Bitcoin, Ethereum, Altcoins, smart contracts, decentralized applications, markets for smart contracts, applications of blockchain technologies and application programming interface (API) in various finance areas, alternative and P2P lending and crowdfunding, machine learning and its applications in FinTech such as robo-advising.

授課形式
理論講述與討論-70.00%;個案分析或作品賞析-10.00%;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

 

Course Outline:

Week	Date	Topic	Required Reading
1	09/08 -- 09/12	金融科技的發展演進	第1章
2	09/15 -- 09/19	雲端運算	第2章
3	09/22 -- 09/26	市場資訊供應-大數據與新市場平台、人工智慧	第3、4章
4	09/29 – 10/03	教師節補假
5	10/06 -- 10/10	中秋節
6	10/13 -- 10/17	人工智慧、區塊鏈	第4、5章
7	10/20 -- 10/24	生物辨識	第6章
8	10/27 -- 10/31	生物辨識、支付	第6、7章
9	11/03 -- 11/07	Quiz #1 保險科技	第8章
10	11/10 -- 11/14	存貸	第9章
11	11/17 -- 11/21	募資	第10章
12	11/24 -- 11/28	金融科技下的投資管理	第11章
13	12/01 -- 12/05	純網銀與開放銀行	第12章
14	12/08 -- 12/12	監理科技	第13章
15	12/15 -- 12/19	資訊安全與風險管理	第14章
16	12/22 -- 12/26	Quiz #2 金融機構的數位轉型	第15章
17	12/29 -- 01/02	Final Project Presentation 12/29 (Group 1 to 6)
18	01/05 -- 01/09	Final Project Presentation 01/05 (Group 7 to 12)

** The above is a tentative course schedule.  Hopefully, we will get through all the listed topics

 

教科書/參考書
Required text:
金融科技力, 台灣金融研訓院編輯委員會 編著 (財團法人台灣金融研訓院, 2021/05, ISBN: 978-986-399-210-3)

Supplemental Material:
1. The FINTECH Book: The Financial Technology Handbook for Investors, Entrepreneurs and Visionaries, Susanne Chishti and Janos Barberis (Wiley, 2016, ISBN: 978-1-119-21887-6)
2. Bank 3.0: Why Banking Is No Longer Somewhere You Go But Something You Do, Brett King (Wiley, 2012, ISBN: 978-1-118-58963-2)
3. A. M. Antonopoulos, Mastering Bitcoin: Unlocking Digital Cryptocurrencies, O’Reilly Media Inc., Sebastopol, CA, 2014.
4. T. H. Cormen, C. E. Leiserson, R. L. Rivest, and C. Stein, Introduction to Algorithms, Third Edition, The MIT Press, Cambridge, Massachusetts, 2009.
5. Bitcoin and Cryptocurrency Technologies: A Comprehensive Introduction by Arvind Narayanan, Joseph Bonneau, Edward Felten, Andrew Miller, Steven Goldfeder, Princeton University Press, ISBN-13: 978-0691171692.
6. Ethereum: Blockchains, Digital Assets, Smart Contracts, Decentralized Autonomous Organizations by Henning Diedrich, CreateSpace Independent Publishing Platform, ISBN-13: 978-1523930470.
7. Blockchain Applications: A Hands-on Approach. by Arshdeep Bahga and Vijay Madisetti, Vpt, ISBN-13: 978-0996025560.
8. 金融數位力, 台灣金融研訓院編輯委員會 (台灣金融研訓院出版, 2016, ISBN: 9789863990482)
9. 金融科技概論，第二版，李顯正著 (新陸書局, 2018, ISBN: 9789869565219)
10. 金融科技2.0-數位金融與科技創新第二版，翁禮祺著 (雙葉書局, 2022, ISBN: 9789865492229)
11. Updated readings provided by the instructor.


評分標準

Course Evaluation Process:

Grading:    

Your final grade will be based on your performance on several in-class quizzes, participation, and a final project. All grading is done on a percentage basis. The grading criteria are as the following.

Class Participation                        25%

Quizzes                                        50%

Final Group Projects                    25%

All grading is done on a percentage basis.

Class Participation:

It is essential to attend every class this semester. The score of the participation is calculated by the percentage of all classes held in this semester. Your grade of participation will be based on your performance in class attendance. You earn 2 points when you are present at class for the roll call. You get 1.5 points when you show up late after the roll call. You have 1 point when you are permitted to take a leave. You have no points when you miss the class. Therefore, the score of class participation is equal to the sum of all points divided by 36 points (2 points * 18 weeks) and multiplied by 100.   

Quizzes:

In order to evaluate the performance of the students, there will be two in-class quizzes. The quizzes are scheduled according to the following course outline. Each quiz has several multiple-choice and short essay questions. The covered materials in each quiz will be announced in class before the quiz. Only the quiz with the highest grade will be counted in the final grade if your grades on both quizzes are greater than 0. If you take both quizzes and both grades are greater than 60, 5 extra credits will be added to the grade of the quizzes. If you only take one of the quizzes, your final grade will be the average of two quizzes.

Important note: There are no makeup quizzes. If you miss a quiz for an excused reason, you must contact me before the quiz to be excused. There are no exceptions to this rule. I will determine excusable absences.

Final Group Project:

The instructor will randomly assign 4 students to a project group. There are about 15 groups in this class. (The group's final number will depend on the total number of students electing this course.) The topics of the final group project will be assigned in class. All students are required to attend the presentations of the final group project. If you are absent without the permitted excuse, not only the grade of class participation but also that of the final group project will be deducted. The components of the grade of the final group project are 40% of the PowerPoint file, 40% of the presentation, and 20% of the participation in the group project. Every group has a maximum of 10 minutes to present the topic. All group members should present the project. Every group only needs to submit the PPT file in elearningv4. The due date for uploading the PPT file is 23:55, January 5^th, 2026.

 

 

Academic Dishonesty: No cheating is allowed during the exam. Copying projects is also considered for cheating. 

Important dates

Quiz 1:                                        Monday, November 03^rd, 2025 (01:10 - 01:40 PM)

Quiz 2:                                       Monday, December 22nd, 2025 (01:10 - 01:40 PM)

Final Project Presentation:     Monday, December 29^th, 2025 & January 05^th, 2026 (01:10 - 04:05 PM)

學分數
3

授課時數(周)
3

開課班級
A11232

修課人數
53

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
(Tentative)
W 1 10/09 Course overview
W 2 17/09 "Unit 1," Contemporary Topics 3; "Stay Hungry, Stay Foolish" by Steve Jobs
W 3 24/09 "Unit 1," Contemporary Topics 3; "The Power of Believing You Can Improve" by Carol Dweck
W 4 01/10 "Unit 2," Contemporary Topics 3; "Grit is the Key Factor to Success" by Angela Lee Duckworth
W 5 08/10 "Unit 2," Contemporary Topics 3; "Why Do We Sleep" by Russell Foster
W 6 15/10 "Unit 3," Contemporary Topics 3; "How to Make Stress Your Friend" by Kelly McGonigal
W 7 22/10 Quiz 1 on CNN Interactive English Magazine; "Unit 3," Contemporary Topics 3; “What Makes a Good Life? The Longest Study on Happiness” by Robert Waldinger
W 8 29/10 Presentations 1; topics discussion
W 9 05/11 Midterm Examination
W 10 12/11 Examination results announced; "Unit 4," Contemporary Topics
W 11 19/11 "Unit 4," Contemporary Topics; "Celebrate Your Struggles" by Deidre Bombs
W 12 26/11 "Unit 5," Contemporary Topics; "Your Body Language Shapes Who You Are" by Amy Cuddy
W 13 03/12 Quiz 2 on CNN Interactive English Magazine; "Unit 5," Contemporary Topics 3
W 14 10/12 Presentations 2; topics discussion
W 15 17/12 Course review; guided film
W 16 24/12 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
Combs, Deidre. "Celebrate Your Struggles."
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."
Little, Brian. "Who Are You, Really? The Puzzle of Personality."
McGonigal, Kelly. "How to Make Stress Your Friend."
Smith, Emily Esfahani. "There Is More to Life than Being Happy."

III. Other Materials
CNN Interactive English Magazine, No. 299. Oct. 2024.

IV. Useful Websites
Grammarly. .
TED: Ideas worth Spreading. .
VoiceTube .
VoiceTube blog



評分標準
Class attendance and participation 15% (Please note: if you skip class more than three times, you will lose this 10% score).
Quizzes 15%
Presentation 20%
Mid-term examination 25%
Final examination 25 %


學分數
3

授課時數(周)
3

開課班級
A11311

修課人數
18

教學目標
請加入 114-1 科技與社會倪麥童 課程群組，Line 網址:https://line.me/R/ti/g/AHqgnptLNW 「老師的一顆心，學生的一片天。」，通識教育是『一場可帶走的盛宴』，在未來的人生，可以有相當大的幫助。我們正在實現這個夢想，希望能用我們的誠意，讓您成為我們實現夢想的夥伴，加入我們成為現代科技公民，人生多彩多姿，快樂學習。 (一)與校核心能力的關係： 本課程係本校通識教育正式課程規劃中，核心課程：「科學素養」子類下的一門，其所欲回應校訂「基本素養」指標為「科學素養」與「專業素養」，所欲成就學子的能力為「知識力」與「創造力」，除建立學生學習能力與思考能力外，同時激發學生創造之發想與實作能力。 (二)與通識中心核心能力的關係： 對照於本校通識課程核心能力的養成設定，本課程希望能達成以下幾點具體目標，養成學子相關的能力： 1.民主素養：本課程將經由全球化議題之探討，幫助學生了解全球性之規範、慣例、典章和制度，提升學生休戚與共之感受與對多元文化之認同，使其具力行民主生活所需的民主知識、態度。 2.倫理素養：沒有倫理的科學可能是空洞、主觀、武斷及有偏見的。本課程將於適合之主題課程中，佐以相關影片、文獻資料進行討論，強化學生重視且實踐「有倫理的科學」，並幫助學生從科學探索的角度找尋一種與生活價值契合的豐富美好內涵與時代精神，從中建立「高感度、高體會」之美學新概念，使其不管在哪個面向都可發展出延伸的美意與信念。 3.科學素養：本課程之主要課程設計即以建立學生科學素養為主，除自製投影片內容說明外，並配合科普讀本導讀及相關影片，引導學生藉由小組討論及簡報，進行深度科學思考，進而提升「形成科學議題」的能力及「解釋科學現象」的能力，與時俱進，引導學生使用AI輔導，解決問題。 4.媒體素養：在資訊媒體傳播快速、媒體倫理不被重視的環境中，本課程透過理論的閱讀，加上科學相關新聞解說，引導學生進行科學新聞稿撰寫，使學生瞭解媒體對於最新科技訊息的篩選、包裝、選擇與組合，並培養學生能夠從各類媒體原始資料中舉出導致事件發生和結果的因素，改變並結合資料以得到結論。 5.新能源素養：本課程藉由生活中能源危機問題的探究，闡示能源的利用與能源危機的預防，引導學生認識新能源科技，讓學生對「能源危機」議題做出明智的抉擇，並且主動採取負責任的行為以及將抉擇付諸於行動中。 1.提高學生的學習興趣與動機：本課程以「STS 教學模式」進行，教學時以社會議題或生活中的問題為題材，藉由科學探究活動的進行，使學生可以習得相關的技能和技術，更可以科學的態度和科學的概念去尋找問題解決之道，並且從中表現出其創造力，進而提昇其學習興趣與科學素養。 2.培養學生問題解決的能力：透過問題導向學習的過程，學生不單只是學會學科知識，同時也學會如何面對生活中真實情境問題的解決方法，經由以探究方式建立知識本質，養成提出證據和講道理的處事習慣，並在面對問題、處理問題時，持以好奇與積極的探討、瞭解及合理的解決態度。 3.培養高層次思考能力：透過問題導向學習的討論及與人分享的過程，學生可以培養對問題內容批判思考、創造性思考及知識整合能力，擺脫傳統的限制，可因應問題而變化解決的途徑，以產生不同類別的解答。 4.發展觀念和價值：對於地區性或全球性，有關科學、技學與社會互動的論題發展合宜的觀念與價值觀。 5.培養學生合作學習的精神及社會化協商的能力。

授課形式
理論講述與討論-50.00%;個案分析或作品賞析-10.00%;專題實作與報告-30.00%;田野調查-10.00%;實驗-0.00%;其他-0.00%

課程內容與進度
課程內容的專業範疇說明： 人類的食、衣、住、行均與科技發展息息相關，在現代科技快速發展下，人類社會究竟產生什麼變化？該如何因應科技突破所帶來的社會變遷及倫理價值衝擊? 本課程期望經由探討社會呈現的變化與所帶動之政治、經濟、產業的改變，引導學生逐漸擺脫科學是客觀、中立於社會之外的想法，開始思索科技與社會的複雜關聯，以及科技人不可避免牽扯上的權力關係與政治問題，並使學生在學習活動中強化其反應及感受力、溝通技能、技巧實踐、資訊科技應用能力，引導學生使用AI輔導，解決問題及智力刺激、鍛鍊，強調每一位同學都是知識的主體，利用真實問題或情境模擬啟發學生創新及批判性思考，以及體驗結構與行動的權力關係；在團體行動操演及小組討論的互動過程中，進行知識之交融與建構，以獲得創意思考及問題解決所需之綜合性知識和技能、及持續自我學習技巧及動機。 Go Go Go ! ! ! Week 01 Introduction of Technology and Society(Happy Health Hope) Week 02 Technology and Society( living experience(1)) Week 03 Technology and Society( living experience(2)) Week 04 A Whole New Mind Vs Future education (I) Week 05 A robot pass a university entrance exam Week 06 Power of Passion and Perseverance Week 07 A Whole New Mind Vs Future education (II) Week 08 Future Learning & A story for making gliders Week 09 Midterm Feedback Report(Moodle 4.0 ) Week 10 Hand Glider Flight Competition Week 11 You Should Have a Good Life Week 12 Having a Good Speech Week 13 Minerva A New Kind of Higher Education Week 14 Be a Science Good Inspiring Leader Week 15 There's More to Life Than Being Happy Week 16 Technology and People Week 17 The Age of the Unthinkable Week 18 Final Review Report (Deadline for Supplementary Report)

教科書/參考書
教科書: 1.指定用書：葉文冠、陳德興、黃鼎元著，《科技與工程倫理》，東華書局，2017年。 2.課程中指定之相關文章。 參考書: 1.科技渴望社會：容納、群學與跨域實踐 台灣社會學第 39 期（2020 年 6 月），頁 203-215。　台灣社會學第 39 期https://www.ios.sinica.edu.tw/upload/completetext/20240606100713.pdf 2.雲端亡魂：往生者的數位個資與AI時代的生命思考 作者： 卡爾．歐曼 出版社：衛城出版 出版日期：2025/04/30 3.杜文苓，電子科技與環境風險，《科技社會人》，頁266-277。 4.血汗AI：為人工智慧提供動力的隱性人類勞工 詹姆斯．默登, 馬克．格雷厄姆, 卡倫．坎特 大塊文化 出版日期：2025-01-22 5.迎向AI時代的人類智慧 中央研究院數位文化中心 出版日期：2024/12/01 6.AI霸主：OpenAI、DeepMind與科技巨頭顛覆世界的競賽 作者： 帕米．奧森 出版社：天下文化 2024/12/25 7.迎向AI時代的人類智慧 出版社：中央研究院數位文化中心 出版日期：2024/12/01 8.郭文華，我要我的STS，《科技渴望參與》，頁89-95，2009年。 9.陳恒安，科學素養與民主社會，《科學月刊》四月號，400期，頁309-312，2003年。 12.陳恒安、郭文華、林宜平編，《科技渴望參與》，群學出版社，2009年。 13.未來的錯覺：人類如何與AI共處 作者： 海爾格．諾沃特尼 譯者： 姚怡平 出版日期：2023/03/01 14.蘇瓦茲(Joe Schwarcz)，《科學新聞不能這樣看:蘇老師教你聰明解讀》，天下遠見出版，2009年。 15.科技與社會研究一 https://nol.ntu.edu.tw/nol/coursesearch/print_table.php?course_id=305%2061950&class=&dpt_code=3050&ser_no=83859&semester=103-2 18.倪麥童，《科際整合淺釋》，樹德科技大學 科際整合與大學教育研討會論文集 ，2008年 19.倪麥童，《科際整合與大學通識教育》，南榮通識教育學術研討會論文集 ，2009年

評分標準
1.學習態度80%:出席率30%(課堂點名)， 手擲機實作(含小組互評)20%，學習單(含翻轉教室發言)20% ，課堂討論及表現 10%。 2.個人期末報告20%(課程學習檢討)

學分數
3

授課時數(周)
3

開課班級
A11407

修課人數
62

教學目標
本課程目的在於訓練學生能把自身的科研知識透過國際語言—英文的力量，來傳達學生的思想邏輯與架構與其知識的豐富性．透過英文口語訓練，不論是日常科研交流抑或學術報告，都能更加得心應手．

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
9/9 Introduction and group organization 9/16 Read aloud and Introduce yourself 9/23 Seminar- Invited Speaker; Q&A Time 9/30 Seminar- Invited Speaker; Q&A Time 10/7 What have you learned from others? Raise your hands and ask questions 10/14 Communication in lab: Group Practice I 10/21 Communication in lab: Group Practice II 10/28 5 mins scientific illustrations by students 11/4 Week-Off 11/11 What to do before your talk? 11/18 How to prepare your slides? 11/25 How to shape your talk? 12/2 How to interact with your audience? Closing your talk and get feedbacks 12/9,16 Rehearsal 12/23&30 20mins presentation by students (Simulation Conference) 1/7 Week-Off

教科書/參考書
1. Scientific Writing and Communication: Papers, Proposals, and Presentations 2. Scientific Presentation Skills: How to Design Effective Research Posters and Deliver Powerful Academic Presentations 3. The Craft of Scientific Presentations: Critical Steps to Succeed and Critical Errors to Avoid

評分標準
課堂出席（20%）+ 分組情境模擬（20%）+ 學期個人兩次簡報（60%）

學分數
3

授課時數(周)
3

開課班級
M11461

修課人數
21

教學目標
This is an elective course. It is avalable for all students, all years, and all majors. If you cannot join online, email the teacher at: freethoughts2@yahoo.com and contact the English department secretary for a class entry code. It will focus on critical thinking, or higher level thinking, and communication while learning about American popular culture. This course will focus on the history of T.V. shows from the 1950’s to the current time, while at the same time discussing and comparing Taiwanese culture and the influence of T.V. Various themes, ethics, and moral lessons will be taught and discussed and several popular American T.V. shows will be viewed that are not available in Taiwan. Specifically, the students will utilize English listening and communication skills while moving from the basic forms thinking through the advance forms of thinking: Students will be able to critically evaluate and verbally discuss American Popular culture and American T.V. shows. Students will be able to relate these shows to Taiwanese culture and society and critically evaluate if there are any connections or influences. Students will learn advance intercommunication techniques and students will learn advanced level public speaking skills, PPT, etc. ALL students MUST do the following if you register for this course: Email Aaron with the following information at: freethoughts2@yahoo.com You English name, your Chinese name, your NUK I.D. number, and your mobile phone number AND the English name for this class. When you email Aaron, you will be given a Line group to join, you will be given Google Classroom information.

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
Each week will have different topics and/or T.V. shows to be viewed and discussed, to be announced in the future. Week 1 Introduction and general course description of requirements Week 2 History of TV, how the creation of TV changed American society, TV show re-runs Week 3 1950’s Themes: Innocence, traditional values, traditional roles of family members, right from wrong, super heros (I Love Lucy , Adventures of Superman, The Lone Ranger, Father Knows Best , The Abbott and Costello Show, Maverick, Alfred Hitchcock Presents, The Ed Sullivan Show, Gunsmoke, The Mickey Mouse Club, Leave It to Beaver, The Walt Disney Company, American bandstand) Week 4 1960’s Themes: Innocence lost, impact of Vietnam War, distractions from real life events (Perry mason, The Andy Griffith Show, The Flintstones, Gilligan's Island, Batman, The Dick Van Dyke Show, The Beverly Hillbillies , The Beverly Hillbillies , The Twilight Zone , Gomer Pyle, U.S.M.C., Bewitched, Hogan's Heroes, My Three Sons, Flipper, Hazel, The Fugitive, The Big Valley, Top Cat , The Bugs Bunny Show, star trek) Week 5 1970’s Themes: Trying to get back where America was before, introducing fantasy, civil rights for all, woman’s empowerment, more entertainment (The Brady Bunch, The Carol Burnet Show, Sesame Street, All in the Family, Good Times, Sanford and Son, The Mary Tyler Moore Show , The Odd Couple, The Bob Newhart Show, Welcome Back, Kotter , The Six Million Dollar Man , The Waltons , The Bionic Woman, Wonder Woman) Week 6 1970’s Charlie's Angels , Happy Days, Little House on the Prairie, Laverne & Shirley , Battlestar Galactica, The Jefferson’s, M*A*S*H , Hee Haw, Donny & Marie Show, The Love Boat , Fantasy Island, Different Strokes, Eight Is Enough Week 7 1970’s Charlie's Angels , Happy Days, Little House on the Prairie, Laverne & Shirley , Battlestar Galactica, The Jefferson’s, M*A*S*H , Hee Haw, Donny & Marie Show, The Love Boat , Fantasy Island, Different Strokes, Eight Is Enough Week 8 1970’s review and finish themes Week 9 Mid-term Exam Week Week 10 1980’s Student self study Week 11 1980’s Student self study Week 12 1980’s Themes: Continuation of all of the themes before as they changed over time, new forms of entertainment using well-known comedians, more programing for teens (Three's Company, Mork & Mindy, Taxi, Family Ties, Cheers, Hill Street Blues, The Facts of Life, The Dukes of Hazzard , The Cosby Show, Dallas, Who's the Boss?, Night Court, Growing Pains, Miami Vice, 60 Minutes, Magnum, P.I. , Seinfeld, Mtv Week 13 1990’s Themes: Continuation of all of the themes before as they changed over time, money vs. values in programing (Friends, Dawson's Creek , Gilmore Girls, , Will & Grace, reality TV, Everybody Loves Raymond)Frasier , Home Improvement, Beverly Hills, 90210, The Simpsons Week 14 2000’s Themes: Continuation of all of the themes before as they changed over time, money vs. values in programing, mindless/brainless TV shows, pushing the limits of what is allowed on TV with language and adult themes (Cable TV shows, South Park, SpongeBob Square Pants, Battlestar Galactica , How I Met Your Mother, Rules of Engagement , One Tree Hill , The King of Queens , Lost , That '70s Show, Veronica Mars , The West Wing, The X-Files , Two and a Half Men , Premium TV (HBO/ Showtime) Six Feet Under , The Sopranos , Sex and the City , Curb Your Enthusiasm , etc.) Week 15 2000’s That '70s Show, Veronica Mars , The West Wing, The X-Files , Two and a Half Men , Premium TV (HBO/ Showtime) Six Feet Under , The Sopranos , Sex and the City , Curb Your Enthusiasm , etc. Week 16 2010-present Themes: Continuation of all of the themes before as they changed over time, money vs. values in programing, mindless/brainless TV shows, pushing the limits of what is allowed on TV with language and adult themes, short attention spans of viewers (Mom, Modern Family, The Big Bang Theory , CSI: Crime Scene Investigation , GREYs anatomy) Week 17 2010-present American Idol , The Office , 30 Rock , The Good Wife , Fresh Off the Boat , Hot in Cleveland Week 18 2010-present Premium TV, Breaking Bad , The Walking Dead , Game of Thrones , etc. Week 19 Final Exam Week

教科書/參考書
No, but there will be a ‘teacher’s package’ that is required for this course that the student MUST read and bring every day. To be given out in class to be copied. Students are required to take notes every week.

評分標準
60% In-class activities (12 assignments worth 5 points each), 20% midterm exam or other midterm exam task 20% final exam or other final exam task

學分數
2

授課時數(周)
2

開課班級
A11411

修課人數
27

教學目標
To better understand the environment we are living in and the processes involved by presenting examples we are familiar with and will emphasize on climate change. EFFICIENCY OF ENGLISH IS REQUIRED. EFFICIENCY OF ENGLISH IS REQUIRED. EFFICIENCY IS ARTIFICIAL INTELLIGENCE IS REQUIRED. Teaching will be in English and some follow-up in mandarin. The exam, reports or assignment can be in English or mandarin. The first class is the most important one. If you are interested in the course, don't miss it. Look forward to seeing you on September 8, 2025. Last class, I had 60 students signed up. One dropped out, 2 failed to pass for various reasons. Average point for the whole class is 83. Usually my class average is about 80.

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-40.00%;田野調查-0.00%;實驗-0.00%;其他:出席 -10.00%

課程內容與進度
week 1: introduction; (Sept 8, 2025) week 2: environmental issues; week 3: environmental issues II; climate change I: importance, evidence and causes week 4: (no class. September 29, teacher's day) Week 5: (No class, Oct. 6, 2025, Mid-autumn festival) week 6: climate change II: effects climate week 7: change III: skeptics week 8: global warming: solutions week 9: mid-term exam; (Nov. 3, 2025) week 10: climate change: related issues; week 11: debate on nuclear energy; week 12: energy issues: renewable energy; week 13: energy issues in Taiwan; week 14: natural hazards in Taiwan: 921 earthquakes and Morakot typhoon, etc. week 15: coast around Taiwan; week 16: water and soil pollution; air pollution; week 17: summary and conclusions week 18: final exam.(Jan. 5, 2026)

教科書/參考書
no textbooks required. will require the students to watch power point and/or video teaching material. Reference material and internet links will be given during lectures. the lecture will be delivered in English and follow up with some mandarin for clarification. You are encouraged to bring your smartphone, ipad or notebook to the class.

評分標準
平時 20%; (roll call, discussion, and participation) 期中考 20%; 期末考 20%; 報告 40%.(reports and/or assignments) one or two reports. extra credits will be given for those actively participating in the class.

學分數
2

授課時數(周)
2

開課班級
A11404

修課人數
57

教學目標
This course aims to provide students a picture of Taiwan in the context of globalization. Throughout the history, Taiwan has always been impacted by globalization. In fact, the very names “Taiwan” and “Formosa” themselves are the products of globalization. One may have a totally different understanding of Taiwan in the perspective of globalization.

This course traces the history of Taiwan since the paleolithic age to the 21st century and offer explanations from the view of globalization. This course will provide an opportunity for students to explore the interactions and the political and economic calculations of the actors.

This course offers local students a new view of their homeland and introduce international students a historic tour of this beautiful island.

Field trips to historic scenes are included.

授課形式
理論講述與討論-40.00%;個案分析或作品賞析-20.00%;專題實作與報告-20.00%;田野調查-20.00%;實驗-0.00%;其他-0.00%

課程內容與進度
Week 1 Introduction
Week 2 The Migration of the Austronesians
Week 3 Kingdom of Middag, the Dutch, the Spanish, and the Pirates
Week 4 Koxinga, the Manchu Empire, and Their International Allies
Week 5 National Day
Week 6 Merchants, Missionaries, and the Mandarin
Week 7 Memorial Day of ROC’s Taking Over Taiwan
Week 8 (+2 Week)Combinded with Week 12
Week 9 Colonization, Industrialization, and Fortification under the Japanese Empire
Week 10 Midterm Report I
Week 11 Midterm Report II
Week 12 (+2 Week)Walking Tour in "Hamasen" (4 hours), Using 2 Hours from Week 18
Week 13 World War II and Taiwan
Week 14 Cold War, US Strategies, and the Chiang Regime
Week 15 Taiwan’s Economic Development after WWII
Week 16 Democratization in Taiwan Week 17 Taiwan's Role in the Global Power Games
Week 18 Final Report: Taiwan Treasure Hunt (poster)

教科書/參考書
Textbooks:
Denny Roy. (2003). Taiwan: A Political History. Cornell University Press.
Shelley Riggers. (2011). Why Taiwan Matters: Small Island, Global Powerhouse. Rowman & Littlefield Pub Inc

References:
Tonio Andrade. (2008). How Taiwan Became Chinese: Dutch, Spanish, and Han Colonization in the Seventeenth Century. Columbia University Press
Ming-chin Monique Chu, Scott L. Kastner. (2015). Globalization and Security Relations across the Taiwan Strait: In the Shadow of China. Routledge.
Bonnie Glaser. (2019). Charting Convergence: Exploring the Intersection of the U.S. Free and Open Indo-Pacific Strategy and Taiwan’s New Southbound Policy. CSIS.
Gary Hamilton and Cheng-shu Kao.(2018) Making Money: How Taiwanese Industrialists Embraced the Global Economy. California: Stanford University.
Jonathan Manthrope. (2008). Forbidden Nation: A History of Taiwan. St. Martin’s Griffin.
Gareth Price. (2018). Language, Society, and State: From Colonization to Globalization in Taiwan. Berlin: Mouton de Gruyter.
Murray A. Rubinstein,(2007).Taiwan : a New History. M.E. Sharpe, Armonk, N.Y.


評分標準
Memo 20%
Discussion 30%
Midterm Exam 25%
Final Report 25%


學分數
2

授課時數(周)
2

開課班級
A11401

修課人數
58

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。 視訊通話連結：https://meet.google.com/hmo-ybhv-tsf

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 視訊通話連結：https://meet.google.com/hmo-ybhv-tsf

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
M11461

修課人數
8

教學目標

★★★ 第一周在一般教室上課 (非 C01-104 or C01-201 電腦教室)

★★★ 若因疫情須採線上課程，將以 Microsoft Teams 進行，屆時請注意教學平台課程公佈欄公告

本課程旨在介紹微波領域基礎知識以及進階主題，讓學生具備設計微波電路或系統所需的基本理論與技能。


授課形式
理論講述與討論-80.00%;個案分析或作品賞析-0.00%;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

★★★ 第一周會上課，地點在一般教室(非 C01-104 or C01-201 電腦教室)

這門課程內容將涵蓋以下主題 (暫定)：

1. Transmission Lines Theory
2. Smith Chart and Impedance Matching Networks
3. Two-port Network Analysis
4. Microwave Power Dividers and Couplers
5. Microwave Filters
6. Advanced Topics


教科書/參考書
References:

1. D. M. Pozar, Microwave Engineering, 4th ed.
2. M. Steer, Microwave and RF Design, 3rd ed.


評分標準
Midterm Exam (30%), Term Report (30%), Homework (30%), and Attendance (10%)


學分數
3

授課時數(周)
3

開課班級
M11351

修課人數
30

教學目標
This course explores the multifaceted world of spices, weaving together their historical, cultural, and linguistic significance. While spices have fundamentally shaped trade routes, colonial expansion, and cultural identities - not to mention their culinary and medicinal applications - they serve here as a lens through which to examine core concepts in linguistics, psychology, anthropology, and cultural studies in an integrated, interdisciplinary approach. Consider the journey of pepper from an Indian farming family to global markets: Their interactions with Arab traders illuminate the complexity of cross-cultural commerce when parties share no common language. This scenario allows us to explore the development of trading languages, sign languages, linguistic borrowing, sound changes, semantic shifts, and writing systems - demonstrating how language evolves alongside trade and cultural exchange. The maritime spice trade itself offers rich examples of cultural diffusion. Arab traders navigating the western Indian coast in dhows - vessels equipped with lateen sails borrowed from Coptic Christians in Egypt and Ethiopia - demonstrate how nautical innovation spread alongside commerce. The terminology for boats, sails, and winds traveled with the spices, creating shared maritime vocabularies among trading communities. As spices reached new markets, they catalyzed cultural transformation. Communities along trade routes not only adopted spice nomenclature but adapted the spices themselves to local practices, creating novel spice blends that merged foreign and indigenous ingredients. The transmission of recipes and medical knowledge through oral and written traditions provides valuable insights into the culinary, medicinal, and literary practices of diverse societies. Spices have it all. Each spice is a tree of knowledge that explores this world in historically, culturally, linguistically, psychological, medical and culinary ways. The activities we will be engaged with in class are therefore the classification and mapping of spices, storytelling, the drawing of maps, plants and boats, activities that we will try to practice also in Kaohsiung’s markets, restaurants and spice shops.

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-30.00%;田野調查-30.00%;實驗-0.00%;其他-0.00%

課程內容與進度
This course offers you a unique lens through which to view the interconnections between the world's plants, peoples, histories, languages, and cultures. Spices serve as a powerful conceptual tool, offering daily insights into these global relationships. Through detailed exploration of individual spices like vanilla and cumin, as well as broader categories like chili peppers, we'll discover their role in illuminating key concepts in the humanities and social sciences. Our hands-on approach centers on interactive learning materials including world maps, physical spice specimens, commercial packaging, multilingual terminology, and classification systems. Each week, we'll reorganize and analyze these spices through different frameworks - linguistic, culinary, cultural, geographical, and medicinal. This dynamic approach allows us to: 226; Share cross-cultural knowledge about spice usage and significance 226; Develop multilingual glossaries of spice terminology 226; Document spice blends and their components across cultures 226; Compare culinary applications and traditional medicinal uses across regions Module I: Biological Foundations and Origins Week 1: The Chemistry and Biology of Spices 226; Plant defense mechanisms in tropical environments 226; Chemical composition: Essential oils, pungent compounds, and bitter principles 226; Case studies: Cinnamon's camphor oil, ginger's gingerols, hop's bitter acids Week 2: Global Geography of Spice Origins 226; Mapping major spice regions: Southeast Asia, Indian Subcontinent, Mediterranean 226; Biogeography and climate requirements 226; Regional case studies: From Moluccan cloves to Mexican vanilla Module II: Botanical Understanding Week 3: Plant Anatomy and Processing 226; Plant parts used in spice production 226; Processing methods and their effects 226; Case study: The four peppers - from berry to spice Week 4: Comparative Botany and Varieties 226; Regional variations of major spices 226; Related species and their uses 226; Botanical classification systems Module III: Trade and Language Week 5: Historical Trade Networks 226; The Cinnamon Route 226; Maritime technologies and trade winds 226; European and Arab trading systems Weeks 6-7: Languages and Colonialism 226; Trade languages and market communication 226; Colonial expansion and linguistic impact 226; Development of pidgins and creoles Week 8: Dutch Colonial Enterprise 226; The VOC and spice monopolies 226; Colonial infrastructure and documentation 226; Linguistic legacy in Southeast Asia Week 9: Linguistic Evolution of Spice Names 226; Etymology and borrowed terminology 226; Tracing linguistic pathways 226; Case studies in nomenclature development Module IV: Cultural Exchange and Integration Week 10: The American Spice Revolution 226; Capsicum varieties and their spread 226; The Columbian Exchange 226; Cultural adaptation and integration Week 11: Ethnolinguistic Perspectives 226; Conceptual frameworks across cultures 226; Classification systems in different languages 226; Case study: Thai pepper terminology Week 13: Geographical Linguistics 226; Creating comprehensive spice-route lexicons 226; Mapping linguistic transitions 226; Documentation methodologies Module V: Cultural and Medical Applications Week 14: Religious and Ritual Uses 226; Spices in sacred texts 226; Ritual applications across faiths 226; Cultural prohibitions and preferences Week 15: Traditional and Modern Medicine 226; Cross-cultural medicinal applications 226; Scientific validation of traditional uses 226; Contemporary therapeutic applications Week 16: Contemporary Movements 226; Migration patterns and culinary preservation 226; Cultural diffusion through food 226; Modern spice trade dynamics

教科書/參考書
Czarra, Spices: a Global History, Reaktion Books, Limited, 2009. Farrimond, The Science of Spice: Understand flavor connections and revolutionize your cooking, DK, 2017. Halley, An Historical Account of the Trade Winds, and Monsoons, Observable in the Seas between and Near the Tropicks, with an Attempt to Assign the Phisical Cause of the Said Winds, Philosophical Transactions, 1686, 16:153–168 doi:10.1098/rstl.1686.0026 Sherman and Billing. Darwinian Gastronomy: Why We Use Spices: Spices taste good because they are good for us Get access Arrow, BioScience, Volume 49, Issue 6, June 1999, Pages 453–463, https://doi.org/10.2307/1313553. Teuscher, Medicinal Spices: A handbook of culinary herbs, spices, spice mixtures and their essential oils, CRC Press, 2006. (out of print, selected pages will be shared in digital format) Ziegelman, 97 Orchard, On Edible History of Five Immigrant Families in One New Your Tenement, HarperCollins Publisher, 2010. (a PDF of a few selected recipes in this books will be provided) Partis, Mapping the language of spices : a corpus-based, philological study on the words of the spice domain, 2023.https://theses.lib.polyu.edu.hk/handle/200/12389 Wikipedia contributors. (2024, December 16). Banda Islands. In Wikipedia, The Free Encyclopedia. Retrieved 17:48, December 31, 2024, from https://en.wikipedia.org/w/index.php? title=Banda_Islands&oldid=1263363289 Wikipedia contributors. (2024, October 29). Coevolution. In Wikipedia, The Free Encyclopedia. Retrieved 15:15, December 30, 2024, from https://en.wikipedia.org/w/index.php? title=Coevolution&oldid=1254063800 Wikipedia contributors. (2024, December 16). Colonialism. In Wikipedia, The Free Encyclopedia. Retrieved 17:45, December 31, 2024, from https://en.wikipedia.org/w/index.php? title=Colonialism&oldid=1263365595 Wikipedia contributors. (2025, January 17). Dhow. In Wikipedia, The Free Encyclopedia. Retrieved 17:30, February 20, 2025, from https://en.wikipedia.org/w/index.php?title=Dhow&oldid=1270037805 Wikipedia contributors. (2024, October 20). Dutch conquest of the Banda Islands. In Wikipedia, The Free Encyclopedia. Retrieved 04:10, December 30, 2024, from

評分標準
Course participation 40%
Homework 60%


學分數
3

授課時數(周)
3

開課班級
M11411

修課人數
30

教學目標
To increase student knowledge of theories and practices dealing with marketing management. The project management has been well developed during the past two decades. Right now in the United States most big coeporations have demanded that for those managers wanted to be promoted to mid-level and senior executives should possess certificates of project management. The main purpose of this course is to teach undergrade and graduate students understanding theory and applications of project management. Specific methods such as net present value, internal rate of return, payback period, life cycle costing, cost-benefit analysis, and regression analysis will be presented in details.

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
-Defining Marketing for the New Realities
-Developing Marketing Strategies and Plans
-Collecting Information and Forecasting Demand
-Creating Long-Term Loyalty Relationships
-Identifying Market Segments and Targets
-Crafting the Brand Positioning
-Creating Brand Equity
-Setting Product Strategy
-Developing Pricing Strategies and Programs
-Designing And Managing Integrated Marketing Channels
-Designing and Managing Integrated Marketing Communications
The topics of project management: 1.Simple and compound interest 2. Discounting methods 3. Estimates of project costs 4. Project feasibility study 5. Risk analysis 6. Food industry project 7. Automobile industry project 8. Home heating system 9. Electric power projects 10. Transportation projects

教科書/參考書
Kotler, P., & Keller, K. L. (2022). Marketing management (16th Ed.).
Project Management textbook:


評分標準
1. Attendance 80 % 2. Report 20 % 3. Total 100 % 　

學分數
3

授課時數(周)
3

開課班級
E11486

修課人數
4

教學目標
To increase student knowledge of theories and practices dealing with marketing management. The project management has been well developed during the past two decades. Right now in the United States most big coeporations have demanded that for those managers wanted to be promoted to mid-level and senior executives should possess certificates of project management. The main purpose of this course is to teach undergrade and graduate students understanding theory and applications of project management. Specific methods such as net present value, internal rate of return, payback period, life cycle costing, cost-benefit analysis, and regression analysis will be presented in details.

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
-Defining Marketing for the New Realities
-Developing Marketing Strategies and Plans
-Collecting Information and Forecasting Demand
-Creating Long-Term Loyalty Relationships
-Identifying Market Segments and Targets
-Crafting the Brand Positioning
-Creating Brand Equity
-Setting Product Strategy
-Developing Pricing Strategies and Programs
-Designing And Managing Integrated Marketing Channels
-Designing and Managing Integrated Marketing Communications
The topics of project management: 1.Simple and compound interest 2. Discounting methods 3. Estimates of project costs 4. Project feasibility study 5. Risk analysis 6. Food industry project 7. Automobile industry project 8. Home heating system 9. Electric power projects 10. Transportation projects


教科書/參考書
Kotler, P., & Keller, K. L. (2022). Marketing management (16th Ed.).
Project Management textbook:


評分標準
1. Attendance 80 % 2. Report 20 % 3. Total 100 % 　

學分數
3

授課時數(周)
3

開課班級
E11481

修課人數
64

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
(Tentative)
W1 10/09 Course overview; every student briefly introduces himself/herself to the class.
W2 17/09 "Are You a Procrastinator?"
W3 24/09 "Are You a Procrastinator?" continued
W4 01/10 "Stay Hungry, Stay Foolish" by Steve Jobs and "The Power of Believing that You Can Improve" by Carol Dweck
W5 08/10 "Study Stress"
W6 15/10 "Study Stress" continued
W7 22/10 "Grit is the Key Factor to Success" by Angela Lee Duckworth and "Why Do We Sleep?" by Russell Foster
W8 29/10 "How to Make Stress Your Friend" by Kelly McGonigal; topics discussion
W9 05/11 Mid-term examination, including questions on "Mr. Know-All" by W. S. Maugham
W10 12/11 Examination results announced; "Managing Stress"
W11 19/11 "Managing Stress" continued; "Your Body Language Shapes Who You Are" by Amy Cuddy
W12 26/11 "The Story Teller" by Saki
W13 03/12 Lectures delivered by a native English instructor
W14 10/12 "The Story Teller" continued
W15 17/12 "The Story Teller" continued; course review
W16 24/12 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."
Duckworth, Angela Lee. "Grit is the Key Factor to Success."
Dweck, Carol. "The Power of Believing that You Can Improve."
Foster, Russell. "Why Do We Sleep?"
Jobs, Steve. "Stay Hungry, Stay Foolish" (Jobs's Stanford Commencement Address delivered on 12 June 2005).
Little, Brian. "Who Are You Really? The Puzzle of Personality."
McGonigal, Kelly. "How to Make Stress Your Friend."
Smith, Emily Esfahani. "There Is More to Life than Being Happy."
Waldinger, Robert. "What Makes a Good Life? Lessons from the Longest Study on Happiness."

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.

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。《此時此刻，就是最好的時刻》。臺北：高寶。2023年。
---.《所有經歷，都是為了成就更好的你》。臺北：高寶。2021年。
---.《讓不願平凡的你，全力以赴到感動自己》。臺北：高寶。2018年。
---.《當下，把心放下》。臺北：高寶。2017年。
---.《心境，決定你的處境》。臺北：高寶。2016年。
---.《跑對方向，比跑的速度更重要》。臺北：高寶。2016年。
---.《放對地方，就是天才》。臺北：高寶。2015年。
---.《優秀，從你忽略的小事開始》。臺北：高寶。2014年。
---.《格局，決定你的結局》。臺北：高寶。2012年。
---.《年輕，我的主張》。臺北：商周。2011年。


評分標準
Class participation and attendance 15% (Please note whoever skipping the class for more than three times during the semester will lose this 15% of the whole score).
English Proficiency Test 20%
Mid-term examination 30%
Final examination 35


學分數
2

授課時數(周)
2

開課班級
A11406

修課人數
40