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教學目標
本課目標為 (1) 了解運動處方基礎概念 (2) 準備美國肌力與體能訓練協會 (NSCA) 之證照考試 (3) 準備運動傷害防護員考試。 The course objectives are: (1) To understand the fundamental concepts of exercise prescription (2) To prepare for the certification exam of the National Strength and Conditioning Association (NSCA) (3) To prepare for the Athletic Trainer exam.

授課形式
理論講述與討論-60.00%;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-0.00%

課程內容與進度
第一週: 課程介紹 (Week 1: Introduction) 第二週: 運動處方概說與相關國際證照介紹 (Week 2: Introduction to Exercise Prescription and Related International Certifications) 第三週: 心肺耐力運動處方 (Week 3: Exercise Prescription for Cardiorespiratory Endurance) 第四週: 肌肉適能運動處方 (Week 4: Exercise Prescription for Muscle Fitness) 第五週: 放假 (Week 5: Holiday) 第六週: 運動處方計畫擬定與執行 (Week 6: Planning and Execution of Exercise Prescription) 第七週: 放假 (Week 7: Holiday) 第八週: 期中考 (Week 8: Mid-term Exam) 第九週: 運動前健康與體適能評估 (Week 9: Pre-exercise Health and Fitness Assessment) 報告1: NSCA-CPT第三版第九章 (Presentation 1: NSCA's Essentials of Personal Training 3rd Chapter 9 Client Consultation and Health Appraisal) 報告2: NSCA-CPT第三版第十章 (Presentation 2: NSCA's Essentials of Personal Training 3rd Chapter 10 Fitness Evaluation, Selection, and Administration) 第十週: 體適能評估和柔軟度與平衡的運動處方 (Week 10: Fitness Evaluation and Exercise Prescription for Flexibility and Balance) 報告3: NSCA-CPT第三版第十一章 (Presentation 3: NSCA's Essentials of Personal Training 3rd Chapter 11 Fitness Evaluation Protocols and Norms) 報告4: NSCA-CPT第三版第十二章 (Presentation 4: NSCA's Essentials of Personal Training 3rd Chapter 12 Flexibility and Warm-up Concepts and Bodyweight and Stability Ball Exercise Technique) 第十一週: 特殊需求/族群 — 青春期前兒童、年長者、孕婦、肥胖與糖尿病患者 (Week 11: Special Needs/Populations — Preadolescents, Older Adults, Pregnant Women, and Clients with Obesity or Diabetes) 報告5: NSCA-CPT第三版第十八章 (NSCA's Essentials of Personal Training 3rd Chapter 18 Clients Who are Preadolescent, Older, or Pregnant) 報告6: NSCA-CPT第三版第十九章 (NSCA's Essentials of Personal Training 3rd Chapter 19 Clients with Nutritional or Metabolic Concerns) 第十二週: 特殊需求/族群 — 呼吸與心血管疾病和戰術肌力與體能訓練 (Week 12: Special Need/Populations — Patients with Cardiovascular and Respiratory Disease and Tactical Strength and Conditioning Training) 報告7: NSCA-CPT第三版第二十章 (NSCA's Essentials of Personal Training 3rd Chapter 20 Clint with Cardiovascular or Respiratory Conditions) 報告8: NSCA-TSAC-F第一版第十五章 (NSCA’s Essentials of Tactical Strength and Conditioning 1st Chapter 15 Evidence-Based Approach to Strength and Power Training to Improve Performance in Tactical Populations) 第十三週: 特殊需求/族群 — 警消 (Week 13: Special Needs/Populations — Police Officers and Firefighters) 報告9: NSCA-TSAC-F第一版第十七章 (NSCA’s Essentials of Tactical Strength and Conditioning 1st Chapter 17 Physiological Issues Related to Fire and Rescue Personnel) 報告10: NSCA-TSAC-F第一版第十八章 (NSCA’s Essentials of Tactical Strength and Conditioning 1st Chapter 18 Physiological Issues Related to Law Enforcement Personnel) 第十四週: 特殊需求/族群 — 軍人與負重行進訓練 (Week 14: Special Needs/Populations — Military Personnel and Load Carriage Training) 報告11: NSCA-TSAC-F第一版第十九章 (NSCA’s Essentials of Tactical Strength and Conditioning 1st Chapter 19 Physiological Issues Related to Military Personnel) 報告12: NSCA-TSAC-F第一版第二十章 (NSCA’s Essentials of Tactical Strength and Conditioning 1st Physical Training to Optimize Load Carriage) 第十五週: 特殊需求/族群 — 運動員 (Week 15: Special Needs/Populations — Athletes) 報告13: NSCA-CSCS第四版第十章 (Essentials of Strength Training and Conditioning 4th Chapter 10 Nutrition Strategies for Maximizing Performance) 報告14: NSCA-CSCS第四版第十一章 (Essentials of Strength Training and Conditioning 4th Chapter 11 Performance-Enhancing Substances and Methods) 第十六週: 彈性課程 (Week 16: Flexible Week)

教科書/參考書
主要參考書籍 1. NSCA's Essentials of Strength Training and Conditioning 4th 2. NSCA's Essentials of Personal Training 3rd 3. NSCA's Essentials of Tactical Strength and Conditioning 1st

評分標準
考試分數40% (期中考) 分組報告40%: 報告前需要繳交至少兩次的分組報告討論紀錄單，累積時間需要至少4小時 (+2周內容)。 出席20%: 加退選周結束後，第二次缺席開始每次扣2分學期總分，遲到算缺席半次 (扣一分)。公假與喪假提供證明不計入缺席。加退選周出席加2分學期總分 (遲到加一分)，此項目成績滿分為20分學期總分。 Exam Score 40% (Midterms) Group Report 40%: Before the presentation, each group must submit at least two group discussion record forms, with a cumulative discussion time of at least 4 hours (covering at least 2 weeks of content). Attendance 20%: After the add/drop period ends, starting from the second absence, 2 points will be deducted from the final semester grade for each absence. Being late counts as half an absence (1-point deduction). Approved official leave and bereavement leave with documentation will not count as absences. Attending class during the add/drop period will earn 2 bonus points toward the final semester grade (1 point for being late). The maximum score for this component is 20 points.

學分數
2

授課時數(周)
2

開課班級
A11312

修課人數
52

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
★★★ 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
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
https://teams.microsoft.com/l/team/19%3a3IEA-aSLXDwjQwFpp7mgV0lCaPKuwKYUfi6Bm28babs1%40thread.tacv2/conversations?groupId=8a4ed31a-1194-4a1c-aacd-0c7d91d61b20&tenantId=5a484953-77ef-42ec-90cf-2f4e1037ffc7 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. The course follows an approach that allows students to develop their self-study skills as well as their social competence and their ability to communicate in English and Mandarin on matters of information science and programming. Self-study groups are formed each week, which proceed through the teaching material week by week. Week 1: Course presentation. Purpose of the course, teaching material and method, evaluation criteria. Week 2: Chapter 1. In this course we will use the Jupyter Notebook of Colab as our main interface to Python. In theory thus, there is no need to install python on your computer. Week 3 - Week 14: Chapter 2 to 13 respectively Week 15 - Week 18: Work on final project

教科書/參考書
AI時代的Python高效學習書：ChatGPT程式助理新思維 e.g. at https://www.books.com.tw/products/0011014367?srsltid=AfmBOopKOb92fWCzxNc4JMg9g8aXZbSgr6huNjOyGU6PrC9DMQmxFJch

評分標準
Course participation (40%), study journal (20%) and final project (40%). The study journal is a kind of diary in which you keep track of concepts, notions and skills you learned and you reflect about. It is also a place where you build up an English - Mandarin terminology of terms used in computation and programming. For students who have another mother tongue than English or Mandarin, Indonesian (Bahasa Indonesia), French or other, it will be necessary to develop the terminology in a third or fourth language. Students who work through the entire book in their small study groups can do their final project as group. Students who miss classes and therefore lack behind will have to complete their final assignment individually.

學分數
3

授課時數(周)
3

開課班級
A11311

修課人數
12

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 One 02.27 Remembrance Day for the 228 Massacre
Week Two 03.06 Introduction
Week Three 03.13 The Migration of the Austronesians
Week Four 03.20 Kingdom of Middag, the Dutch, the Spanish, and the Pirates
Week Five 03.27 Koxinga, the Manchu Empire, and Their International Allies
Week Six 04.03 Children's Day
Week Seven 04.10 Merchants, Missionaries, and the Mandarin
Week Eight 04.17 Midterm Report I
Week Nine 04.24 Midterm Report II
Week Ten 05.01 Labor’s Day
Week Eleven 05.08 The Japanese Colonialization of Taiwan
Week Twelve 05.15 【16+2】Walk Tour (4 Hours, Using 2 Hours from Week 18)
Week Thirteen 05.22 Cold War, US Strategies, and the Chiang Regime
Week Fourteen 05.29 Taiwan’s Economic Development after WWII
Week Fifteen 06.05 Taiwan and the Global Power Games
Week Sixteen 06.12 Final Report: Taiwan Treasure Hunt
Week Seventeen 06.19 Dragon Boat Festival
Week Eighteen 06. 26 【16+2】Combined with Week Twelve

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
60

教學目標
讓授課學生能充分了解天然物純化與有機光譜學領域之專業知識(尤其是化合物的醇、醚、酸、酯、醯胺等官能基及天然物核磁共振光譜的特殊訊號與解析)及其相關延伸與應用(天然物結構與活性的研究)，啟發學生對天然物結構鑑定的興趣和熱忱，進而培育天然物研究(中草藥)相關領域的人才。 天然物結構鑑定： 視訊通話連結：https://meet.google.com/jvf-kowi-rkz

授課形式
理論講述與討論-0.00%;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。-100.00%

課程內容與進度
第一單元：天然物色層分析綜述 (W1、W2)、第二單元：天然物核磁共振氫光譜I (W3、W4)、第三單元：天然物核磁共振氫光譜II (W5、W6)、第四單元：天然物核磁共振氫光譜III (W7、W8)、第五單元：天然物核磁共振碳光譜 (W9、W10)、第六單元：天然物核磁共振2D光譜與結構演譯 (W11、W12)、第七單元：天然物核磁共振2D光譜案例推演 (W13、W14、W15)、第八單元：測圖操作技術與程式軟體實作應用 (W16)。

教科書/參考書
1) Organic Structure Determination Using 2D NMR Spectroscopy, Jeffery H. Simpson, 2008. 2) “Spectrometric Identification of Organic Compounds” 7th, Silverstein, R. M., Webster, F. X. and Kiemle, D. J., 2005. 3) Natural Product Chemistry: A mechanistic, biosynthetic and ecological approach, Kurt B. G. Torssell, 2th, 1997. 4) Purification and Structure Elucidation for Natural Products, Shi-Yie Cheng, 2013.

評分標準
Homework Assignments：70%、Final Report：30%。

學分數
3

授課時數(周)
3

開課班級
A11161

修課人數
19