歡迎使用國立高雄大學教學平台

教學目標
The static magnetic fields will be the first part of this semester to complete the discussion of the static fields. Then the course will focus on the time-varying fields beginning with Maxwell’s equations. Students will understand how plane electromagnetic waves propagate in media after this course.

授課形式
理論講述與討論-100.00%;個案分析或作品賞析-0.00%;專題實作與報告-0.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%

課程內容與進度
1.Static magnetic fields
-Magnetostatics in free space
-The Biot-Savart Law
-Magnetic dipole
-Magnetization
-Magnetic field intensity
-Magnetic materials
-Boundary conditions
-Inductances and inductors
-Magnetic energy
-Magnetic forces and torques
2.Time-varying fields and Maxwell’s equations
-Faraday’s law
-Maxwell’s equations
-Potential functions
-Time-harmonic fields
3.Plane electromagnetic waves
-Plane waves in lossless media
-Plane waves in lossy media
-Group velocity
-Flow of electromagnetic power and the Poynting vector
-Normal incidence of plane waves
-Oblique incidence of plane waves


教科書/參考書
Fundamentals of Engineering Electromagnetics, by David K. Cheng, Addison-Wesley, 1993, ISBN: 0-201-60071-4

評分標準
Quizzes/attendance: 30%
Midterm: 35%
Final exam: 35%


學分數
3

授課時數(周)
3

開課班級
A11351

修課人數
80

教學目標
The main goal of this course will give the student the baics electric circuits analysis skill

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
8.NATURAL AND STEP RESPONSES OF RLC CIRCUITS{8.1 Introduction to the Natural Response of a Parallel RLC Circuit 8.2 The Forms of the Natural Response of a Parallel RLC Circuit 8.3 The Step Response of a Parallel RLC Circuit 8.4 The Natural and Step Response of a Series RLC Circuit 8.5 A Circuit with Two Integrating Amplifiers } 9.SINUSOIDAL STEADY –STATE ANALYSIS{The Sinusoidal Source 9.2 The Sinusoidal Response 9.3 The Phasor 9.4 The Passive Circuit Elements in the Frequency Domain 9.5 Kirchhoff’s Laws in the Frequency Domain 9.6 Series, Parallel, and Delta-to-Wye Simplifications 9.7 Source Transformations and Thévein- Norton Equivalent Circuits The Node-Voltage Method 9.9 The Mesh-Current Method 9.10 The Transformer 9.11 The Ideal Transformer 9.12 Phasor Diagrams } 10.SINUSOIDAL STEADY – STATE POWER CALCULATIONS{Instantaneous Power 10.2 Average and Reactive Power 10.3 The rms Value and Power Calculations 10.4 Complex Power 10.5 Power Calculations 10.6 Maximum Power Transfer } 11.BALANCED THREE–PHASE CIRCUITS{Balanced Three-Phase Voltages 11.2 Three-Phase Voltage Sources 11.3 Analysis of the Wye-Wye Circuit 11.4 Analysis of the Wye-Delta Circuit 11.5 Power Calculations in Balanced Three- Phase Circuits 11.6 Measuring Average Power in Three- Phase Circuits} 12INTRODUCTION TO THE LAPLACE TRANSFORM{Definition of the Laplace Transform 12.2 The Step Function 12.3 The Impulse Function 12.4 Functional Transforms 12.5 Operational Transforms 12.6 Applying the Laplace Transform 12.7 Inverse Transforms 12.8 Poles and Zeros of F(s) 12.9 Initial- and Final-Value Theorems} 13. THE LAPLACE TRANSFORM IN CIRCUIT ANALYSIS{13.1 Circuit Elements in the s Domain 13.2 Circuit Analysis in the s Domain 13.3 Applications 13.4 The Transfer Function 13.5 The Transfer Function in Partial Fraction Expansions The Transfer Function and the Convolution Integral 13.7 The Transfer Function and the Steady- State Sinusoidal Response 13.8 The Impulse Function in Circuit Analysis } 14. INTRODUCTION TO FREQUENCY SELECTIVE CIRCUITS{Some Preliminaries 14.2 Low-Pass Filters 14.3 High-Pass Filters 14.4 Bandpass Filters 14.5 Bandreject Filters } 15. ACTIVE FILTER CIRCUITS{First-Order Low-Pass and High-Pass Filters 15.2 Scaling 15.3 Op Amp Bandpass and Bandreject Filters 15.4 High Order Op Amp Filters 15.5 Narrowband Bandpass and Bandreject Filters}

教科書/參考書
ELECTRIC CIRCUITS EIGHTH EDITION JAMES W. NILSSON & SUSAN A. RIEDEL

評分標準
Mintern: 40% Final: 40% Homework: 20%

學分數
3

授課時數(周)
3

開課班級
B11351

修課人數
60

教學目標
高等微積分是數學分析的基礎學科，也是許多工程學和物理科學的理論基礎。本門課程旨在驗證微積分課程中所使用的理論，並藉由推導過程訓練學生邏輯推理及抽象思考的能力。

授課形式
理論講述與討論-90.00%;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:上台解題-10.00%

課程內容與進度
*以下供參考，會依實際進度稍作調整。

5 Integrability on R
The Riemann integral; Riemann sums; The Fundamental Theorem of Calculus; Improper Riemann integration
6 Infinite Series of Real Numbers
Series with nonnegative terms; Absolute convergence; Alternating series
7 Infinite Series of Functions
Uniform convergence of sequences; Uniform convergence of series; Power series; Analytic functions
8 Euclidean Spaces
Algebraic structure; Planes and linear transformations; Topology of R^n; Interior; closure; boundary

教科書/參考書
教科書: W. R. Wade, Introduction to Analysis, 4th Edition, ISBN-13: 978-1-292-03932-9
參考書: 1. J. E. Marsden and M. J. Hoffman, Elementary Classical Analysis.
2. T. Apostal, Mathematical Analysis.
3. W. Rudin, Principles of Mathematical Analysis.

評分標準
期中考 (30%)、期末考 (30%)、作業 (30%)、其他（10%)

學分數
4

授課時數(周)
4

開課班級
A11341

修課人數
64

教學目標
This year-long course provides a rigorous foundation in microeconomic theory, exploring how individual economic agents—consumers, firms, and resource owners—make optimal decisions under scarcity, and how these choices interact within various market structures. The objective is to equip students with the analytical tools, mathematical models, and strategic thinking necessary to evaluate the efficiency of resource allocation, analyze competitive and imperfect-market behaviors, and assess the welfare impacts of public policy interventions. In the first semester, we will focus on consumer theory, market equilibrium, and the welfare effects of government policy. Students will explore how consumers maximize utility within budget constraints to derive market demand, and how firms minimize costs and maximize profits based on technological and financial constraints to determine market supply. In the second semester, we will move beyond individual choices to analyze how buyers and sellers interact across different market environments. Students transition from perfectly competitive markets to price-setting environments with market power, exploring monopolies, price discrimination, and strategic behavior through game-theoretic models such as Cournot, Bertrand, and Stackelberg competition.

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
Dates Topics 9/10 Introduction to Microeconomics 9/17 Demand and Supply Analysis 9/24 Demand and Supply Analysis 10/1 Consumer Preferences and the Concept of Utility 10/8 Consumer Preferences and the Concept of Utility 10/15 Consumer Choice 10/22 Consumer Choice 10/29 The Theory of Demand 11/5 期中考 11/12 The Theory of Demand 11/19 Inputs and production functions 11/26 Inputs and production functions 12/3 Costs and cost minimization 12/10 Costs and cost minimization 12/17 Cost curves 12/24 Cost curves 12/31 Perfectly competitive Markets 1/7 期末考

教科書/參考書
Microeconomics (6th edition), by Besanko D. and R. Braeutigam, Wiley, 2020.

評分標準
Two exams, each 35%; 小考30%。

學分數
3

授課時數(周)
3

開課班級
A11431

修課人數
70

教學目標
本課程目標為教授學生認識與應用熱力學原理,藉以處理材料科學與化工上之傳統熱力學與相平衡問題o課程內容包含材料及化學程序上之功,熱性質之變化,化學反應平衡和相平衡與溶液平衡等等，藉由化工熱力學之教授，建立學生之熱力學學理基礎o

授課形式
理論講述與討論-80.00%;個案分析或作品賞析-20.00%;專題實作與報告-0.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%

課程內容與進度
Week 1 Introduction to Thermodynamics Week 2 The First Law and Other Basic Concepts Week 3 Volumetric Properties of Pure Fluids Week 4 Volumetric Properties of Pure Fluids; Homework Week 5 Heat Effects Week 6 The Second Law of Thermodynamics Week 7 The Second Law of Thermodynamics; Homework Week 8 Thermodynamic Properties of Fluids Week 9 Mid-term Examination Week 10 Thermodynamic Properties of Fluids; Homework Week 11 Applications of Thermodynamics to Flow Processes Week 12 Production of Power from Heat Week 13 Vapor/Liquid Solution Thermodynamics: Theory; Homework Week 14 Solution Thermodynamics: Theory Week 15 Solution Thermodynamics: Applications; Homework Week 16 Solution Thermodynamics: Applications Week 17 Solution Thermodynamics: Applications Week 18 Final Examination

教科書/參考書
Textbook Smith, J. M., Van Ness, H. C., Abbott, M. M., and Swihart, M. T., Introduction to Chemical Engineering Thermodynamics, 8th ed., McGraw-Hill, New York. References 1. Sandler, S. I., Chemical, Biochemical, and Engineering Thermodynamics, 3rd ed., Wiley, 1999. Honig, J. M., Thermodynamics: Principles Characterizing Physical and Chemical Processes, 2nd ed., Academic Press, 1999. 2. Balzhiser, R. E., Samuels, M. R., and Eliassen, J. D., Chemical Engineering Thermodynamics, The Southeast Book Company, 1987. 3. Smith, J. M., and Van Ness, H. C., Introduction to Chemical Engineering Thermodynamics, 6th ed., McGraw-Hill, New York.

評分標準
期中考試(35%) 期末考試(35%) 平時成績 (30%)

學分數
3

授課時數(周)
3

開課班級
A11356

修課人數
53

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
M11551

修課人數
30

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：20%、期末口頭報告40%與書面報告40% (抑或期末書面報告80%)。

學分數
3

授課時數(周)
3

開課班級
M11561

修課人數
3

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-André, 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, Michèle. (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-André. (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-André, & 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 (10/12). 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 15th week (12/14). Final draft of the term paper is due at Jan.4th 2026. An overdue paper is unacceptable.

學分數
3

授課時數(周)
3

開課班級
M11431

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 (Optional)


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%)

★★★ 考試作弊者，學期成績一律零分。

學分數
3

授課時數(周)
3

開課班級
M11451

修課人數
29

教學目標
(本課程以財法系優先及原教室可容納為人數上限)

1. 融合學理及實務之授課方式，並輔以重要的實務見解，俾能融會貫通；
2. 本課程亦將補充時事及相關本土案例，以供同學思考及練習解題技巧。

授課形式
理論講述與討論-30.00%;個案分析或作品賞析-30.00%;專題實作與報告-20.00%;田野調查-10.00%;實驗-10.00%;其他-0.00%

課程內容與進度
1. 課程內容包含民事訴訟程序及其法理與原則。
2. 民事訴訟領域涵蓋廣泛，本課程計畫為期一學期，細分多個單元，協助學生深入理解民事訴訟法中各階段審判和特殊程序，並學習如何分析案例和判決。
3. 課程內容涵蓋以下單元：管轄錯誤、迴避、當事人能力、訴訟能力、共同訴訟、訴訟擔當、訴訟參加、訴訟代理人、送達、期間、訴訟程序停止、當事人主義、職權主義、集中審理主義、 適時提出主義、責問權、闡明權、判決、判決之更正與補充、訴之種類、起訴、重複起訴、當事人恆定、訴之客觀合併、判決確定的效力、既判力的客觀與主觀範圍。

第1週 民事訴訟法概論(一) Introduction to Civil Procedure 1
第2週 民事訴訟法概論(二) Introduction to Civil Procedure 2
第3週 審判權與管轄權 Judicial Power and Jurisdiction
第4週 當事人 Parties
第5週 當事人能力 Capacity to Be Parties
第6週 訴訟能力 Capacity to Litigate
第7週 選定當事人制度 Appointment of Representative
第8週 代理人、輔佐人 Advocates and Assistants
第9週 共同訴訟 Joinder of Parties
第10週 訴訟參加 Intervention
第11週 通常訴訟程序 Ordinary Proceeding
第12週 訴訟類型 Types of Litigation
第13週 訴訟標的 Subject of the Action
第14週 重複起訴禁止 Protection Against Double Jeopardy
第15週 訴之客觀合併 Joinder of Claims
第16週 當事人恆定 Invariability of Parties

教科書/參考書
姜世明，民事訴訟法(上)。

評分標準
1. 期末考：40%
2. 隨堂測驗：20%
3. 出席狀況：10%
4. 課堂表現：10%
5. 心得報告：20%。


學分數
3

授課時數(周)
3

開課班級
A11323

修課人數
35

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 IN 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 7, 2026) week 2: environmental issues; week 3: environmental issues II; climate change I: importance, evidence and causes week 4: (no class. September 28, teacher's day) week 5: climate change II: effects climate week 6: change III: skeptics week 7: global warming: solutions Week 8: (No class, Oct. 26, 2026) week 9: mid-term exam; (Nov. 2, 2026) 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: water and soil pollution; air pollution week 16: final exam week 17: flexible (on line?) week 18: flexible (on line?) (Jan. 3, 2027)

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
A11504

修課人數
9

教學目標
請加入 115-1 科技與社會倪麥童 課程群組，Line 網址:https://line.me/R/ti/g/b4Y62X8J_W 「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。 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 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.台灣經濟研究院，《建構低碳綠活社會：全球綠色能源應用推廣案例》，台經院出版，2011年。 2.成令方、傅大為、林宜平編，《醫療與社會共舞》，群學出版社，2008年。 3.杜文苓，電子科技與環境風險，《科技社會人》，頁266-277。 4.李尚仁，英國基因改造作物爭議，《科技渴望參與》，頁317-320，2009年。 5.林崇熙，科技就是風險，《科技渴望參與》，頁127-132，2009年。 6.周桂田，從美國牛肉談爭議性科技的風險溝通，《醫療與社會共舞》頁350-357，群學出版社，2008年。 7.吳嘉苓、傅大為、雷祥麟，《科技渴望社會》，群學出版社，2004年。 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.喬舒亞．庫珀．雷默，《不可思議的年代：面對新世界必須具備的關鍵概念》，行人文化實驗室，2009年。 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.AI Gore ，《不願面對的真相》，商周出版，2007年。 16.David Held and Anthony McGrew，《全球化與反全球化》，弘智文化事業出版，2005年。 17.Raj Patel著，葉家興等譯，《糧食戰爭》，台北：高寶出版社，2009年。 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 20. NUK 科技與社會 倪麥童 AA02 AI 與教育的未來：是威脅還是邀請？ 「AI時代的挑戰與機會」 21. NUK 科技與社會 倪麥童 AA03 AI時代：為何品味比聰明更值錢 未來，聰明會越來越不值錢 22. NUK 科技與社會 倪麥童 AA04 如何在AI時代重新定義「成就」 教育如何培養成就 23. NUK 科技與社會 倪麥童 AA05 在AI時代蓬勃發展：最重要的「人類技能」 教育應著重於培養哪些非認知能力以面對人工智慧時代 24. NUK 科技與社會 倪麥童 AA07 AI無法取代的關鍵技能 哪些認知能力對職場轉型最關鍵 25. NUK 科技與社會 倪麥童 AA08 比爾蓋茲談 AI 時代如何教育我們的下一代 26. NUK 科技與社會 倪麥童 AA09 年青人履歷與未來工作聰明，越來越不值錢 個人職場未來，聰明會越來越不值錢 27. NUK 科技與社會 倪麥童 AA11 如何用STAR原則證明你的軟實力 STAR(情境（S)、任務（T）、行動（A）、結果（R）） 28. NUK 科技與社會 倪麥童 AA12 順從：一種新的危險特質 第五篇 故事「乖」才是 AI 時代最危險的特質

評分標準
1.學習態度80%:出席率20%(課堂點名)， 手擲機實作(含小組互評)20%，課中表現(翻轉教室發言及課堂表現)20% ，課堂學習單20%。 2.個人期末報告20% **請假缺課及曠課情形列入出席率成績評定標準，「因受經教育主管機關認定重大災害、懷孕、分娩或撫育三歲以下子女之需要所引發之事、病、產假，得持醫生證明或其他相關證明辦理請假，經核准後，不列入缺課時數中」，學生必須主動於第17週之前，向授課教師提供有效證明。**

學分數
3

授課時數(周)
3

開課班級
A11507

修課人數
60

教學目標
本課程旨在介紹符號動態系統的基本概念與理論，以 Lind 與 Marcus 所著之 An Introduction to Symbolic Dynamics and Coding 為主要教材。課程內容包含 shift spaces、shifts of finite type、sofic shifts、圖與矩陣表示、共軛與相關性質，以及拓樸熵等重要概念。透過定義、例子與定理證明，使學生熟悉符號動態系統的基本研究方法。

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
Chapter 1. Shift Spaces 1.1 Full Shifts 1.2 Shift Spaces 1.3 Languages 1.4 Higher Block Shifts and Higher Power Shifts 1.5 Sliding Block Codes 1.6 Convolutional Encoders Chapter 2. Shifts of Finite Type 2.1 Finite Type Constraints 2.2 Graphs and Their Shifts 2.3 Graph Representations of Shifts of Finite Type 2.4 State Splitting 2.5 Data Storage and Shifts of Finite Type Chapter 3. Sofic Shifts 3.1 Presentations of Sofic Shifts 3.2 Characterizations of Sofic Shifts 3.3 Minimal Right-Resolving Presentations 3.4 Constructions and Algorithms Chapter 4. Entropy 4.1 Definition and Basic Properties 4.2 Perron–Frobenius Theory 4.3 Computing Entropy 4.4 Irreducible Components 4.5 Cyclic Structure

教科書/參考書
An introduction to symbolic dynamics and coding- Lind and Marcus ISBN:978-1-108-82028-8

評分標準
出席70% 期末報告30%

學分數
3

授課時數(周)
3

開課班級
M11541

修課人數
2

教學目標

Course Description

The Bible is one of the most influential collections of texts in human history. Emerging from oral traditions among ancient pastoral and agrarian societies more than 3,000–4,000 years ago, the biblical corpus has evolved through processes of compilation, translation, interpretation, reproduction, and dissemination across continents and cultures. It has shaped religious traditions, languages, literature, art, politics, and global cultural exchange. This course explores the historical, linguistic, economic, and cultural dimensions of the Bible from antiquity to the present. Beginning with the oral traditions of the ancient Near East and the formation of biblical texts in Hebrew, Aramaic, and Greek, the course examines how the Bible developed within imperial contexts such as the Roman Empire, and how it intersected with other monotheistic traditions, particularly Islam. A central focus of the course is the material and linguistic transmission of the Bible: manuscripts, scrolls, codices, monastic reproduction, printing, translation, and missionary linguistics. Through case studies—including early German and Dutch Bible translations, the role of Bible translation in Dutch colonial contexts, and the translation of biblical texts into Indigenous languages such as Siraya in Taiwan—students will explore how biblical translation has influenced language documentation, orthographies, and cultural change. The course also investigates the modern global circulation of the Bible through missionary organizations, Bible societies, publishing networks, and digital media. Finally, it considers how biblical narratives continue to inspire contemporary visual art, music, film, literature, and games, demonstrating the Bible’s ongoing role in global cultural production. In our exploration, we will delve into rich comparisons across various dimensions—religions, languages, media, and artistic representations—while centering our analysis on two pivotal narratives from the Bible: The Tower of Babel and Pentecost. These stories not only shaped the imaginations of artists, scholars, linguists, and the literate elite throughout history, but they also functioned as ideological frameworks that underpinned colonial practices. The Tower of Babel illustrates the themes of linguistic and cultural confusion, highlighting the complexities and conflicts that arise from diverse languages and identities. Conversely, the story of Pentecost embodies the transformative power of translation and the potential for understanding across cultural divides. Together, these narratives invite us to reflect on how language can both unite and divide, serving as a lens through which we can examine the historical and contemporary implications of colonialism in shaping cultural narratives and identities.

Learning Objectives

By the end of the course students will be able to: 1. Explain the historical formation of the biblical canon and its linguistic background. 2. Identify the major languages involved in the transmission of biblical texts. 3. Analyze the relationship between religion, language, and empire. 4. Describe how translation and missionary activities influenced the development of written languages. 5. Evaluate the role of the Bible in colonial and global cultural history. 6. Discuss how biblical narratives continue to shape modern cultural media. 7. Apply linguistic and cultural analysis to historical texts and translations.

授課形式
理論講述與討論-40.00%;個案分析或作品賞析-30.00%;專題實作與報告-30.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%

課程內容與進度
Week 1 – Introduction: The Bible as a Cultural and Linguistic Artifact 226; What is “the Bible”? Canon, text collections, and traditions 226; Oral tradition and the emergence of written scripture 226; The Bible across Judaism, Christianity, and Islam 226; Course overview and key concepts Week 2 – Languages of Peasants and Prophets 226; Ancient Near Eastern linguistic landscapes 226; Biblical Hebrew, Aramaic, and Koine Greek 226; Everyday languages vs. literary languages 226; Translation and multilingualism in antiquity Week 3 – From Oral Tradition to Sacred Text 226; Storytelling cultures in the ancient Near East 226; Early written traditions 226; Compilation and redaction of biblical texts 226; Memory, performance, and textual authority 226; Foundational symbolic stories 226; The story of the Tower of Babel Key figure: Moses (historically not attested) Key artifact: Dead Sea Scrolls Week 4 – Geographic and Historic Contexts of Hebrew Bible and Old Testament 226; Cultural and geographic contexts of ancient Israel 226; Historical narratives and mythic histories (Kings, floods and the tower of Babel) 226; Judaic perspectives on the Tower of Babel, languages and translations Key figure: Kind David (c. 1000 BCE) Week 5 – Torah, Hebrew Bible and Old Testament 226; Structure and composition of the Old Testament (Hebrew Bible vs. Old Testament) 226; Important parts: The Torah (Five Books of Moses), Prophets, and Writings 226; The Septuagint, the translation into Koine Greek, used by Greek-speaking Jews and early Christians Week 6 – The New Testament 226; Historical context of early Christianity 226; The Gospels and their audiences 226; The story of Pentecost 226; Epistles and early Christian communities 226; Canon formation Key figure: The historical Jesus (7–2 BC - 30–36 AD) Key artifact: The Pilate Stone Week 7 – The Roman Empire and Early Christianity 226; The Mediterranean world in the first century 226; Imperial politics of religious diversity and tolerance 226; Christianity within Roman imperial structures: From persecution to state religion 226; The Latin Vulgate, a translation produced by St. Jerome, the standard text for Western Europe through the Middle Ages 226; The Bible as a lens on the Roman world Key figure: Constantine the Great (r. 306–337 CE) Key artifact: The Samaritan Decalogue Week 8 – Judaism, Christianity, and Islam 226; Shared narratives and figures 226; Abrahamic traditions and textual heritage, the example of the Ten Commandments 226; The absence of an early Arabic Bible, Judaeo-Arabic translations (Arabic written in Hebrew characters) in the 10th century and oral translations 226; Qur’anic perspectives on biblical figures, e.g. Adam and Eve, Abraham, Moses, John the Baptist, Mary (the only woman in the Qur’an), Jesus, 226; Qur’anic perspectives on the Tower of Babel, languages and translation 226; Differences in scripture (e.g. Arabic, Judaeo-Arabic) and authority Week 9 – Islam and the Islamic Conquests 226; Spread of Islam in the 7th–8th centuries, the conquest of Portugal and Spain 226; Cultural and linguistic transformation of the Middle East, the conquest of Constantinople and the end of the overland Silk Road trade as a key catalyst of the European Age of Exploration and the subsequent era of colonialism 226; Biblical traditions within Islam, cultural practices versus scholarly interpretations Week 10 – The Bible as Physical Object: Scrolls, Codices, and Manuscripts 226; Material history of books 226; Materials: papyrus, parchment, paper 226; Scrolls (rolls of papyrus and parchment) vs. codices (early form of bound books) 226; Manuscript traditions and textual transmission 226; Preservation and textual variation, normalization, standardization, translation errors. Week 11 – Monks and Manuscripts: Reproduction in the Medieval World 226; Monastic live, monastic scriptoria 226; The labor of copying texts. Education, formation, tools for the translators, translation techniques. Writing commentaries. 226; Manuscript illumination (decoration made with gold, silver, and brilliant colors, typically featuring miniature paintings and intricate borders). Colors, pigment, motifs, styles 226; Preservation of biblical texts in Europe, libraries, archives and museums Key figure: Saint Bede the Venerable (672–735) Week 12 – The Printing Revolution 226; Wood block printing in China in Tang Dynasty and the printing of the Diamond Sutra 226; The European printing press and textual standardization (grammar, orthography, regional variations) 226; The first printed Bibles 226; Literacy and religious reform Key figure: Johannes Gutenberg (14?? - 1468) Week 13 – Bible Translation and the Reformation 226; Translation and vernacular languages. 226; The linguistic landscape of Europe and Asia at the time of the Reformation 226; Early German and Dutch translations, examples of the stories of the Tower of Babel and Pentecost. 226; The politics of translation 226; The Thirty Years' War and Religious Landscapes in Europe Key figure: Martin Luther (1483 - 1546) Week 14 – Bible Translation and Colonial Expansion 226; Missionary activity and empires 226; Classical Chinese versus Chinese vernaculars, translations in Japan and Korea 226; Bible translation as a tool of religious and political control 226; Case study: Dutch colonial networks in Indonesia and Taiwan Key figure: Daniel Gravius (1616–1681) Week 15 – Missionary Linguistics and New Written Languages 226; The Bible and language documentation. Bible translations as first written records of spoken languages. Bibles as a source for language revitalization 226; Romanization systems in Asia 226; Case study: translation of the New Testament into Siraya in Taiwan, the story of Pentecost from a Sirayan perspective Week 16 – Bible Societies and Global Bible Distribution 226; Institutionalization of Bible translation and publishing 226; Global missionary networks 226; Organizations, their missions and approaches: 1) United Bible Societies 2) SIL International 3) Wycliffe Bible Translators Week 17 – The Bible in Modern Media 226; Film adaptations 226; Digital Bibles and apps 226; Board games and video games inspired by biblical narratives: 1. “I Am Jesus Christ” 2. “Kings of Israel” Week 18 – The Bible in Modern Culture and the Arts 226; Biblical themes in painting, literature, and music 226; Musical theater adaptations, e.g. “Jesus Christ Superstar” 226; Final presentations and course conclusion.

教科書/參考書
Suggested Readings 226; John Barton – A History of the Bible 226; Christopher de Hamel – The Book: A History of the Bible 226; Lamin Sanneh – Translating the Message 226; Robert Alter – The Hebrew Bible: A Translation with Commentary

評分標準
226; Course participation and weekly discussion: 40% 226; A quantitative and qualitative evaluation of assignments collected in a hand-written learning journal: 60%

學分數
3

授課時數(周)
3

開課班級
M11511

修課人數
27

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: Mid-term Exam Week 9: Velocity in the Weight Room (Chapter 7) Week 10: Muscle Power and Exercise Selection (Book: Developing Power 2nd 2024 Chapter 1) Week 11: Monitoring Athletes in the Weight Room (Chapter 10) Week 12: Goal-Specific Strength Training (Chapter 11) Week 13: Special Population (Chapters 12-14) Week 14: Sarcopenia, Dynapenia, and Powerpenia (Paper) Week 15: Final Exam Week 16: Flexible Course

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

評分標準
Mid-term Exam 20% Final Exam 20% Presentation 40% 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
3

授課時數(周)
3

開課班級
M11512

修課人數
3

教學目標
This course aims to help students develop their proficiency in English. The instructor will introduce students to daily and academic English. Students are required to make an effort to learn English. They are also required to speak English during group discussions and when 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 09/09 Course overview; every student briefly introduces himself/herself to the class.
W2 16/09 "Are You a Procrastinator?"
W3 23/09 Lectures delivered by a native English instructor
W4 30/09 "Are You a Procrastinator?" continued; "Stay Hungry, Stay Foolish" by Steve Jobs
W5 07/10 "Study Stress"
W6 14/10 "Study Stress" continued
W7 21/10 "The Power of Believing that You Can Improve" by Carol Dweck and "Grit is the Key Factor to Success" by Angela Lee Duckworth and
W8 28/10 "Why Do We Sleep?" by Russell Foster; topics discussion
W9 04/11 Mid-term examination, including questions on "Mr. Know-All" by W. S. Maugham
W10 11/11 Examination results announced; "Managing Stress"
W11 18/11 "Managing Stress" continued;
W12 25/11 "The Story Teller" by Saki
W13 02/12 "How to Make Stress Your Friend" by Kelly McGonigal and "Your Body Language Shapes Who You Are" by Amy Cuddy
W14 09/12 "The Story Teller" continued
W15 16/12 "The Story Teller" continued; course review
W16 23/12 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 20% (Please note that whoever skips class more than three times during the semester will lose 20% of the total 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
A11506

修課人數
40

教學目標


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
第一周: 課程介紹 (Week 1: Course introduction) 第二周: 偏誤—優於平均效應 (Week 6: Bias—Better-than-average-effect) 第三周: 放假 (Week 3: Holiday) 第四周: 偏誤—決策 (Week 7: Bias—Decision making) 第五周: 放假 (Week 5: Holiday) 第六周: 減少偏誤的方法1 (Week 6: Strategies for Reducing Bias 1) 第七周: 減少偏誤的方法2 (Week 7: Strategies for Reducing Bias 2) 第八周: 期中考 (Week 8: Mid-term Exam) 第九周: 分組報告: 選擇，不只是選擇 (Week 9: Group Report: The Elements of Choice: Why the Way We Decide Matters) 第十周: 分組報告: 零偏見決斷法 (Week 10: Group Report: Decisive: How to Make Better Choices in Life and Work) 第十一周: 分組報告: 深度工作力：淺薄時代，個人成功的關鍵能力 (Week 11: Deep Work: Rules for Focused Success in a Distracted World) 第十二周: 分組報告: 逆思維：華頓商學院最具影響力的教授，突破人生盲點的全局思考 (Week 12: Group Report: Think Again: The Power of Knowing What You Don’t Know) 第十三周: 分組報告: 為什麼我們這樣生活，那樣工作？ (Week 13: Group Report: The Power of Habit: Why We Do What We Do in Life and Business) 第十四周: 期末考 (Week 14: Final Exam) 第十五周: 彈性課程 (Week 15: Flex Week) 第十六周: 放假 (Week 16: Holiday)

教科書/參考書
Related Papers

評分標準
期中考 50% 分組報告 30%：報告前需要繳交至少兩次的分組報告討論紀錄單。 期末考 20% Mid-term Exam 50% Group Report 30%: Before the presentation, each group must submit at least two group discussion record forms. Final Exam 20%

學分數
2

授課時數(周)
2

開課班級
A11312

修課人數
27

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
The topics of marketing management:
-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:李博志《專案評估：方法與應用》，麗文文化事業出版(2010)


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
E11585

修課人數
0

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, 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 09/09 Course overview
W 2 16/09 "Unit 1," Contemporary Topics 3; "Stay Hungry, Stay Foolish" by Steve Jobs
W 3 23/09 See the details listed below
W 4 30/09 "Unit 1," Contemporary Topics 3; "The Power of Believing You Can Improve" by Carol Dweck
W 5 07/10 "Unit 2," Contemporary Topics 3; "Grit is the Key Factor to Success" by Angela Lee Duckworth
W 6 14/10 "Unit 2," Contemporary Topics 3; "Why Do We Sleep" by Russell Foster
W 7 21/10 Quiz 1 on CNN Interactive English Magazine; "Unit 3," Contemporary Topics 3; "How to Make Stress Your Friend" by Kelly McGonigal
W 8 28/10 "Unit 3," Contemporary Topics 3; “What Makes a Good Life? The Longest Study on Happiness” by Robert Waldinger
W 9 04/11 Midterm Examination
W 10 11/11 Examination results announced; "Unit 4," Contemporary Topics
W 11 18/11 "Unit 4," Contemporary Topics; "Celebrate Your Struggles" by Deidre Combs
W 12 25/11 "Unit 5," Contemporary Topics; "Your Body Language Shapes Who You Are" by Amy Cuddy
W 13 02/12 Quiz 2 on CNN Interactive English Magazine; "Unit 5," Contemporary Topics 3
W 14 09/12 Presentations 1; topics discussion
W 15 16/12 Presentations 2; topics discussion
W 16 17/12 Course review; guided film
W 17 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. 313. Oct. 2026.

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



評分標準
Class attendance and participation 15% (Please note: Whoever skips class more than three times will lose 15% of the total 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
A11411

修課人數
18

教學目標
本系核心能力： 一、運動競技專項能力； 二、運動專項指導能力； 三、運動訓練科學基礎能力； 四、運動管理基礎能力。 本課程係依據運動訓練科學基礎能力所開設，教學目標以： 1.幫助學生瞭解運動生理學之理論與應用。 2.幫助學生具備使用圖書館作專題報告之能力。 3.發展學生對專題報告口頭發表之能力。 4.提高學生對運動生理學之學習及深入探討之興趣。 Teaching Objectives： 1、Understand the theory and application of exercise physiology. 2、Familiarizing the use of library information resources and database. 3、Develope the ability of oral presentation. 4、The ultimate guiding goal is to promote students’ interest and motivation of in depth study on exercise physiology. 教學內容： 1.運動生理學概念。 2.運動與能量代謝。 3.運動與肌肉。 4.運動與呼吸。 5.運動與循環。 6.運動與環境溫度。 7.運動與身體組成。 Outline of Topics： 1、Physiology of Exercise 2、Exercise Metabolism 3、Exercise and Skeletal Muscle 4、Respiration During Exercise 5、Circulatory Adaptation to Exercise 6、Exercise and Temperature Regulation 7、Body Composition and Performance

授課形式
理論講述與討論-30.00%;個案分析或作品賞析-30.00%;專題實作與報告-40.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%

課程內容與進度
1.運動生理學的意義與發展 2.運動與肌肉 3.肌力的評估 4.身體組成與體重控制 5.體適能與全人健康之評估 6.複習/期中考 7.最大攝氧量 8.身體活動的神經控制 9.運動與能量 10.運動與循環系統 11.複習/期末考 此為課程內容，實際授課內容與進度依當時學生學習效益做調整。

教科書/參考書
1.書名：運動生理學：體適能與運動表現的理論與應用。 作者：林正常(總校閱)(2017)。 出版：台北市：藝軒圖書。(Powers, W. K., & Howley, E. T. (2015). Exercise physiology: theory and application to fitness and performance. NY: McGraw-Hill Education.) 2.書名：運動能力的生理學評定（增訂二版，2006年） 作者： 吳慧君 林正常 出版：師大書苑 3.自編講義

評分標準
1.出席率40% 2.期中(末)考30% 3.學習態度/分組報告/學期筆記25% 4.其他(如協助老師課堂所需或有助於學生學習成效)5% 5. 加簽申請規定： 欲申請加簽之學生，務必於開學第一週第一堂課親自向授課教師提出申請。 若因特殊原因無法出席，應於 第一週第一堂課程開始前，透過通訊軟體（如 LINE、WhatsApp）、電子郵件、電話，或委託修讀同課程之同學，向授課教師說明原因並完成請假手續。 未依上述規定辦理者，或於非第一週第一堂課才提出加簽申請者，其第一週出席情況將以曠課論。

學分數
2

授課時數(周)
2

開課班級
A11418

修課人數
46