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教學目標
本課程主要針對運健休所同學所設計218;透過課程內容循序漸進的安排，予以同學持續進行地區休閒產業、社會觀察與分析；典藉研讀與印證進行下列主題的探討與實際操作、分析、討論；
1. 地區發展基本理論
2. 地區發展的軌跡和脈脈
3. 以地區為基礎之各式休閒產業
4. 台灣鄉村旅遊
5. 國際的鄉村旅遊發展
6. 旅遊衝擊
7. 鄉村旅遊與地區發展的辯證
8. 理想中的鄉村旅遊與地區發展關係建構
期能予以修課同學對於休閒產業與地區發展研究有全面及整合性的了解，進而在文獻選讀的過程中，發掘自己的興趣，選擇適合自己的主題進行報告；最終的目標乃希望同學得以獨力完成一篇完整的論述性或實證性的文章，並投稿學術研討會或期刊。

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-20.00%;田野調查-10.00%;實驗-0.00%;其他-0.00%

課程內容與進度
週次 課程內容與進度
1 Part I :地區發展的基本了解(請每組同學進行一個鄉村的田野觀察與探討。)人文區位學Ch5,6,7
討論：你接觸過及觀察過的聚落型態、聚落內社會特性
2 Part I :地區發展的基本了解(請每組同學進行一個鄉村的田野觀察與探討。)人文區位學Ch8,9,10
討論：集鎮的形成與社會特性、城市的形成與社會特性
城鄉關係的演變、人口理論探討 3 Part II：發展理論的思考與分析台灣城鄉發展政策的探討 社會發展理論:Ch 1
低度發展與發展Ch2,3,4,5
討論：現代化理論對台灣發展政策的影響
4 Part II：發展理論的思考與分析台灣城鄉發展政策的探討
 台灣城鄉發展政策的探討 社會發展理論:Ch 2
低度發展與發展Ch6,7,8
5 Part II：發展理論的思考與分析台灣城鄉發展政策的探討
 低度發展與發展Ch9,10,11
討論：依賴理論對城鄉互動關係的解析
6 Part II：發展理論的思考與分析台灣城鄉發展政策的探討
7 清明節，停課一週
8 Part II：發展理論的思考與分析
 9 期中考
10 Part II：發展理論的思考與分析台灣城鄉發展政策的探討 社會發展理論:Ch 3
低度發展與發展Ch12,13,14 討論：台灣社會發展的批判觀點
11 Part II：發展理論的思考與分析台灣城鄉發展政策的探討 低度發展與發展Ch15,16,17,18 Part II：發展理論的思考與分析台灣城鄉發展政策的探討
田野觀察及報告：台灣的鄉村現況：你眼中的台灣鄉村是？
12 Part II：發展理論的思考與分析台灣城鄉發展政策的探討
田野觀察及報告：台灣的鄉村現況：你眼中的台灣鄉村是？
Part III :：鄉村休閒產業Rural tourism 休閒產業與地區發展(I) (1) Rural tourism: Rural tourism and Recreation, Llesley Roberst and Derek Hall, Ch1: Prelude
13 Part III :：鄉村休閒產業Rural tourism
休閒產業與地區發展(II) (1) Rural tourism: Rural tourism and Recreation, Llesley Roberst and Derek Hall, Ch2: Social Construction?
14 Part III :：鄉村休閒產業Rural tourism 休閒產業與地區發展(III) (1) Rural tourism: Rural tourism and Recreation, Llesley Roberst and Derek Hall, Ch3: The ‘S’ Word
15 Part III :：鄉村休閒產業Rural tourism
休閒產業與地區發展in　Taiwan (I) (1)休閒農業、休閒漁業、休閒林、牧業 (2)請提供一個台灣的case
16 Part III :：鄉村休閒產業Rural tourism
休閒產業與地區發展in　Taiwan (II) (1) Ecotourism生態旅遊: A. Ecotourism and the empowerment of local communities, Regina Scheyvens, Tourism Management 20(1999)245-249 B.Tourism Development and Dependency Theory : Mass Tourism V.S. Ecotourism
17 Part III :：鄉村休閒產業Rural tourism
休閒產業與地區發展in　Taiwan (III) (1) 生態旅遊、產業文化、文化旅遊 (2) 請提供一個台灣的case
18 Part III :：期末報告

教科書/參考書
1. Rural Tourism and Recreation（Principles to Practice），Lesley Roberts and Derek Hall
2. 人文區位學，楊懋春著，五南圖書出版公司
3. 社會發展理論，蔡明哲著，巨流圖書公司
4. 休閒產業發展之相關期刊


評分標準
1. 課程互動：30%
2. 期中考 : 30%
3. 期末報告：4 0%


學分數
3

授課時數(周)
3

開課班級
M10812

修課人數
9

教學目標
This course is intended to help students understand and enjoy some English and American plays. 本課程結合網路作業、網路教學與課堂報告，請修課同學加入臉書教學社團。
Lectures and group presentations:
5 groups of students take turns to give ppt presentations on each play concerning:
1. A short biography of the playwright (week 1).
2. A brief synopsis of the play (week 1).
3. Characterization (week 2).
4. Themes, motifs, allusions, etc. (week 2).
5.Theatre (performance) history, audience reaction, or comments on the play (week 3).

授課形式
理論講述與討論-30.00%;個案分析或作品賞析-35.00%;專題實作與報告-35.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%

課程內容與進度
Week 1. Introduction
Week 2 Holiday
Week 3. Tennessee Williams, A Streetcar Named Desire
Week 4. Tennessee Williams, A Streetcar Named Desire
Week 5. Tennessee Williams, A Streetcar Named Desire
Week 6. Michael Frayn, Noises Off
Week 7. Holiday
Week 8. Michael Frayn, Noises Off
Week 9. Michael Frayn, Noises Off
Week 10. Mid-term exam
Week 11. Arthur Miller, Death of a Salesman; Aristotle
Week 12. Arthur Miller, Death of a Salesman; Aristotle
Week 13. Arthur Miller, Death of a Salesman; Aristotle
Week 14. M. Butterfly
Week 15. M. Butterfly
Week 16. M. Butterfly
Week 17. Final exam
Week 18. Final essay


教科書/參考書
Norton Anthology of American Literature, 6th ed.:
Tennessee Williams, A Streetcar Named Desire, E: 1977-

Allison, Alexander W. et. al., eds. Masterpieces of the Drama. 6 ed.:
Arthur Miller, Death of a Salesman, p. 785-


評分標準
Terminology: 20%
Midterm and Final Exams: 40%
PowerPoint presentations and final paper 40%
** Students who take exams on later dates will be given only 80% of the scores.
** Midterm assignments: Please answer the following essay questions.
1. Please define and exemplify the classical and neoclassical “decorum” in the theatre. Also, please exemplify the way Tennessee Williams uses the classical and neoclassical “decorum” in A Streetcar Named Desire?
2. How does Tennessee Williams present the Orient as imagery in A Streetcar Named Desire? Please give 3 examples.
3. Please discuss how Tennessee Williams presents the conflicts between different classes, ethnicities and genders through his characterization of Stanley and Blanche in A Streetcar Named Desire.
4. Exemplify how Tennessee Williams presents the U.S. as a salad bowl instead of a melting pot of ethnicities in A Streetcar Named Desire.
5. Compare the finale in the play with the one in the 1951 film directed by Elia Kazan.

**For the Terminology assignments, please define and exemplify the 3 terms used by Aristotle in his Poetics: hamartia, catharsis, mimesis.

學分數
3

授課時數(周)
3

開課班級
A10611

修課人數
14

教學目標
1. 使學生了解當代運動生理學之發展
2. 使學生了解運動生理學之意涵
3. 使學生了解運動生理學之運用
4. 使學生了解健康與運動適能之生理意義
5. 使學生了解運動表現之生理意義
6. 使學生了解運動生理學在運動科學領域的重要性，奠定日後運動科學研究之基礎

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

課程內容與進度
課程內容與進度：適實際授課情形調整進度
週次 日期 內容
1 3/5 正式上課Introduction to exercise physiology/Control of the internal environment
2 3/12 Bioenergetics
3 3/19 Bioenergetics
4 3/26 Exercise metabolism
5 4/2 兒童節
6 4/9 Exercise and the immune system
7 4/16 Skeletal muscle: structure and function
8 4/23 Circulatory responses to exercise
9 4/30 Mid-term exam 考完繼續上課
10 5/7 Respiration during exercise
11 5/14 Acid-base balance during exercise/Temperature regulation
12 5/21 The physiology of training: effect on VO2 max, performance, and strength
13 5/28 Preventing chronic disease: physical activity and health eating
14 6/4 Exercise test to evaluate cardiorespiratory fitness
15 6/11 Exercise prescriptions for health and fitness
16 6/18 Final-exam.
17 6/25 端午節


教科書/參考書
1. Powers, Scott K and Howley, Edward T. Exercise physiology: theory and application to fitness and performance 10ed. McGraw-Hill, New York, NY 2018

評分標準
期中考45%、期末考45%、出席10%

學分數
3

授課時數(周)
3

開課班級
A10712

修課人數
36

教學目標
This course invites my students to explore various representations of nature in American literature. Reports and discussions in class, however, are not limited to this particular realm. Pertinent documents and references of other literature or art are especially welcome to help put in perspective the issues at stake. Hopefully, this course will not only enhance my students’ understanding and appreciation of nature and American literature, but also empower them to investigate their immediate and global environments with greater depth and ingenuity.

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
I. 2/20 Warm-up Activities; Home (I) II. 2/27 Emily Dickinson, “The Squirrel”; Home (II) III. 3/6 Robert Frost, “Birches”; Home (III) IV. 3/13 H. D. “Sea Violet”; Home (IV) V. 3/20 Emily Dickinson, “Almost” VI. 3/27 Poe, “The Lake” & E. B. White “Once More to the Lake” VII. 4/3 A Day Off VIII. 4/10 Thoreau, “The Ponds” from Walden IX. 4/17 Mid-term Examination X. 4/24 Ernest Hemingway, “Big Two-hearted River” XI. 5/1 T. S. Eliot, “Song” XII. 5/8 Marianne Moore, “A Jellyfish”; Elizabeth Bishop, “The Fish” XIII. 5/15 W.S. Merwin, “Death of a Favorite Bird” XIV. 5/22 Jack London, “The Law of Life” XV. 5/29 Lawrence Buell, “Toxic Discourse”; Gillian Genser, Adam XVI. 6/5 Beyond Beauty: Taiwan from Above (I); Kate Chopin, “An Idle Fellow” XVII. 6/12 Beyond Beauty: Taiwan from Above (II); Frost, “Putting In The Seed” XVIII. 6/19 Final Examination

教科書/參考書
Links of the e-texts for this course will be provided in class. References: Home. Dir. Yann Arthus-Bertrand. France: Europa Corp. 2009. Mabey, Richard. The Cabaret of Plants: Forty Thousand Years of Plant Life and the Human Imagination. New York: W. W. Norton & Company, 2017. Wohlleben, Peter. The Inner Life of Animals: Love, Grief, and Compassion. Greystone Books, 2017.

評分標準
Mid-term Examination: 25% Final Examination/Term Paper: 25% Quizzes: 20% Classroom Participation: 30% (including attendance, discussion, individual reports and group activities.)

學分數
3

授課時數(周)
3

開課班級
A10611

修課人數
32

教學目標
This is an applied course on geotechnical engineering. Students majoring in civil engineering, architecture/architectural engineering, environmental engineering, construction engineering, geology/geological engineering may like to take this course. Taking Soil Mechanics, Foundation Engineering is pre-required. As an introductory course of geosynthetic applications, this course offers a comprehensive introduction of product-manufacturing, properties test, and design schemes.

授課形式
理論講述與討論-60.00%;個案分析或作品賞析-20.00%;專題實作與報告-20.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%

課程內容與進度
1-- Introduction .
Geosynthetics Related to Waste Containment Applications.
Introduction.
2-- Geomembranes.
Geotextiles.
Geonets/Geocomposites and Geogrids.
3-- Design by Function.
Geosynthetic Clay Liners.
Clay Minerals.
4-- Soil-Geosynthetic and Geosynthetic-Geosynthetic Interaction.
Compacted Clay Liners.
Introduction.
Hydraulic Conductivity.
5-- Factors Affecting Permeabilities.
Soil Fabrics.
Permeability-Laboratory Testing.
Clay-Water/Waste Interaction (Diffused Double Layer).
6-- Field Testing.
Construction Quality Control and Assusrance.
Modern Lining Systems.
Introduction.
Base and Side-Slope Lining Systems.
7-- Cover Lining Systems.
Geomembrane Permeability.
Leakage in Geomembrane Liner.
Leachate Collection and Removal Systems.
Introduction.
8-- Leachate Generation and Impingement.
Leachate Collection.
Perforated Pipe.
Leachate and Gas Collection and Removal.
9-- Mid-term Exam.
10-- Stability Analysis of Liner Systems.
Factor of Safety.
Slope- Planar Mechanism.
Stability Analysis for Liner/Cover Systems.
Anchorage of Geosynthetics.
11-- Seismic Stability of Liner Systems.
Seismicity.
Seismic Stability- Planar Mechanism.
Seismic Stability for Liner/Cover Systems.
Permanent Displacement Analysis.
12-- Settlement.
Immediate and Consolidation Settlements.
Secondary Consolidation Settlement.
Localized Deformation in Liner.
Refuse Settlements.
13-- Empirical Model for Settlement Prediction.
Power Law, Gibson-Lo Model, Hyperbolic (Ling et al.) Model .
Contaminant Transport.
Introduction.
Fick's Laws.
14-- One-Dimensional Advection-Diffusion Equation 15-- Solution to Transport Equation.
Slurry Walls.
16-- Defection Analysis of Pipes.
Introduction.
Deflection Ratio and Load.
Soil Stiffness.
17-- Pipe Stiffness.
Iowa Formula and Modified Iowa Formula.
Design Example and Other Issues.
18-- Final Exam.


教科書/參考書
1. Koerner, R.M. (1997). Designing Geosynthetics , 4th Ed., Prentice-Hall.
2. Sharma and Sangeeta P. Lewis (1993). Waste Containment Systems, Waste Stabilization, and Landfills , John Wiley & Sons, Inc.
3. Daniel and Koerner (1995). Waste Containment Facilities , ASCE.


評分標準
Mid-Term Exam 30%
Final Exam 30%
Homework 20%
Attendance 20%


學分數
3

授課時數(周)
3

開課班級
M10952

修課人數
10

教學目標
Einfuehrung in die deutsche Sprache. Grundnotionen der Grammatik, Grundformen der Konversation, Basisvokabular. Introduction to German. Basic notions of German grammar, simple conversation and basic vocabulary

授課形式
理論講述與討論-20.00%;個案分析或作品賞析-20.00%;專題實作與報告-60.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%

課程內容與進度
Anhand des Lehrbuchs According to the teaching material

教科書/參考書
Power-Sprachkurs Deutsch als Fremdsprache Starting German the easy way

評分標準
Teilnahme am Unterricht 50% Hausaufgaben 50% Course participation 50% Homework 50%

學分數
4

授課時數(周)
4

開課班級
A10911

修課人數
23

教學目標
『電磁學』為電機工程學系之必修專業課程，此課程目的在使學生瞭解電磁現象並培養其分析能力，使學生具備執行電信工程實務所需的基本理論基礎。此課程為後續電磁領域課程 (例如微波與射頻電路、天線設計、電磁干擾、電磁相容等)的必備基礎學科，實務應用包括無線通訊射頻電路、手機天線、高速數位傳輸系統、以及無線傳能等，在無線通訊與傳輸速率要求越來越高的時代是不可或缺的基礎課程。

第一個學期主要目的是建立靜電學和靜磁學的觀念，可視為大一普物電磁學更深一層的探討，同時介紹電磁理論所需的數學工具，並且建立電磁波傳輸結構的等效電路概念，以便接續第二學期的課程。

此課程和本系核心能力指標之對應為：
1. 奠定學生執行電信工程實務所需的基本理論基礎；
2. 培養學生運用數學技巧與物理原理，解決基礎電信工程問題的能力。

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

課程內容與進度
這學期我們將討論靜電學、靜磁學、以及所需的數學工具，主題包含：

A. 向量分析
   1. 正交座標系統
   2. 向量微積分
B. 靜電學和靜磁學 (場論)
   1. 真空下的靜電場和靜磁場
   2. 介質內的靜電場和靜磁場
   3. 靜電場和靜磁場的邊界條件
C. 靜電學和靜磁學 (電路理論)
   1. 純量電位 (電壓)
   2. 電容和電能
   3. 電阻和電功率
   4. 電感和磁能
   5. 靜電學的邊界值問題

We will discuss Electrostatics, Magnetostatics, and the required mathematical tools in this semester.
The topics include:

A. Vector Analysis
   1. Orthogonal Coordinate Systems
   2. Vector Calculus
B. Electrostatics and Magnetostatics (Field concept)
   1. Electrostatic and Magnetostatic Fields in Free Space
   2. Electrostatic and Magnetostatic Fields in Materials
   3. Boundary Conditions of Electrostatic and Magnetostatic Fields
C. Electrostatics and Magnetostatics (Circuit concept)
   1. Scalar Electric Potential (voltage)
   2. Capacitance and Electric Energy
   3. Resistance and Electric power
   4. Inductance and Magnetic Energy
   5. Electrostatic Boundary-Value Problems

教科書/參考書
Textbook:
D. K. Cheng, Fundamentals of Engineering Electromagnetics, Addison-Wesley, 1993.

Reference:
[1] D. K. Cheng, Field and Wave Electromagnetics, 2nd ed., Addison-Wesley, 1989.
[2] N. N. Rao, Elements of Engineering Electromagnetics, 6th ed., Prentice Hall, 2004.

註：採用的教科書 Fundamentals of Engineering Electromagnetics 是參考書[1] Field and Wave Electromagnetics 的精簡版本。
Note: The textbook Fundamentals of Engineering Electromagnetics is a shorter version of the reference [1], Field and Wave Electromagnetics.



評分標準
小考 (15% x 2), 期中考試 (35%), 和期末考試 (35%)
課堂回答問題：加分
建議預修課程：微積分

Quizzes (15% x 2), Midterm (35%), Final Exam (35%)
Answering the questions in class: bonus

Suggested prerequisites:
Calculus

學分數
3

授課時數(周)
3

開課班級
B10851

修課人數
71

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

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

課程內容與進度
第一週 Introduction to thermodynamics 第二週 The first and other basic concept 第三週 Volumetric properties of pure fluids 第四週 Volumetric properties of pure fluids Homework 第五週 Heat Effects 第六週 The second law of thermodynamics 第七週 The second law of thermodynamics Homework 第八週 Thermodynamic properties of fluids 第九週 Mid-term Examination 第十週 Thermodynamic properties of fluids Homework 第十一週 Application of thermodynamics to flow process 第十二週 Production of power from heat 第十三週 Vapor/liquid Solution thermodynamics: theory Homework 第十四週 Solution thermodynamics: theory 第十五週 Solution thermodynamics: application Homework 第十六週 Solution thermodynamics: application 第十七週 Solution thermodynamics: application 第十八週 Final Examination

教科書/參考書
Smith, J. M. and Van NessH. C.Introduction to chemical engineering thermodynamics, 6 th ed., McGraw, New York 1>. Sandler, Chemical and engineering thermodynamics, 3 rd., Wiley, 1999. 2>.Honig, Thermodynamics, 2 ed., Academic press., 1999. 3>.R. E. Balzhiser, Chemical Engineering Thermodynamics, The southeast book company, 1987. 4>. Smith, J. M. and Van NessH. C.Introduction to chemical engineering thermodynamics, 6 th ed., McGraw, New York

評分標準
期中考試(20%) 期末考試(20%) 作業,平時考試(55%) 出席(5%)

學分數
3

授課時數(周)
3

開課班級
A10756

修課人數
43

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
* Please notice that the lectures will take place from 16:20 to 19:10 on Tuesdays during the semester.

(Tentative)
W 1 15/09 Course overview
W 2 22/09 “Unit 1,” Contemporary Topics 3; “Stay Hungry, Stay Foolish” by Steve Jobs
W 3 29/09 “Unit 1,” Contemporary Topics 3; “The Power of Believing You Can Improve” by Carol Dweck
W 4 06/10 “Unit 2,” Contemporary Topics 3
W 5 13/10 “Unit 2,” Contemporary Topics 3; “Grit is the Key Factor to Success” by Angela Lee Duckworth and “Why Do We Sleep” by Russell Foster
W 6 20/10 “Unit 3,” Contemporary Topics 3
W 7 27/10 “Unit 3,” Contemporary Topics 3
W 8 03/11 Quiz 1 on CNN Interactive English Magazine; film
W 9 10/11 Midterm Examination
W 10 17/11 Examination results announced; “Unit 4,” Contemporary Topics
W 11 24/11 “Unit 4,” Contemporary Topics; “How to Make Stress Your Friend” by Kelly McGonigal
W 12 01/12 “Unit 5,” Contemporary Topics 3; “Your Body Language Shapes Who You Are” by Amy Cuddy
W 13 08/12 Presentation 1; “Unit 5,” Contemporary Topics 3
W 14 15/12 Presentation 2; “Unit 6,” Contemporary Topics 3
W 15 22/12 “Unit 6,” Contemporary Topics 3
W 16 29/12 “The Dangers of ‘Willful Blindness’” by Margaret Heffernan and “Why Are We Happy” by Dan Gilbert; topics discussion
W 17 05/01/2021 Quiz 2 on CNN Interactive English Magazine; course review
W 18 12/01/2021 Final examination


教科書/參考書
I. Textbooks
Beglar, David, and Neil Murray. Contemporary Topics: 21st Century Skills for Academic Success." 4th ed. New York: Pearson Education, 2017.

II. TED talks and commencement speeches
De Botton, Alain. “A Kinder, Gentler Philosophy of Success.”
Cuddy, Amy. “Your Body Language Shapes Who You Are.”
Duckworth, Angela Lee. “Grit is the Key Factor to Success.
Dwek, Carol. “The Power of Believing that You Can Improve.”
Foster, Russell. "Why Do We Sleep?"
Gilbert, Dan. “Why Are We Happy.”
Heffernan, Margaret. “The Dangers of ‘Willful Blindness.’”
Jobs, Steve. “Stay Hungry, Stay Foolish.”
McGonigal, Kelly. “How to Make Stress Your Friend.”

III. Other Materials
CNN Interactive English Magazine, No. 241. Oct. 2020.

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



評分標準
Class attendance and participation 10% (Please notice that if you miss the class for more than three times, you will lose this 10% of the whole score).
Quizzes 20%
Presentation 20%
Mid-term examination 25%
Final examination 25 %


學分數
3

授課時數(周)
3

開課班級
A10811

修課人數
32

教學目標
The weather condition has been changed significantly in the last few decades. The primary reason is the green house effect due to excessive use of fossil fuel. Alternative energy sources that is sustainable will need to be explored to reduce the dependence on the fossil fuel. Also, it is quite desirable that the energy efficiency of sustainable energy as well as traditional fossil fuel generating system need to be improved. The ICT and IoT systems had been widely developed in many areas to improve the efficiency. This course will discuss the different energy sources, especially sustainable energy source. Also, the use of ICT and IoT systems to improve efficiencies will be discussed.

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

課程內容與進度
1. Energy, work, ICT and IoT 2. Traditional and nuclear energy sources and systems 3. ICT in the improvement of efficiency in traditional power system 4. Solar energy and the design of ICT feedback control to improve the efficiency 5. The application of solar energy panel and the use of ICT projects 6. Wind power and the related IoT control to improve efficiency of the system 7. Ocean wave related power and microwave power transmission 8. Geo-thermal power and the monitoring of environment using IoT 9. How to convert unreliable green power into reliable and constant power? 10. Efficiency of energy storage and transmission

教科書/參考書
Sustainable Energy (SI Edition), Dunlap

評分標準
Midterm Report (20~40%) Final Report (30~50%) Attendance (10~20%) Homework and Quiz (10~20%) Bonus (0~20%)

學分數
3

授課時數(周)
3

開課班級
L10951

修課人數
8

教學目標
The weather condition has been changed significantly in the last few decades. The primary reason is the green house effect due to excessive use of fossil fuel. Alternative energy sources that is sustainable will need to be explored to reduce the dependence on the fossil fuel. Also, it is quite desirable that the energy efficiency of sustainable energy as well as traditional fossil fuel generating system need to be improved. The ICT and IoT systems had been widely developed in many areas to improve the efficiency. This course will discuss the different energy sources, especially sustainable energy source. Also, the use of ICT and IoT systems to improve efficiencies will be discussed.

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

課程內容與進度
1. Energy, work, ICT and IoT 2. Traditional and nuclear energy sources and systems 3. ICT in the improvement of efficiency in traditional power system 4. Solar energy and the design of ICT feedback control to improve the efficiency 5. The application of solar energy panel and the use of ICT projects 6. Wind power and the related IoT control to improve efficiency of the system 7. Ocean wave related power and microwave power transmission 8. Geo-thermal power and the monitoring of environment using IoT 9. How to convert unreliable green power into reliable and constant power? 10. Efficiency of energy storage and transmission

教科書/參考書
Sustainable Energy (SI Edition), Dunlap

評分標準
Midterm Report (20~40%) Final Report (30~50%) Attendance (10~20%) Homework and Quiz (10~20%) Bonus (0~20%)

學分數
3

授課時數(周)
3

開課班級
A10976

修課人數
36

教學目標
This is an introduction to modern AI systems and the underlying algorithms. In this course, a specific emphasis will be on probability inference and reinforcement learning. Reinforcement learning is a powerful machine learning paradigm that is widely applied to robotics, game playing, consumer modeling, and etc. A basic understanding of probability and statistics is helpful in understanding the core concepts, but not required. By the end of this course, students are expected to be able to build a real-life autonomous gaming AI agents.

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
Materials intended to be covered in this course:

1. Introduction to Reinforcement Learning
2. Probability and Statistics Review
3. Markov Decision Process
4. Exploration and Exploitation
5. Dynamic Programming Methods for MDPs
6. Model-free Prediction/Evaluation
7. Model-free Control
8. Value Function Approximation
9. Model-base Reinforcement Learning
10. Case Study: Game AI


教科書/參考書
Textbook:
Reinforcement Learning: An Introduction (2nd edition), by Sutton and Barto

Reference:
Artificial Intelligence: A Modern Approach (3rd edition), by Russell and Norvig


評分標準
(Tentative)
1. Assignments: 70%
2. Presentation: 15%
3. Exam: 15%


學分數
3

授課時數(周)
3

開課班級
M10933

修課人數
31

教學目標
Digital Humanities, a research activity that aims at the creation and usage of digital archives, the transformation of cultural heritage into digital objects or the analysis of humanistic material in digital format, has become an established research branch within the Humanities, which provides new or alternative views on culture, history, arts, literature, music, languages etc. Using the potentials of the computer, i.e. its large storage capacity and its capacity to search through data, to reorganize data, to find patterns within data and to visualize data in various views, allows to create and explore large and unexploited data sets. Many of the analysis-related activities in digital humanities can be handled with specific software solutions, e.g. GIS implementations of KWIC toos. When using these specific software solutions, only a basic understanding of the main concepts and a procedural knowledge of where and when to click is required. Yet, data have in most cases to be generated first, e.g. extracted from larger text corpora, or transformed into a specific format in order to fulfill the input requirements of a specific software. To overcome these two problems, knowledge of a general purpose programming language is helpful or required. In addition to the general features of a such a programming language, shared by many alternative programming languages, e.g. opening files, extracting information, and reorganizing this new information into new formats, some general purpose programming languages come with powerful add-ons, that can turn them into tools for specific analyses. These general purpose languages, combined with these highly specific add-ons can replace specialized software solutions implemented in graphical interfaces. This liberation from the graphical interface unleashed the full power of the computer. The repeated processing of similar data becomes possible, without having to go to the same sequence of clicking hundreds or thousands of times. In addition, the freedom to generate creative solutions for analysis and visualization, specific to the research question and not specific to the company that produces the interface, lays the foundation for groundbreaking and innovative research. Python is an excellently designed and frequently taught programming language for these two seemingly opposing purposes. Easy to learn and applicable to all kind of data acquisition and data processing problems, Python can be extended by powerful modules to do corpus analyses, natural language processing, pattern identification, statistical analyses, geographic analyses, time-line analyses or network analyses. These properties have made Python to become the most frequently and extensively employed programming language in the Humanities, in teaching as well as in research: Using the same, simple-to-learn, basic Python syntax in advanced modules, users can concentrate on the concepts, the predicates that implement them and the design of creative solutions for analysis and visualization.

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

課程內容與進度
This course aims to promote insight, practice and confidence in the usage of the programming language in general and of Python more specifically. Students should by the end of the course understand the general principles of using a programming language, become acquainted with the principles of Python, and have develop literacy in that language. In addition students should be aware of the kind of programming that is common in the humanities (text analysis, network analysis etc) and which add-ons are available for these tasks. Finally students should explore as many of these add-ons as possible. Doing this work on their own data and creating their own solutions will show them that they are in state to produce exciting, innovative and thought provoking results. Week 1 and 2 starts with the very basics. Learning how to code is easy if somebody helps you with the start. The first steps will thus be very slow, making sure that students understood and master the new material. Week 3 and 4 will introduce students to the task of text processing. They will learn how to read files from a file system, how to clean them and compute a frequency distribution over words. Frequency distributions will be produced for long texts and for large collections of texts. Week 5 and 6 deal with preprocessing text. Students will experiment with some of the elementary tools to analyze their textual data. Week 7 and 8 are more theoretical. We will discuss some of the basic programming principles, common practices and where to find documentation. In week 9 and 10, students will first write a program to compute the readability of texts. Next, students will implement the basic algorithm that is behind authorship attribution. Week 11 and 12 will introduce students to the concept of Object Oriented Programming. Students will implement a network structure to analyze relations between people on Twitter. In week 13 and 14, we start working on more real applications. We will work on systems for archiving and searching through collections of text. We introduce students to the field of Information Retrieval and build a simple information retrieval system. In week 15 to 17, we create a web application to search through a library of PDF files. This will be our first real application ready for use by end-users. Theses weeks introduce students to many modules available in the standard library as well as third-party modules.

教科書/參考書
Teaching Material: Folgert Karsdorp, Maarten van Gompel and Matt Munso, Python Programming for the Humanities https://github.com/sonofmun/FK-python-course/blob/master/README.md.

評分標準
Course participation (50%) and final project (50%)

學分數
3

授課時數(周)
3

開課班級
A10811

修課人數
12

教學目標
設計與規劃自成為一種專業的論述實踐以來，便蘊含了思考和行動、歷史與未來、理論與實踐之間的辯證關係，並隱含著人類的構想（及期許、慾望、夢想、烏托邦）、實作（由技術和科技物中介的各種行動），以及設計與規劃作用其上的對象狀態（建成環境、自然現實、空間結構、社會關係與過程等等），三方面彼此之間的動態關係和發展歷程。設計和規劃如果是對於社會與空間現實的一種介入和干預，那麼，在複雜、充滿衝突和緊張的社會世界裡，必然會引發並牽動多重且可能不均等的各種社會秩序、文化想像、生活慣習、環境生態，以及權力關係；這些，才是討論設計規劃何以產生、產出什麼結果的重要關鍵。 本課程將藉由理論性的文獻選讀，引領同學建立並勾勒一個對設計規劃史方面的理解輪廓，也包括台灣的個案研究資料的閱讀。除了文獻資料的閱讀外，經驗研究的引發探討是另一個課程進行的重點，以作為同學在閱讀之餘的觀察省思及印證，建議能夠扣連上個人論文研究的探討。

授課形式
理論講述與討論-30.00%;個案分析或作品賞析-20.00%;專題實作與報告-40.00%;田野調查-10.00%;實驗-0.00%;其他-0.00%

課程內容與進度
「設計與規劃研究專題」旨在透過歷史的檢視，省思環境規劃和設計專業的發展，包括實作的歷史與思想的歷史。做為一種實踐的行動，設計與規劃既是對環境和社會的介入，也是對未來和歷史的塑造；這其中也同時包括介入、塑造和干預所造成的差錯、偏移及意外後果。而其所形成之設計與規劃的歷史與理論，則是對設計與規劃發展過程的選擇性呈現，而非中立的單純紀錄。換言之，所謂的設計與規劃理論，往往是在歷史的殷鑑下，進行對過往之設計規劃的反省批判，並據以生產新的前瞻性之設計規劃操作的可能性。 四、課程進度（視修課人數調整之） 第 一 週 1.加退選週──課程介紹 Relph, Edward（1998）The Modern Urban Landscape.（現代都市地景）謝慶達譯，台北：田園城市。 Hall, Peter（2009）Cities of Tomorrow.（明日之城）童明譯，上海：同濟大學出版社。 Parker, Simon（2007）Urban Theory and the Urban Experience: Encountering the City. （遇見都市：理論與經驗）王志弘、徐苔玲譯，台北：群學出版。 Knox, Paul L.（2019）Cities and Design. （城市與設計）徐苔玲、王志弘譯，台北：群學出版。 Green, Ben（2020）The Smart Enough City: Putting Technology in Its Place to Reclaim Our Urban Future.（被科技綁架的智慧城市）廖亭雲譯，台北：行人出版。 饗庭伸（2020）都市：人口減少時代都市計画.（折疊都市：從日本的都市規劃實踐經驗，探尋人口減少時代的城市設計和人本生活）林書嫻譯，台北：臉譜出版。 Molotch, Harvey（2018）Where stuff comes from : how toasters, toilets, cars, computers, and many others things come to be as they are.（東西的誕生：談日常小物的社會設計）李屹譯，台北：群學出版。 Papanek, Victor（2013）Design For The Real World: Human Ecology And Social Change.（為真實世界設計：人類生態與社會變遷）楊路譯，台北：五南出版。 第 二 週 2.選課確認，討論分組 第 三 週 3.西方現代都市規劃與設計的起源與發展 Relph, Edward（1998）〈現代城鎮規劃的發明：1890-1940〉，in The Modern Urban Landscape.（現代都市地景）：79-111。 Relph, Edward（1998）〈第一個機械時代的日常地景：1900-1940〉，in The Modern Urban Landscape.（現代都市地景）：113-141。 Relph, Edward（1998）〈建築的現代主義與國際主義：1900-1940〉，in The Modern Urban Landscape.（現代都市地景）：143-171。 Rybczynski, Witold（2019）Makeshift Metropolis: Ideas About Cities. （關於城市建築，我想說的是…建築思想家黎辛斯基的城市再思考）黃中憲譯，台北：貓頭鷹出版。 第 四 週 4.西方現代都市規劃與設計的起源與發展 Relph, Edward（1998）〈隔離城市的規劃：1945-1975〉，in The Modern Urban Landscape.（現代都市地景）： 197-235。 Relph, Edward（1998）〈城市的公司化：1945-〉，in The Modern Urban Landscape.（現代都市地景）： 237-266。 Relph, Edward（1998）〈後現代主義的規劃與建築：1970-〉，in The Modern Urban Landscape.（現代都市地景）：295-327。 第 五 週 5.專論一：田園城市與區域規劃 Rybczynski, Witold（2019）Makeshift Metropolis: Ideas About Cities. （關於城市建築，我想說的是…建築思想家黎辛斯基的城市再思考）黃中憲譯，台北：貓頭鷹出版。 Parker, Simon（2007）〈城市描述：古典都市研究的社會改革與經驗傳統〉，《遇見都市：理論與經驗》（王志弘、徐苔玲譯）（pp. 41-74），台北：群學。 Parker, Simon (2007)〈烏托邦願景：從花園城市到新都市主義〉，《遇見都市：理論與經驗》（王志弘、徐苔玲譯）（pp. 75-104），台北：群學。 第 六 週 6.專論二：城市美化運動、自建社區、縉紳化與企業主義城市 Hall, Peter（2009）〈紀念碑之城—城市美化運動：芝加哥、新德里、柏林、莫斯科（1900-1945）〉，in Cities of Tomorrow.（明日之城）：198-226。 Hall, Peter（2009）〈企業之城—上下顛倒的規劃：巴爾的摩、香港、倫敦（1975-1990）〉，in Cities of Tomorrow.（明日之城）：394-419。 Parker, Simon（2007）〈郊區與族裔聚居區之間：都市研究與二次大戰後英美的社區追尋〉，《遇見都市：理論與經驗》（王志弘、徐苔玲譯）（pp. 105-141），台北：群學。 第 七 週 7.專論三：基礎設施、移動性與資訊時代 Hall, Peter（2009）〈公路之城—汽車郊區：長島、威斯康興、洛杉磯、巴黎（1930-1987）〉，in Cities of Tomorrow.（明日之城）：307-365。 Hall, Peter（2009）〈褪色的盛世之城—信息城市和無信息隔都：紐約、倫敦、東京（1990-2000）〉，in Cities of Tomorrow.（明日之城）：421-442。 Jacobs, Jane（2007）The Death and Life of Great American.（偉大城市的誕生與衰亡：美國都市街道生活的啟發）吳鄭重譯注，台北：聯經出版。 第 八 週 8.專論四：自然危機、災害、可持續性發展與規劃 Benton-Short, Lisa and John Rennie Short (2012) 《城市與自然》（徐苔玲、王志弘譯），台北：群學。【選讀：6-12章】 *Blowers, Andrew and Kathy Pain (2009)〈無法持續的城市〉，收於Steve Pile, Christopher Brook and Gerry Mooney編《無法統馭的城市？秩序/失序》（王志弘譯）（pp. 247-340 )，台北：群學。 Steve, Hinchliffe (2009)〈城市與自然：親密的陌生人〉，收於John Allen, Doreen Massey and Michael Pryke編《騷動的城市：移動∕定著》（王志弘譯）（pp. 153-202），台北：群學。 第 九 週 9.期中考──期中作業繳交 第 十 週 10.城市與設計 Knox, Paul L.（2019）Cities and Design. （城市與設計）徐苔玲、王志弘譯，台北：群學出版。 第十一週 11.城市與設計 Knox, Paul L.（2019）Cities and Design. （城市與設計）徐苔玲、王志弘譯，台北：群學出版。 饗庭伸（2020）都市：人口減少時代都市計画.（折疊都市：從日本的都市規劃實踐經驗，探尋人口減少時代的城市設計和人本生活）林書嫻譯，台北：臉譜出版。 第十二週 12.城市創生或智慧城市 Landry, Charles（2019）The Civic City in a Nomadic World.（遊牧世界的市民城市：探討未來新生活型態城市創生發展新思維）姚孟吟譯，台北：馬可孛羅出版。 Green, Ben（2020）The Smart Enough City: Putting Technology in Its Place to Reclaim Our Urban Future.（被科技綁架的智慧城市）廖亭雲譯，台北：行人出版。 第十三週 13.設計、實踐和理論 Molotch, Harvey（2018）Where stuff comes from : how toasters, toilets, cars, computers, and many others things come to be as they are.（東西的誕生：談日常小物的社會設計）李屹譯，台北：群學出版。 Papanek, Victor（2013）Design For The Real World: Human Ecology And Social Change.（為真實世界設計：人類生態與社會變遷）楊路譯，台北：五南出版。 第十四週 14.設計、實踐和理論 劉可強，張聖琳（2002）〈建立一個批判性的「跨文化的本土」設計語彙藍本：反省「模式語彙」對宜蘭演藝廳空間設計的衝擊〉，《城市與設計學報》13/14: 371-394。 翁註重、林美玲（2008）〈尋找現代化的樣子－1980年代MIT(Made in Taiwan)運動與國家形象建構〉《城市與設計學報》19：91-124。 劉欣蓉（2012）〈消失的「理想住宅」方案〉，《國立台灣大學建築與城鄉研究學報》19: 43-64。 蔣雅君（2008）〈民族形式與紀念性－台灣現代主義建築之“地域性”表述〉《城市與設計學報》19：49-89。 郭恩慈（1997）〈重構設計．期盼設計：從現代主義、功能主義、美學到後現代人文主義倫理學對設計之反省〉，《城市與設計學報》1: 139-151。 翁註重（2002）〈當「歷史」碰上「設計」—重看「設計史或設計研究」的爭論，及其背後的歷史思維〉《設計學報》7（1）：15-32。 第十五週 15.自選文獻報告（高雄研究文獻選讀） 第十六週 16.自選文獻報告 第十七週 17.自選文獻報告 第十八週 18.期末考──期末報告作業繳交

教科書/參考書
Relph, Edward（1998）The Modern Urban Landscape.（現代都市地景）謝慶達譯，台北：田園城市。 Hall, Peter（2009）Cities of Tomorrow.（明日之城）童明譯，上海：同濟大學出版社。 Parker, Simon（2007）Urban Theory and the Urban Experience: Encountering the City. （遇見都市：理論與經驗）王志弘、徐苔玲譯，台北：群學出版。 Knox, Paul L.（2019）Cities and Design. （城市與設計）徐苔玲、王志弘譯，台北：群學出版。 Green, Ben（2020）The Smart Enough City: Putting Technology in Its Place to Reclaim Our Urban Future.（被科技綁架的智慧城市）廖亭雲譯，台北：行人出版。 饗庭伸（2020）都市：人口減少時代都市計画.（折疊都市：從日本的都市規劃實踐經驗，探尋人口減少時代的城市設計和人本生活）林書嫻譯，台北：臉譜出版。 Molotch, Harvey（2018）Where stuff comes from : how toasters, toilets, cars, computers, and many others things come to be as they are.（東西的誕生：談日常小物的社會設計）李屹譯，台北：群學出版。 Papanek, Victor（2013）Design For The Real World: Human Ecology And Social Change.（為真實世界設計：人類生態與社會變遷）楊路譯，台北：五南出版。 Howard, Ebenezer（2020）To-morrow: A Peaceful Path to Real Reform.（百年眾望經典．明日田園城市）吳鄭重譯，台北：聯經出版。 Kevin, Lynch（2014）The Image of the City.（城市的意象）胡家璇譯，台北：遠流出版。 Jacobs, Jane（2007）The Death and Life of Great American.（偉大城市的誕生與衰亡：美國都市街道生活的啟發）吳鄭重譯注，台北：聯經出版。 Rybczynski, Witold（2019）Makeshift Metropolis: Ideas About Cities. （關於城市建築，我想說的是…建築思想家黎辛斯基的城市再思考）黃中憲譯，台北：貓頭鷹出版。 Sadik-Khan, Janette & Solomonow, Seth（2018）Streetfight: Handbook for an Urban Revolution.（偉大城市的二次誕生：從紐約公共空間的凋零與重生，探尋以人為本的街道設計和智慧運輸）高子梅譯，台北：臉譜出版。 Worsley, Lucy（2014）If Walls Could Talk: An Intimate History of The Home.（如果房子會說話：家居生活如何改變世界）林俊宏譯，台北：左岸文化出版。 Sennett, Richard（2020）Building and Dwelling: Ethics for the City.（棲居：都市規劃的過去、現在與未來，如何打造開放城市，尋找居住平衡的新契機？）洪慧芳譯，台北：馬可孛羅出版。 Zukin, Sharon（2010）Landscapes of Power: From Detroit to Disney World.（權力地景：從底特律到迪士尼世界）王志弘等譯，台北：群學出版。 Zukin, Sharon（2012）Naked City: The Death and Life of Authentic Urban Places.（裸城：純正都市地方的生與死）王志弘等譯，台北：群學出版。 王志弘編（2015）《叛民城市：台北暗黑旅誌》，台北：公共冊所出版。 Goldberger, Paul（2012）Why Architecture Matters. （建築為何重要）林俊宏譯，台北：大家出版。 蘇碩斌（2015）《看不見與看得見的臺北》，台北：群學。 吳光庭（2015）《意外的現代性》，台北：田園城市出版。 Kotkin, Joel（2006）《城市的歷史》（謝佩妏譯），台北：左岸。 Mumford, Lewis（1994）《歷史中的城市》（宋俊嶺、倪文彥譯），台北：建築與文化出版社。 Schorske, Carl E.（2002）《世紀末的維也納》（黃煜文譯），台北：麥田。 Harvey, David（2007）《巴黎，現代性之都》（黃煜文譯），台北：群學。 Hollis, Leo（2011）《倫敦的崛起：知識份子打造的城市》（宋美瑩譯），台北：貓頭鷹。

評分標準
做為研究所的學習，本課程期許同學建立良好的閱讀習慣，以及勇於學習表達、積極參與課程討論的態度。平時成績佔40﹪（包括參與討論和導讀），期中作業佔20﹪，期末報告成績40﹪。期中作業選取一本關於設計或規劃研究的專書或學位論文進行閱讀心得的寫作，期末報告針對一個有關設計規劃議題，進行報告撰寫與作業的繳交。

學分數
3

授課時數(周)
3

開課班級
L10814

修課人數
6

教學目標
讓學生了解統計方法的基礎數理背景。

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

課程內容與進度
1. Random variables and random vectors 2. Joint, marginal and conditional distributions 3. Random sampling and sample generators 4. Sampling distribution 5. Estimators methods: for example, Maximun likelihood estimation 6. Properties of estimators (e.g., bias, variance, mean squared error, consistency, sufficient statistics, efficiency, uniformly minimum variance undiasedness, and information inequality) 7. Confidence intervals 8. Testing statistical hypotheses and test statistics: significance and power, Neyman-Pearson theorem, likelihood ratio tests, Lehmann-Scheffe theorem 9. Contingency tables and goodness-of-fit

教科書/參考書
1. Mathematical Statistics by S. F. Arnold. 2. A Course in Mathematical Statistics (2nd ed.) by G. G. Roussas.

評分標準
作業抽寫70%、期末考30%

學分數
3

授課時數(周)
3

開課班級
M10944

修課人數
10