Logic synthesis is an automated process of generating logic circuits satisfying certain Boolean constraints and/or transforming logic circuits with respect to optimization objectives. It is an essential step in the design automation of VLSI systems and is crucial in extending the scalability of formal verification tools. This course introduces classic logic synthesis problems and solutions as well as some recent developments. This course is intended to introduce Boolean algebra, Boolean function representation and manipulation, logic circuit optimization, circuit timing analysis, formal verification, and other topics. The students may learn useful Boolean reasoning techniques for various applications even beyond logic synthesis. College of Electrical Engineering & Computer Science The prerequisite is the undergrad “Logic Design” course. Knowledge about data structures and programming would be helpful. JIE-HONG JIANG Friday 234 EEE5028 3

This course, taught mainly in English, introduces ?　the overview of the judicial system in Japan (legal history, democracy, rule of law, procedural human rights, fairness, procedural principles, judicial power in the state, supreme court, high courts, district courts, family courts, summary courts, ? the civil procedural law (types of civil suits, procedure for civil suits, Court costs, burden, and grace of payment and ? the civil conciliation in Japan ? judicial training system, Judge, notary, barrister, solicitor, court clerk etc. Students will gain an understanding of the judicial system in Japan, especially a japanese way how to resolve the civil litigation matter in morden industrialized society. Students will also gain practical experience through in-class discussing with lecturer about legal topics in Japan. College of Law MASAHISA DEGUCHI LAW5351 1

The course will use a combination of lectures, reading assignments, and guest lectures. Lectures: Lectures will focus primarily on Value Investment Philosophy and valuation methods and techniques. Reading Assignments: Students are expected to be able to discuss the required readings. Guest lectures by some of the Investment Industry’s most famous practitioners. They will provide examples of how the Philosophy of Value Investing has impacted their career. To prepare students to understand, evaluate, and invest using a Global Value Investment Philosophy in all asset classes (i.e. securities, real estate, hard assets, etc). Students will be exposed to value investing valuation methods, strategies and techniques. Students are guaranteed to be better investors over their lifetimes or their money back! College of Management Foundations of finance Basic accounting terminology Basic common sense Extraordinary enthusiasm and effort HSU TONY GMBA7086 1

課程名稱：微流體現象及應用(FUNDAMENTALS AND APPLICATIONS OF MICROFLUIDICS) 開課學期：100-2 開課系所：工學院 化學工程學系 授課教師：趙玲 課號： 課程識別碼： 學 分：3 必/選修：選修 授課對象：大三、大四、研究生 總人數上限：30人 備註：以中文授課為原則，使用英文教科書及隨堂講義，選修課程。 課程概述： THE OBJECTIVE OF THIS COURSE IS TO PROVIDE AN OVERVIEW OF PHENOMENA IN MICROFLUIDICS AND SUMMARIZE THE MAJOR APPLICATIONS OF MICROFLUIDICS IN SEPARATION, REACTION, AND SENSING TECHNIQUES. THE FLUIDS AT MICROSCALE HAVE SOME SPECIAL PHENOMENA, BECAUSE SURFACE TENSION, ENERGY DISSIPATION AND FLUIDIC RESISTENCE START TO DOMINATE THE SYSTEMS. MANY INNOVATIVE TECHNIQUES FOR SEPARATION, REACTION, SENSING HAVE BEEN DEVELOPED BY EXPLOITING THESE PHENOMENA. THIS COURSE ALSO INTENDS TO SHOW STUDENTS HOW TO APPLY MANY TRADITIONAL CHEMICAL ENGINEERING FUNDAMENTALS, SUCH AS TRANSPORT PHENOMENA, THERMODYNAMICS, KINETICS TO MICROSCALE EVENTS. 課程?容： 1. INTRODUCTION TO MICROFLUIDICS (3HRS) 2. GENERAL FABRICATION TECHNIQUES (3HRS) 3. FLUORESCENCE TECHNIQUES TO CHARACTERIZE EVENTS IN MICROFLUIDICS (6HRS) 4. FLUID KINEMATICS AND HYDRAULIC CIRCUIT ANALYSIS IN MICROCHANNELS (3HRS) 5. DISPERSION, PATTERNING, AND MIXING IN MICROFLUIDICS (6HRS) 6. MICROCHIP CHEMICAL SEPARATIONS (6HRS) 7. MICROCHIP REACTORS (3HRS) 8. SURFACE FORCES IN MICROFLUIDICS (3HRS) 9. SPECIES AND CHARGE TRANSPORT IN MICROCHANNEL (3HRS) 10. ELECTROSTATICS, ELECTRODYNAMICS AND ELECTROOSMOSIS (6 HRS) 主要教材： 1. MICRO- AND NANOSCALE FLUID MECHANICS: TRANSPORT IN MICROFLUIDIC DEVICES, BRIAN KIRBY, CAMBRIDGE UNIVERSITY PRESS, 2010 2. FUNDAMENTALS AND APPLICATIONS OF MICROFLUIDICS, NAM-TRUNG NGUYEN, STEVEN T. WERELEY, ARTECH HOUSE INC., 2006 其他參考書目： 1. PHYSICS AND APPLICATIONS OF MICROFLUIDICS IN BIOLOGY, DAVID J. BEEBE, GLENNYS A. MENSING, AND GLENN M. WALKER, ANNU. REV. BIOMED. ENG. 2002 4:261?286 2. OPTICAL FLUORESCENCE MICROSCOPY: FROM THE SPECTRAL TO THE NANO DIMENSION, EDITED BY ALBERTO DIASPRO, SPRINGER-VERLAG BERLIN HEIDELBERG, 2011 3. WWW.OLYMPUSMICRO.COM/PRIMER/TECHNIQUES/FLUORESCENCE/FLUORHOME.HTML 4. LOW REYNOLDS NUMBER HYDRODYNAMICS, J. HAPPEL AND H. BRENNER, MARTINUS NIJHOFF PUBLISHERS, 1983 評量方式：HOMEWORK, MIDTERM, FINAL ORAL PRESENTATION, AND FINAL WRITTEN REPORT College of Engineering NAE LIH WU Friday 89X ChemE7001 1

課程大綱： THIS CLASS IS AN INTRODUCTORY CLASS FOR ENGINEERING AND SCIENCE STUDENTS WHO HAVE NEEDS AND ARE INTERESTED IN DOING PRESENTATIONS IN ENGLISH. THIS COURSE FOCUSES ON HOW TO DELIVER A DYNAMIC TECHNICAL PRESENTATION EVEN IF ENGLISH IS NOT THE FIRST LANGUAGE. CLASSES ARE ORGANIZED IN A WAY THAT STUDENTS ARE REQUIRED TO PREPARE AND GIVE SHORT PRESENTATIONS OF DIFFERENT TYPES FOLLOWED BY DISCUSSIONS AND LECTURES ON THE SPECIFIC TOPICS. THE CONTENT OF EACH CLASS WILL VARY DEPENDING ON THE NEEDS OF THE STUDENTS. 1. INTRODUCTION ORAL PRESENTATION IN THE REALM OF SCIENCE AND TECHNOLOGY 2. PREPARATION A. TARGET YOUR TALK (AUDIENCE, PURPOSE, BEGINNINGS, AND ENDINGS) B. GOOD PRESENTATION SLIDES C. VISUAL AIDS D. PRACTICE, PRACTICE, PRACTICE 3. DELIVERY A. TAKE CONTROL OF THE SITUATION B. VOICE AND LANGUAGE (IS ACCENT A PROBLEM?) C. BODY LANGUAGE AND GESTURES D. HANDLING QUESTION-AND-ANSWER 4. LEGAL AND ETHICAL ISSUES WHEN CREATING PRESENTATIONS College of Engineering ANGELA YU-CHEN LIN Tuesday 67 EnvE8003 2

The course aims to survey the British novel since, and in the wake of, Virginia Woolf – paying specific heed to meaningful engagements with her example or interesting resistances, repressions, or downright avoidals. The focus is limited to novels written by British* women (avoiding for the most part commonwealth and colonial/postcolonial writers merely for reasons of economy [*although as usual British incorrectly includes Irish]). Without committing to any particular feminist or theoretical approach (we will survey several), I want us to read the novels, with a background sense of twentieth-century British cultural history, to see how different, talented writers respond to the formal and thematic challenges offered by Woolf, whom I see as a sort of hinge between the great nineteenth-century novelistic tradition and a very changed literary and political world of the twentieth. Major issues include tradition, women’s writing, Modernism and form, sexuality, gender, subversion and transgression. There is quite a bit of reading: we will spend two weeks per novel and read several different critical and theoretical approaches regarding each writer. Requirements, besides reading and class participation, will include a presentation and a long final research paper. Students are encouraged to draw the “alternates” into the discussion in their presentations or papers, as well as to explore other works by the main writers, many of whom (have) had long and fruitful careers. The goal is to survey some good fiction not usually covered in classes for time constraints and pushing towards genuinely contemporary British writing. The course is not conceived as a footnote to Woolf by any means, nor a mere celebration of her work. Rather it takes her as a sort of starting point for an inquiry into British women’s writing in the 20th century. College of Liberal Arts Each student will be required to present on one of the writers (primary or secondary material) and there will be one final semester paper. Naturally students are also required to do all the reading come to class, and to participate in discussions. DUNCAN CHESNEY Friday 234 FL7319 3

1. INTRODUCTION-FROM GENE TO GENETICS 2. ONLINE RESOURCES FOR GENETICS 3. FUNCTIONAL EXPRESSION OF A GENE, TRANSCRIPTIONAL REGULATION AND FUNCTIONAL REGULATION 4. TECHNIQUES FOR PHYSIOLOGICAL GENETICS RESEARCH 5. GENES INVOLVED IN ANIMAL GROWTH-MOLECULAR REGULATION OF MUSCLE GROWTH 6. POLYMORPHISM AND SINGLE NUCLEOTIDE POLYMORPHISM _ TECHNIQUES AND APPLICATION 7. GENETIC POLYMORPHISM AND BODY COMPOSITION 8. GROWTH SELECTION AND GENE EXPRESSION 9. MIDTERM 10. FUNCTIONAL EXISTENCE OF ADIPOSE TISSUE AND ADIPOKINES 11. MOLECULAR REGULATION OF ADIPOCYTE DIFFERENTIATION AND MOLECULAR MARKERS FOR OBESITY 12. NUTRITIONAL GENOMICS RESEARCH PROGRESSES 13. PROTEOMICS RESEARCH APPROACHES FOR SEARCHING SECRETIVE PROTEINS 14. PRODUCTION OF MONOCLONAL ANTIBODY BY TRANSGENIC ANIMALS 15. GENOME-WIDE KNOCKOUTS 16. FINAL REPORT 1 17. FINAL REPORT 2 18. FINAL REPORT 3 College of Medicine TANG-LONG SHEN Wednesday 234 Prog5106 3

John Searle was born in 1932. He is an American philosopher, and he has contributed on topics such as speech acts, philosophy of language, intentionality, philosophy of mind, consciousness, and social reality. In this course we will read his book of 2001, entitled “Rationality in Action.” The book has 298 pages, but it is very generously printed. It is a short book. Searle is a very good writer, very accessible, and clear. He is very much down to earth. On the cover the book is introduced as follows: “The study of rationality and practical reason, or rationality in action, has been central to Western intellectual culture. In this invigorating book, John Searle lays out six claims of what he calls the Classical Model of rationality and shows why they are false. He then presents an alternative theory of the role of rationality in thought and action. A central point of Searle’s theory is that only irrational actions are directly caused by beliefs and desires — for example, the actions of a person in the grip of an obsession or addiction. In most cases of rational action, there is a gap between the motivating desire and the actual decision making. The traditional name for this gap is “freedom of the will.” According to Searle, all rational activity presupposes free will. For rationality is possible only where one has a choice among various rational as well as irrational options. Unlike many philosophical tracts, Rationality in Action invites the reader to apply the author’s ideas to everyday life. Searle shows, for example, that contrary to the traditional philosophical view, weakness of will is very common. He also points out the absurdity of the claim that rational decision making always starts from a consistent set of desires. Rational decision making, he argues, is often about choosing between conflicting reasons for action. In fact, humans are distinguished by their ability to be rationally motivated by desire-independent reasons for action. Extending his theory of rationality to the self, Searle shows how rational deliberation presupposes an irreducible notion of the self. He also reveals the idea of free will to be essentially a thesis of how the brain works. The students will learn about rationality and how it has a place in our lives. They will learn how to analyze arguments, assumptions, and positions, how to write summaries, and how to develop and present their own views in discussion and in writing. They will improve their English. The course will be taught in English. College of Liberal Arts non CHRISTIAN HELMUT WENZEL Thursday ABC Phl7782 3

The Emerald Isle, or Ireland, is well-known for a nation with world-class literature, Nobel Prize winners, playwrights, and award-winning film directors. However, what makes the Irish good storytellers in particular? What prompts its artists to produce masterpieces over the generations? This course aims to uncover the diverse Irish experiences through drama, in attempt to explore how Ireland, as a largely Catholic nation and a former British colony–controversially, rebuilds and interrogates its history in the twentieth century. The issues to be discussed include the making of political identities, individuality versus religious authorities, cultural nationalism and de-colonization, sectarian violence, gender and racial divides, immigration and ethnic minorities. We will cover drama written by both genders, Catholics and Protestants, Republicans and Unionists, and from the Irish Republic and Northern Ireland, so as to maintain a balanced view of Irish experiences. We will also discuss how Irish intellectuals struggled against political and religious powers to initiate social changes. Observing the painful experiences of this divided nation?which is still in this case?will unveil the changing faces of Ireland since the early twentieth century to date. College of Liberal Arts 1. At least Four short reflection journals: 400 words; upload to Ceiba’s Forum (討論區). 2. Two responses to classmates’ journals. 3. Final exam. 4. You are more than welcome to present your ideas on Ceiba’s “Forum/討論看板” and recommend relevant websites on “Resources/資源分享”. Your online participation will be rewarded with points in your final grade. 5. Handouts (to be purchased from 鳳鈺影印行?新生南路三段56巷11號, Fong-yu Copy Shop?No.11, Lane 56, Sec. 3, Xin-Sheng South Road, Taipei.) WEI-HUNG KAO Thursday 67 FL3229 2

Ever since Bertrand Russell, logic is not merely to be taken as the study of correct reasoning – checking the validity of arguments and/or vindicating the legitimacy of the process of reasoning, so as to produce more truth. ‘Logic is fundamental in philosophy’, to put in Russell’s words. In particular, the development of modal logic equipped with Kripke models since the middle of the 20th century has expand the scope of axiomatization (of a logical theory) to cover a variety of philosophical issues/topics, e.g. metaphysical modality, knowledge and belief, time, and some others. It is them tempting for philosophers to illustrate some philosophical concepts by virtue of proposing certain appropriate theses which can be further theorized as some sort of logical systems. At present, a large family of so called non-classical logics have been well established, such as logics of metaphysical modality (including necessity and possibility), epistemic logics (including knowing and believing and some other epistemic attitudes), temporal logic, logic of justification, to mention a few. Following along this approach, in Modal Logic as Metaphysics (Oxford University Press, 2013), Timothy Williamson proposes an axiomatization of some main metaphysical doctrines, taken as modal truths of some sort, in a well-constructed framework of higher order modal logic, and argues that the resulting axiomatization, taken as a whole, can be treated as a theory of metaphysics. Williamson rejects the search for a metaphysically neutral logic as futile. Instead, he holds a positive path in searching for satisfactory answers to some noticeably metaphysical questions on the basis of an integrated approach to the issues under investigation, applying the technical resources of modal logic to provide structural cores for metaphysical theories. As is well-known, a variety of issues/debates/problems involving metaphysical modality have been playing a dominating part not only in metaphysics but also in philosophical logic since the second half of the twenty century. Questions of this kind raise deep issues about both the nature of being and its logical relations with contingency and change. In Modal Logic as Metaphysics, Williamson offers detailed historical discussions of how the metaphysical issues emerged in the twentieth century development of quantified modal logic, through the work of a group of distinguished philosophers/logicians, such as Rudolf Carnap, Ruth Barcan Marcus, Arthur Prior, and Saul Kripke. Williamson proposes a kind of higher-order modal logic as a new setting in which such metaphysical questions can be dealt with scientifically, by the construction of systematic logical theories embodying rival answers and their comparison by normal scientific standards. The book also contains some of Williamson’s original and precise treatments of a wide range of topics: the relation between logic and metaphysics; the methodology of theory choice in philosophical theorization, the nature of possible worlds and their role in semantics, plural quantification vs. quantification into predicate position, communication across metaphysical disagreement, and problems for truth-maker theory. It is striking that the book deserves a serious study and examination for any students who are interested in modal logic, metaphysics, philosophical logic, and the development of analytic philosophy. College of Liberal Arts The course is essentially at advanced level. The student should have a fully understanding of first-order logic (including propositional logic and predicate logic, both semantically and syntactically), a nodding acquaintance with quantificational modal logic and higher order logic, and preferably some background knowledge about the basic metaphysical issues involved in possible world semantics and modality, typically necessity and possibility. Every week, a paper or a chapter in a text book will be assigned; all students should send in a summary (about two pages, but no more than 4 pages) of the assigned paper/chapter. A student will, in turn, give a presentation (about 30-60 minutes), a summary of the assigned paper/chapter in character. By the end of semester, a long essay (no lesser than 2000 words) is required. CHIN MU YANG Friday 789 Phl7783 3

This two-semester course constitutes an intensive training program that attempts to cultivate competent English teachers for secondary schools in Taiwan. Essentially, it intends to introduce students to the methods and techniques of English teaching, course design, lesson planning, and development and evaluation of teaching activities and materials. Further, it aims to afford students the opportunities to translate theoretical knowledge into hands-on practice by way of inviting them to demonstrate self-developed teaching lessons, attend school visits, and conduct classroom observations. Specifically, in the first semester, students will practice developing and implementing lesson plans and instructional materials, foster and sharpen the skills of initiating and sustaining efficient classroom interactions, and evaluate the effectiveness of micro-teaching. In the second semester, in addition to the aforementioned activities, students will each demonstrate teaching lessons with the aid of a supervising practitioner at designated secondary schools. Upon the completion of this yearly course, students can expect to be able to 1) understand the theoretical principles of language teaching, including course and material development, lesson planning, and language assessment, 2) demonstrate self-designed lessons and perform classroom observations, 3) understand the current English curricula of the public and private high schools in Taiwan, and 4) develop strengthened presentational and instructional effectiveness. other Main Campus Prerequisite:
EduTch5530 (P01 U3510)Practicum(Ⅰ) in English/languages (Ⅰ).

1) Late work results in a lower grade. The grade of an assignment submitted later than the designated due date will be reduced by 20% for each day it is late. 2) All assignments should follow the format guidelines below. (a) Typed, 12-point word font, Times New Roman (b) 2.54 cm margins (all sides), 1.5-spacing (c) English name and student ID on top right corner (header) (d) Paper number on bottom center (footer) 3) Use of mobile devices (e.g., cell phones, tablet computers, laptops) during class is disallowed unless otherwise permitted by the instructor. 4) This course has a zero-tolerance policy for plagiarism. Any form of plagiarism will immediately earn students a failing grade for the entire course.  Huang, Shin-Ying 15 Thursday 6,7 EduTch5568 (P01EU4490) 2 Non-degree Program: Center For Teacher Education http://www.education.ntu.edu.tw/English/ma/english.htm

Example is given as the following with a focus on Cordyceps spp. Participating students will have to attend a field trip involving in collecting indigenous fungi, in particular the fungi infected insects and known to be used in Traditional Chinese medicine (TCM), such as Cordyceps spp. In addition, students will also practice to identify, cultivate and analyze the collected fungi. In this program, bioassays and toxicological test will be conducted to investigate any of their potential usages in medicine and healthy supplement to improve the global health. At last, the protocols for cultivation and fermentation growth in vitro of the Cordyceps spp. will be learned and it is important for future industrialization. This program aims to enable students in learning the biodiversity and in translation usage of the bio-resources in Taiwan. other Main Campus Field trip, laboratory identification (including documentation, photography, isolation, culture, and genotyping), Cultivation and fermentation, Chemical analyses, in vitro bioassays (MTT, migration, whitening, ROS, lipolysis, anti-virus), Toxicological test, Industrialization. Tang-Long Shen 15 Monday 5,6,7,8,9 Prog5185 (P05EU4140) 3 http://www.cbt.ntu.edu.tw/