EACH LECTURE WILL BE TAILORED ACCORDING TO STUDENTS UNDERSTANDING. SUBJECTS TO BE COVERED FOR THIS COURSE ARE AS FOLLOWS: 1) THEORETICAL REVIEW OF ELECTROMAGNETISM 2) INTRODUCTION TO VARIOUS OPTICAL SIMULATION TECHNIQUES 3) MONTE CARLO TECHNIQUE 4) NUMERICAL SOLUTIONS OF MAXWELL’S EQUATIONS 5) APPLICATION OF THE TAYLOR’S EXPANSION 6) SCALAR WAVE EQUATION 7) THE FINITE-DIFFERENCE TIME-DOMAIN TECHNIQUE 8) PRAGMATIC SIMULATION OF OPTICAL PROBLEMS College of Electrical Engineering & Computer Science PREREQUISITES: – GENERAL PHYSICS – CALCULUS – ELECTROMAGNETISM – BASIC PROGRAMMING SKILLS (MATLAB, FORTRAN, OR C/C++) GRADING FACTORS: ASSIGNMENTS: 35% MIDTERM EXAM: 25% FINAL EXAM: 30% PARTICIPATION IN CLASS : 10% GRADING FACTORS INCLUDE AN ASSESSMENT OF STUDENTS’ UNDERSTANDING OF THE COURSE CONTENT, PARTICIPATION IN CLASS, AND THEIR ABILITY IN COMPLETING THE ASSIGNMENTS. SIMULATION ASSIGNMENTS ARE DESIGNED TO PREPARE STUDENTS WITH HANDS-ON EXPERIENCE OF LIGHT PROPAGATION SIMULATION. STUDENTS ARE EXPECTED TO BECOME FAMILIAR WITH MATLAB. MIDTERM AND FINAL EXAMS WILL SERVE THE PURPOSE TO EVALUATE STUDENTS’ LEARNING PROGRESS. GRADES THUS ARE GIVEN BASED UPON STUDENTS’ ABILITY IN CARRYING OUT THE ASSIGNMENTS AND THEIR PERFORMANCE IN THE MIDTERM AND FINAL EXAMS. Wednesday 789 OE5047 3

Overview Logic simulation Fault modeling Fault simulation Testability analysis Combinational ATPG Sequential ATPG Delay fault testing Diagnosis Design for Testability Built-in Self Test provide basic knowledge in VLSI testing. College of Electrical Engineering & Computer Science grading Homework: 8% Programming assignment: 30% Exam: 30% Term Project: 30% Class Participation 2% prerequisites Logic Design Computer Programming CHIEN-MO LI Tuesday 234 EEE5001 3

The World Trade Organization (WTO) serves as the only and the most important multilateral institution addressing the rules of trade between nations. In todays globalized world, as trade increases and regional market integration deepens, legal issues of international economic relations are becoming more and more complicated. The issues facing the WTO are widening and go beyond a purely trade dimension. It might reach cross-cutting issues on foreign investment, environment, food safety, disease control, public moral, culture protection and human right. It is of immense importance for law students to have some broad understanding about WTO laws so as to know the essence of globalization and economic integration. The basic knowledge of WTO is also useful for understanding other fields of law, such as intellectual property law, service related laws (financial regulations, telecommunication laws, among others), international health law, and public international law. This course will be conducted in English. Main topic to be discussed: 1. The WTO: History and structure 2. WTO Dispute Settlement 3. Tariffs 4. Quantitative Restrictions 5. National Treatment 6. Most-Favored-Nation Treatment 7. Regional Trade Agreements 8. General Exceptions: GATT Article XX 9. Dumping and Antidumping 10. Subsidies and Countervailing Duties 11. Safeguards 12. Agreement on Sanitary and Phytosanitary Measures 13. Agreement on Technical Barriers to Trade 14. Trade in Services 15. Trade-Related Aspects of Intellectual Property Rights The course is designed to cover the fundamental aspects of the WTO law so that participants will be equipped with basic WTO law knowledge and skills. College of Law 1. Most class sessions will be conducted by lectures and discussions. 2. Attendance for all classes and active class participation is strongly encouraged. In no event, the participants should miss two or more classes without good reason. 4. The course evaluation will be based on class participation (including attendance) (50%) and the final term examination (50%). 5. The class schedule could be adjusted according to the actual number of students taking this class and the discussions in the class. 6. There will be (one or two) guest speakers to deliver speeches. TSAI-YU LIN Wednesday 34 LAW5139 2

If one views law and equity as the flesh and bones of the law, litigation funding would probably be the lifeblood that nourishes them. This stream of lifeblood has been running through the English system and those that are closely mirrored on it for centuries. Such systems have however constantly suffered from a condition known as the “English disease of costs”. The chief symptoms of this disease include costs being “unpredictable, disproportionate and unlimited.”1 These in turn lead to costs which act as a barrier to justice. It is not that English law failed to pay heed to the law of costs. Rather, all the time and effort spent on the law of costs has failed to cure the disease: it has in fact merely served as a constant reminder of the seriousness of the ailment. Public outcry against the obscene legal costs of this system has echoed from the early days of the common law to the present day. There have been no lack of reform attempts. In fact, if one cares to look through the pages of history, reforms and proposals promising to bring down the obscene costs in English law have come and gone. Some achieve minor victories, while the vast majority have, on the whole, been utter failures. Against this historical backdrop, with the coming into force of the relevant provisions of the Legal Aid, Sentencing and Punishment of Offenders Act 2012, the Jackson reforms are the latest contender in a thousand-year English war against costs. There are repercussions and recurring themes in the history of costs that we never seem to be able to break off from. The reform of the law of costs went around in cycles, and the Jackson reforms were no exception to this historical pattern. There is a need to look into the historical development of the law when engaging in the reform of procedural law. After all, “[w]hat has been will be again, what has been done will be done again; there is nothing new under the sun”,2 and this would be particularly true in the context of civil procedural reform. This article is thus an attempt to provide a brief historical account of the law of costs, and to draw parallels between the Jackson reforms and previous laws, in the hope that these would provide a better understanding of our current law. – To introduce students to fundamental principles of the English law of civil procedure and civil evidence, which would serve as a conceptual framework for the further study of common law subjects and comparative study. – To equip students with essential knowledge on civil litigation in England and other jurisdictions similar to it. – To engage students in debates on both perennial and recent topics and challenges faced by the English law of civil procedure & civil evidence. NB It must be noted that due to the categorisations under English law, administrative litigation procedure would fall within civil procedure and thus the syllabus would also cover it. College of Law WING WINKY SO LAW5355 1

This course offers students a board introductory survey of Southeast Asian history from the second half of the early modern period to the early twentieth century. The course is centered on a key problematic that characterizes the region — the tension between the region’s distinctiveness on one hand and its well-known openness to “external” influences on the other. Using updated historical scholarship on the region, the course situates Southeast Asia in the context of developments in world history. Students will learn about these key themes in Southeast Asian history: (1) indigenous social, cultural and religious systems and their interaction with “extra-regional” influences (2) intra-regional, Asian trade systems and mercantilism (3) “state” and imperial formations (4) European colonization and its effects on local societies (5) local responses to colonialism during the early twentieth century. This course has three main objectives. First, it aims to give students an updated, clear and concise introduction in Southeast Asian history. Southeast Asian historiography has made tremendous strides in recent years with Southeast Asian historians engaging the scholarship on world history. Students will gain a good general understanding of the regions history which will enable them to develop deeper interests in specific topics or countries in Southeast Asia. Second, it aims to challenge students to think critically about global historical transformations from the perspective of Southeast Asia. The region has provided us with important examples that provoke and require critical thinking of how we understand board developments in human history. For instance, women in indigenous Southeast Asian social systems enjoyed rights and freedoms that we tend to associate with modern society. In fact, modernity has abetted the marginalization of women from central roles in Southeast Asian societies. Through exploring topics unique to Southeast Asian history, this course seeks not only to expand the knowledge of students on Southeast Asia but also to encourage them to think more deeply about global historical developments and transformations. Third, this course seeks to introduce students to the English language writings of influential Southeast Asian scholars. To this end, students will get to read the writings of notable Southeast Asian historians and scholars who have made an impact on the field. College of Liberal Arts As this course will be taught in English, students should come prepared to read, discuss and write assignments in English. Once every fortnight, there will be a discussion group where students must read an assigned text before coming to class and be prepared to discuss and express their views on what they have read. The discussion group component is a crucial element of the course and serves several purposes. First, the topic of discussion complements what was covered during the class in the previous week. Lectures will provide “breadth” to the topic at hand, while the discussion group component allows the class to delve deeper into one particular aspect or country, hence giving students better “depth” of every topic. Second, given that this course is taught in English, the discussion group component enables the instructor to keep track of whether students are keeping pace with the teaching and whether the pace or workload needs to be adjusted as the course progresses. Third, the discussion group component is aimed at discouraging rote learning and shifts responsibility for learning onto the students, whether individually or as a group. Students must therefore be prepared to learn not only from the instructor but also from one another in an interactive group setting. SAI SIEW-MIN Wednesday 234 Hist2142 3

*This course will be conducted in English including lectures, class discussions, student presentations, and written assignments. Movies will be shown in original language at times with English subtitles. *Students are 100% responsible for coursework. This includes attending class, reading texts, and completing assignments. *No late work will be accepted for this course. There are no exceptions. *Taking this course indicates acceptance of the conditions in this syllabus. This course introduces students to modern Middle Eastern history from the nineteenth century to the Arab Spring in 2010. The framework for our study of the region and its peoples is political history. Starting in the early nineteenth century, European states such as France and Britain invaded the region, ushering in a new era. In response to the European threat, Ottoman, Egyptian, and Iranian governments instituted drastic military, economic, and political reforms. Inevitably these reforms also led to social and cultural transformations. World War I disrupted these states and a variety of new states including Iraq, Lebanon, Syria, Turkey and the Gulf emirates emerged from the cataclysm. We will study the efforts of these states, along with those of Egypt and Iran, to achieve independence and find a new political identity and structure for their communities. The end of World War II marked a drastic period of decolonization for Britain and France, and many Middle Eastern states now fully independent, developed military-authoritarian regimes. We will study the dynamics of these regimes, the socio-economic changes they enacted, and socio-religious groups that mobilized in protest. This course then moves toward the twenty-first century to understand the increasing wealth of the region, stagnation, and violence in the region up to the Arab Spring. This course will address a number of important themes in the lives of Middle Easterners in the past and will provide students with the vital tools and skills to conduct such an investigation. More broadly, we will seek to understand how Middle Easterners have engaged with and contribute to modernity; how traditions and customs has helped them shape and understand the world around them; and how individuals have related to society and state. The Middle East has played vital roles in international affairs today. While the study of contemporary politics is important, this is a history class and we will focus on the past that led to the present. To be productive in this class, we must set aside preconceptions about the region and keep an open mind. *Introduction to the Modern Middle East *Discussion sections (中東近代史研導/討論課) Choose One: Wednesday 9:10-10:00 or Wednesday 14:20-15:10 In addition to the main course, it is highly recommended that students enroll in one of the two discussion sections. In these small-group classes, students will have an opportunity to learn about and discuss the readings. I will also work closely with students to develop important skills of analysis, interpretation, framing, and presentation. The discussion section is worth one credit and grading will be based on the quantity and quality of participation in discussions. This course will examine a variety of historical topics: •Islamic society at the end of the premodern era •European intervention in the nineteenth and twentieth centuries •Middle Eastern military, political, economic, social, and cultural changes •Islamic revival, reform, modernism •Westernization, Europeanization, and globalization •The development of nation-states •Authoritarianism •Social movements This course will study a variety of historical concepts: •The nature and functions of modern nation-states •The disciplining, standardization, and homogenization of state and society •Encounters between “Western” states, cultures, and civilizations with “Middle Eastern” ones •The concept of modernity Students will work on a variety of skills: •The ability to read, write, and converse in English •Analyze and interpret original sources in English translation College of Liberal Arts Materials  All course materials will be in English (except for original language films). You should come to class having read and prepared each weeks readings. Readings average 50 pages a week including articles and primary sources (marked with a P). Films, shorter videoclips, and audioclips will also be shown. Attendance  This is not a typical course. To do well in the course, you must attend class regularly. Because the entire course is conducted in English, you will need to attend class to better understand what the readings argue. I will also present my explanations and interpretations that are not available in the readings. I will automatically give all students full credit (100%) for attending the classes. However, roll every class will be taken every day and will know who has not attended. This rule treats you as responsible adults: if you want to take this course and learn about this remarkable region of the world, you will be responsible and attend classes. Because I am already giving students 100% credit for attending classes, no late work will be accepted in this course _ there are no exceptions. If you miss a quiz, exam, or essay, you will not be able to take it after. Map exam _ This short exam will test for knowledge of political, topographical, and human geography. Short quizzes _ There will be ten short quizzes. Quizzes will test for factual knowledge of textbook reading assignments for that week. Quizzes will be “multiple choice” and “open book.” However, you must have read the readings in order to be able to answer the questions in the time period of the quiz (15 minutes). Because no late work will be accepted, I will only count the top eight quiz scores. Essay _ You will also have the opportunity to use English to write a final essay. This essay will require you to demonstrate knowledge of the course materials from the entire semester, make arguments and interpretations, and think about their importance. YUEN-GEN LIANG Tuesday 789 Hist2143 3

*This discussion section supplements the history lecture course: Modern Middle East 中東近代史 (Tuesdays 7, 8, 9). *To take this discussion section, you must be enrolled in the lecture course. *It is highly recommended that you take this discussion section with the lecture course. *The discussion section will be conducted entirely in English language. This discussion section supplements the history lecture course Modern Middle East (中東近代史) in important ways. Discussions will be based on readings assigned for the lecture course, including primary sources. Discussions will enable students to achieve a much stronger understanding of the history of the modern Middle East. Develop important skills including: *Discussion in English language *Critical thinking, historical interpretation, and argumentation *Oral, visual, and self-presentation *Teamwork College of Liberal Arts Attendance (10%) Discussion (60%) Presentations and other exercises (30%) YUEN-GEN LIANG Wednesday 7 Hist2048 1

This course provides the introduction to Industrial Organization, including the study of the market structure and the theory of the firm. The focus will be on some basic theoretical models and related empirical studies in IO. 先修科目 Prerequisites 1. Microeconomics I and II (ECON 2001, 2002) 2. Statistics and Econometrics I and II (ECON 2014, 2015) College of Social Sciences Week 1: Introduction and Cost Theory. Week 2: Perfect Competition and Monopoly. Week 3-4: Oligopolistic Competition. Week 5: Cartels and Collusion Week 6-7: Product Differentiation Week 8: Entry, Accommodation, and Exit Week 9: Midterm Week 10: Entry Deterrence Week 11-12: Price Discrimination Week 13: Vertical Integration Week 14: Regulation of A Monopoly Week 15: Advertising Week 16: Search and Price Dispersion Week 17: Auctions Week 18: Presentations (or Final Exam) [to be announced in the syllabus] problem Sets (30%) Midterm (30%) Final Exam (or Term Papers) (40%) [to be announced in the syllabus] JIANDA ZHU Friday 234 ECON5127 3

Course Description: This course surveys British Romantic literature. Audio-visual materials will be employed, if necessary, to illustrate certain issues and to give a better introduction to the cultural milieu of the period. Lecture and discussion will be conducted in English. Course Objective: It is designed to facilitate students to form a well-rounded knowledge of the literature of this period by close reading of the texts, and to cultivate sensibility for the continuity of literary history. College of Liberal Arts Course Requirement: 1. Regular attendance and vigorous participation in discussion. (Absence without leave over 3 times disqualify you for Mid-term exam. 2. Reflection (1-2 pages) on authors and topics covered before Mid-term exam. 3. Group presentation (15 min.) on authors and topics covered after Mid-term exam. 4. Paper (10 pages in MLA style) on authors and topics covered after Mid-term exam. YA-FENG WU Wednesday 234 FL3002 3

Spatial thinking has become increasingly significant in the field of cultural geography because it allows us to pay attention to trans-regional cultural flows and their effects on a range of different scales, as well as how similar cultural phenomena bear different cultural implications in diverse local contexts. More importantly, various forms of cultural logic underlying the power mechanism of space have bearing on the subject formations of different identities; for example, we might consider the power effects of familial space on queer subjects, or the implications of urban gentrification on homeless people. To understand how the power mechanism works, it is important to attend to the complexity of the ways in which politics, economics, culture and society are interwoven in the production of space. Based on the conceptual framework, this course covers four main themes: a theoretical introduction, landscape and representation, identity politics and trans-border cultural flows/geopolitics. The first two sections will give students an understanding of the epistemology and methodology of space, with an emphasis on ways of mapping meanings in landscapes and rethinking the nature/culture divide, in order to reveal the importance of space and geography. The section covering identity politics will then introduce important issues concerning the questions of identity organized around gender/sexuality, race, and class to emphasize how identity politics are always situated in different local social contexts. The last section of this course focuses on trans-border cultural flows and geopolitics to help students comprehend the links between geography, state territoriality, world power politics and popular culture. Some readings in the class are quite complex; however, for those who are interested in learning spatial thinking and cultural politics, these readings will help them cultivate cultural sensitivity in analyzing the issues of identity and space in everyday life. College of Science 1. Class Participation (10%): Students are expected to read the designated readings before class and participate in class discussions. 2. Group Presentations (20%): Each team has a minimum of 15 minutes for each presentation. 3. Final Report (70%): A reflection on the theoretical concepts that we have discussed in class or a case study taken from everyday life (the report can be written in English or Chinese) should be submitted by the end of the semester. HUANG TSUNG YI Thursday 789 Geog5051 3 The upper limit of the number of non-majors: 25.

[For the complete info, please refer to http://homepage.ntu.edu.tw/~josephw/principles_micro_15F.htm ] This is the introductory class for the principles of microeconomics. It serves as an introduction of economics to an audience that are not familiar with Calculus. (Those who have took Calculus should consider taking microeconomics instead.) One interesting feature of this class is there will be various classroom experiments throughout the semester, and students are expected to participate actively in them. This is a course taught in English, and all assignments are in English. If you feel that you would be in a disadvantaged position, please take other principles classes instead. The Goal of this class is to introduce how economists think (without the math required for microeconomics), and, help you think like an economist! Specifically, we will see how economists observe real world phenomenon, build simplified models of reality, derive theories to provide policy advice, and test implications with empirical or experimental data. College of Management There are no prerequisites for this course. JOSEPH TAO-YI WANG Monday 5 Wednesday 5 Friday 234 ECON1004 4 The upper limit of the number of non-majors: 150.

During the past 80 years, applied physics has pushed, inspired, and produced major high-tech industries,

fromcomputing, communication, memory, display, transportation, to energy.

This has been unprecedented in human history of science and technology.

Applied physics has played a drastically different role than the conventional paths taken by academic science and

traditional industries.

Quantum phenomena (and the related theories), new materials/atomic-scale thin films (and their fabrication tools

such as molecular beam epitaxy, atomic layer deposition, metal-organic chemical vapor deposition),

novel/high-performance devices, and atomic-scale probing tools have been intertwined and generated useful

and essential products beneficial to human being, in revolutionizing computing/communication, and drastically

improving medical diagnosis.

Very importantly, new physics/application has been discovered, such as transistors, lasers,

quantum Hall effect/fractional quantum Hall effect, fiber optics, charge-coupled devices,

2-dimensional quantum materials.

Applied physics has been strongly engaging in materials science,

electrical/electronic devices, and high-tech industries.

We have designed this new course of Advanced applied physics topics in ultimate and beyond CMOS

in the Fall Semester of 2016.

The focus will be on nano-electronics for ultimate CMOS (complementary metal oxide semiconductor) and beyond,

which needs strong understanding of solid-state and semiconductor physics and new materials

such as spintronics and topological insulators. These topics are enabling advanced devices for Taiwans industry.

In nano-electronics, the high- plus metal gate, which replaced conventional SiO2 and poly-Si

and resolved the gate leakage issue since the 45 nm node CMOS production, is one of the most important

recent innovations in semiconductor industry, and puts the dominant role of Si as the major semiconductor

into question.

The new technology of high- plus metal gate on high mobility semiconductors like Ge and InGaAs integrated

with Si will lead to faster devices with low power consumption. The present feverish world-wide research efforts

are integrating advanced research programs on nano-science, nano-materials, and nano-electronics cohesively

to enable a high performance “green” IC technology.

Spintronics and topological insulators are being feverishly studied for beyond the present

CMOS based on the charges of the electrons.
The perspective students are required and encouraged to apply their understanding in rigorous physics to tackle research topics relevant to high tech industry in Taiwan. Particularly, undergraduates of juniors and seniors are permitted and encouraged to take the course, with the assigned topics to be adjusted to suit their status in their physics understanding in their perspective years. College of Science We will spend 8 weeks in rigorously studying fundamental solid state physics with Ashcrof/Mermin

“Solid State Physics” as the textbook, and semiconductor physics/devices with Taur/Ning

“Fundamentals of Modern VLSI Devices” as the textbook.

We then spend 4 weeks in researching in the ultimate CMOS with high k + metal gates on InGaAs and Ge,

and another 4 weeks in spintronics and topological insulators. Perspective students

(Ph.D., Master, undergraduates) will be assigned topics

for their mid-term and final reports; the degree/level of the assigned research topics will depend on the perspective

students’ backgrounds. The reports will be presented in oral and written forms in English.

The mid-term orals will be given in 10 minutes with the final in 15 minutes.

The reports are not collections of information, but are required to be based on rigorous scientific knowledge.

They are encouraged to broaden their knowledge in physics to tackle the challenges in the assigned/selected topics.

Homework will be given from time to time.
HONG MING-HUI Tuesday 34 Wednesday 34 Phys7050 4 The upper limit of the number of non-majors: 2.