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

Donald Davidson (1917-2003) is arguably the most influential philosopher in the second half of the 20th century, specializing in metaphysics, the philosophy of language, the philosophy of mind, and some other related field. Surprisingly, he did not publish any single monograph, apart from some collections and a variety of essays. Each of his classical essays appears to be individually developed and seems to be fascinating and invaluable on its very own. It is striking that when and only when they are drawn together there emerges a compelling whole picture of man as a rational animal (presumably the only rational animal in this world). According to Davidson, the thoughts of human being should never be reducible to the material. Nonetheless, thoughts are components of the reality. Moreover, he classifies our knowledge into three distinct categories, including knowledge of our own mind, knowledge of the minds of others, and knowledge of the external world. And having knowledge of these categories are so fundamental to the nature of human being as the power of thought and speech itself. Davidson’s philosophical program can be roughly organized around two connected projects. The first is that of understanding the nature of human agency. The second is that of understanding the nature and function of language, and its relation to the world. Accordingly, the first part of this course will focus on Davidson’s investigation of reasons, causes, and intentions, which revolutionized the philosophy of action. This leads to his notable doctrine of anomalous monism, the view that all mental events are physical events, but that the mental cannot be reduced to the physical. The second part of this course focus on his philosophy of language. We shall study several famous essays in which Davidson set out his highly original and influential truth-conditional program of meaning theory and the role the very concept of truth plays in the theory of meaning and the philosophy of language in general. The course intends to offer a survey of the philosophy of Donald Davidson so that students can grasp, on the one hand, the development of the philosophy of language in the 20th century from Frege to Davidson, and on the other hand, the Davidsonian account of action. Davidson’s main theses will be formulated as clearly as possible and his arguments will be explicated. His original essays will be studied and common criticisms will be reexamined. I hope this course would be able to pave a road for the student not only to advanced study of Davidson’s works, but also to the study of philosophy of language, philosophy of action, and metaphysics in general. College of Liberal Arts 每週將會指定一篇戴維森的作品。要求進行閱讀、摘要。 CHIN MU YANG Thursday 789 Phl7674 3

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

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

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

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 course is designed to provide students with an overview of approaches in teaching English as a foreign language. You will learn about the theoretical foundations and instructional practices in second/foreign language teaching and work in small groups to demonstrate various teaching methods and techniques. You will also become familiar with the current English textbooks used in junior and senior high schools and reflect upon your own philosophy and beliefs about teaching English in Taiwan. other Main Campus You may fulfill the prerequisites by taking 3 of the 12 courses (52 conditions available). Please see “Prerequisite Course Information” on NTU Online website for detail or by approval of the instructor. Yen-Fen Liao 15 Monday 5,6 EduTch5451 (P01EU1620) 2 Non-degree Program: Center for Teacher Education http://www.education.ntu.edu.tw/English/ma/english.htm

Primary Course Content:
． How to write Definitions and Descriptions
． How to write an Analysis
． How to write Argumentation The course also offers these specific writing skills and functions:
． Defining
． Describing
． Summarizing
． Comparing/Contrasting
． Critiquing
． Analyzing
． Arguing/Persuading
． Proofreading and Editing By the end of the course, you should be able to: Critically evaluate and analyze a variety of texts for academic purposes. Identify features of academic writing and apply their knowledge of academic writing to organize their ideas into a logical and coherent text. Recognize argumentative structures used in constructing research papers. Develop proof-reading and self-editing skills. The primary aim of this course is to develop the stylistic competency needed to write a thesis, article, and other English-language academic documents. This course is ideally suited to all students (not just Social Sciences) interested in writing about qualitative research ideas that require expository writing skills (闡述性寫作/明) The main assignment for this course invites you to create a personal writing project that uses some or all of the functions mentioned above. These functions can be applied to your writing assignments that match your particular needs. This project can be one single paper, or you can practice writing different parts of a paper. For example, if you are preparing your thesis, you may want to practice writing the definition and description of your research object. You may also want to practice analyzing the object, and critiquing previous research. If you are writing an article, you might want to practice writing the abstract (summary), or discussing your hypothetical conclusions based on your research methods (analysis and argumentation). You will be asked to submit by the end of the course, a final draft of this project that shows confident use of at least three of the expository functions. other Main Campus 1) Priority enrollment will be given to graduate learners enrolled in any Humanties or Social Science department. 2) Class instruction will be given in English, and all materials are in English. If you need help with advanced academic grammar for your academic writing, I recommend taking the AWEC’s Fundamentals of English Writing class before taking this class. 2) This course is not open to auditors. Undergraduates will need to have a research project to qualify for this class. Marc Anthony 20 Tuesday 6,7,8 Write7014 (Q01EM0360) 3 Ntu Academic Writing Education Center
*Registration eligibility: graduate students. http://www.awec.ntu.edu.tw/eng/eng_index.html

This course will be based on the last year’s Intertidal Ecology (B441620), being conducted in English to teach the basic intertidal ecology and use this system as examples to introduce the basic concepts in population and community ecology, common research methods, statistical techniques and writing skills in ecological studies. Learning outcomes: At the end of this course you should be able to: 1.describe the physical environmental factors (e.g., waves, tides) shaping the intertidal environment 2.understand the basic factors affecting the distribution and abundance of intertidal organisms 3.understand the factors limiting species distribution patterns on the vertical intertidal gradient and study the methods to measure and investigate these patterns 4.design experimental studies to investigate patterns (e.g., zonation) and processes (e.g. competition) in intertidal areas 5.plan a simple experimental and statistical study on intertidal ecology. 6.review and critique scientific papers College of Life Science Main Campus Chan,Kwok Kan 8 Thursday 7,8,9 EEB5054 (B44EU1680) 3 (College of Life Science) Institute of Ecology and Evolutionary Biology,
(College of Life Science) Department of Life Science http://ecology.LifeScience.ntu.edu.tw/english/index.htm

NOTE: please visit the course website at http://www.bit.ly/VegSurvey for updated information!
This course is focused on introduction to methods used in vegetation survey: sampling of forest and non-forest vegetation, measuring and estimating habitat environmental conditions and vegetation mapping. The course consists of three parts: 1) Theoretical part: overview of methods for sampling vegetation and measurement of environmental variables, introduction to visited areas, safety instructions. 2) Field trips: four whole-day field trips (around Taipei and some more distant regions), practicing the sampling methods, collecting field data and environmental measurements. 3) Lab analysis: processing and analysis of collected data, discussion of results. Theoretical part (4 x 3 hours): – Introduction, safety instructions for field work – Theory of sampling methods (DBH and cover based) – Theory behind measuring of environmental variables – Theory behind vegetation mapping Field trips (4 whole-day trips): – Practical introduction to the field survey, safety in the field, operating basic hiking equipment (reading map, operating compass and GPS), choosing the locality for sampling. – Sampling forest vegetation (DBH measuring, cover estimation, plot and plot-less sampling methods) – Sampling non-forest vegetation (grassland and dune vegetation) – Vegetation mapping – Field measurements (topography, soil properties, microclimatic measurements, forest canopy structure) Lab analysis (4 x 3 hours): – Determining collected specimens. – Practicing sampling habits indoor (estimating cover, use the measuring equipment). – Retyping collected species and header data into computer using dedicated software (Turboveg and JUICE). – Analysis of soil samples (pH and conductivity). – Presenting and discussing results. Students will learn theoretical background of field vegetation survey, apply it in practice, collect real data in the field, process them in the lab and discuss the results. College of Life Science Main Campus Basic courses in plant taxonomy and determination. Basic knowledge of plants expected. The course is for undergraduates (2-3-4 year) + masters David Zeleny 15 Wednesday 2,3,4 EEB5084 (B44EU1960) 3 (College of Life Science) Department of Life Science,
(College of Life Science) Institute of Ecology and Evolutionary Biology http://ecology.LifeScience.ntu.edu.tw/english/index.htm