This course consists of three sections. In first section, we survey research articles concerning with meteorology and hydrology in Taiwan and Japan. In second section, we survey research articles concerning with ecology in Taiwan and Japan. In third section, we discuss impacts of human activity on ecohydrological processes in forests in Taiwan and Japan. This course aim to study locality and generality of forest ecohydrological processes such as water, carbon, nitrogen, and soil erosion in East Asian forests under the influence of Asian monsoon. In addition, this course aims to learn forest culture in Taiwan and Japan and aim to discuss their impacts on ecohydrological processes. College of Bio-Resources & Agriculture Main Campus Nothing Tomonori Kume 5 Forest7044 (625EM2460) 3 (College of Bioresources and Agriculture) School of Forestry and Resource Conservation
*Registration eligibility: graduate students. http://www.fo.ntu.edu.tw/main.php?lang=en&Trad2Simp=n

This course gives an opportunity for students to create the benefits of natural landscape by landscape planning and design. From the concept of healthy landscape healthy people to the practice of therapeutical landscape design and planning. This course expect to depict the healthy design criteria and it’s applications based on the related research findings. The purpose of this course includes: 1. familiar with the research findings of healthy landscape healthy people 2. practice by establishing the design criteria of healthy benefits of natural landscape and designing the facilities for users College of Bio-Resources & Agriculture Main Campus Design and discussion will be the most important requirements. As a designer, this studio ask students to practice survey, analyze, evaluate and be creative in their design work. Chun-Yen Chang 30 Monday 6,7,8,9,10 HORT5070 (628EU2070) 3 *Registration eligibility: juniors and above.
(College of Bioresources and Agriculture) Graduate Institute of Horticulture, Landscape Horticulture Division,
(College of Bioresources and Agriculture) Department of Horticulture http://www.hort.ntu.edu.tw/main.php?lang=en&Trad2Simp=n

This course deals with basic nutrition knowledge and their application in small animal clinical diseases nutritional management College of Bio-Resources & Agriculture Main Campus Jih-Jong Lee 50 VM5094 (629EU2490) 2 (College of Bioresources and Agriculture) Graduate Institute of Veterinary Medicine,
(College of Bioresources and Agriculture) Institute of Veterinary Clinical Sciences
*Majors-only (including minor and double major students).
*Registration eligibility: seniors and above. http://www.vm.ntu.edu.tw/Clinical_Eng/index.html

As land plants are sessile organisms, they have evolved sophisticated defense mechanisms against various environmental stresses. To survive and reproduce, plants adapt to stresses by changing their physiology and gene expression. Insect herbivores are one of major biotic stresses to plants. As plants are the main nutrient sources for these insects, plants have evolved with a number of defense mechanisms to protect themselves. In this course, we will explain crop-insect interaction from several aspects (molecular mechanisms, traits, ecology, evolution, and practical farming management). Help students to understand the concept of Crop-Insect Interaction and offer the opportunity for writing paper and oral presentation College of Bio-Resources & Agriculture Main Campus Course Outline: 1. An overview of Crop -Insect Interactions 2. Plant traits to insects 3. Insect traits to plants 4. Tritrophic interactions 5. Plant community ecology and evolution 6. Implications of Crop -Insect Interactions Wen-Po Chuang 30 Monday 3,4 Agron5091 (621EU6760) 2 (College of Bioresources and Agriculture) Department of Agronomy,
(College of Bioresources and Agriculture) Graduate Institute of Agronomy, Crop Science Division http://www.agron.ntu.edu.tw/main.php?lang=en&Trad2Simp=n

Overview 課程概論 The environment influences organisms profoundly. It affects their present-day ecology (determining where they live and how many can survive there) and, through natural selection acting over past generations, influences their form and adaptations. Present day human-induced changes to the environment are also responsible for endangering species and even driving them to extinction. This course introduces the basic principles and the applications of ecology at different levels of ecosystems (i.e. individual-, population-, community-, ecosystem-, regional and global scales). The ecological theories will be illustrated with examples in order to enable better understanding of the links between the environment and organisms as well as the biological interactions and human-induced threats at each level of ecological organisation. The present course will be concluded with the introduction of biodiversity management, i.e. conservation, restoration and sustaining biodiversity, global ecological crisis, and the economical and socio-political dimensions of nature and environmental management. (1) Introduce the basic principles of ecology and its applications at different levels of ecosystems (i.e. individual-, population-, community-, ecosystem-, regional and global scales) (2) Explain how the environment affects organisms in terms of their present-day ecology (determining where they live and how many can survive there) and, through natural selection acting over past generations, influences their form and adaptations (3) Describe patterns of biological interactions and adaptations (4) Describe the causes and consequences of human-induced threats at different levels of ecological organisation (5) Illustrated ecological applications to different levels of ecosystems with published examples (6) Explain the value of biodiversity to human and biodiversity management, i.e. conservation, restoration and sustaining biodiversity (7) Introduce regional and global ecological crisis and ecological management (8) Introduce the economical and socio-political dimensions of nature and environmental management College of Bio-Resources & Agriculture Main Campus Grading policy: Assignments and continuous assessment (10%) Project presentation (30%) Class tests (20%) Final examination (40%) Rita S. W. Yam 110 Thursday 5,6,7 BSE2029 (602E27800) 3 (College of Bioresources and Agriculture) Department of Bioenvironmental Systems Engineering,
Non-degree Program: Ecological Engineering http://www.bse.ntu.edu.tw/english/super_pages.php?ID=english

Grapes and many other berry crops are deciduous fruits of important economic potential worldwide. Grapes have been cultivated since the beginning of human civilization and have ranked top on world fruit production and market value. Other berry crops, on the other hands, are relative new in fruit industry, although most have been collected from wild as major or supplemental fruit sources since prehistory. Nevertheless, grapes and berry crops share equal popularity in modern diet attributing to their diversity in size, color, and taste, along with their benefits in human health. Consumption and commercial production of grapes, berries, and their products continuously and rapidly expend into most temperate regions as well as subtropical areas. Do you see a potential of these crops in Taiwan’s declining fruit industry? As the second part of the Deciduous Fruits Series, Deciduous Fruits II is an introductory-level course attempting to deliver general knowledge of viticulture and berry crops to undergraduate students. Upon completion, students are expected to be familiar with 1) major species and varieties of grapes as well as other major berry crops, 2) biological and physiological characteristics, 3) their cultural practice and production principles, 4) available resources, 5) Taiwan’s grape industry and production systems, and 6) World major grape producing areas and their production systems. College of Bio-Resources & Agriculture Main Campus It is advisable that students interested in Deciduous Fruits II have previously enrolled in Pomology or equivalent courses and have completed the course requirement. Completion of Deciduous Fruits I is highly recommended but not required at this point. Full attendance is strongly encouraged. Students will accomplish a short team project with topics of their own choice. Li,Kuo Tan 40 Monday 1,2 Wednesday 6 HORT3009 (608E31320) 3 (College of Bioresources and Agriculture) Department of Horticulture http://www.hort.ntu.edu.tw/main.php?lang=en&Trad2Simp=n

Genome science is integrated into a large variety of life science research, enabling plant scientists to gain insights on the cause of phenotypic variation, species evolution, crop domestication, etc. Understanding genome organization and evolution has been shown as an effective way to design strategies for gene discovery, functional studies, as well as for crop breeding. Indeed, the outcome of a genome project is not only the series of nucleotide sequences, but also the history, biology and possible applications that the sequence data tell us. This course aims to provide students an integrative view of plant genomics through the presentation of various genomics-related topics. This course aims to provide students an integrative view on plant genomics, updates on plant genomics, as well as to train students in evidence-based reflection. College of Bio-Resources & Agriculture Main Campus Students having studied plant genomics, molecular biology, and/or bioinformatics are welcome. Students’ interactive participation is required. Yung-Fen Huang 20 Wednesday 8,9 Agron7035 (621EM2080) 2 (College of Bioresources and Agriculture) Graduate Institute of Agronomy, Crop Science Division http://www.agron.ntu.edu.tw/main.php?lang=en&Trad2Simp=n

The course material is designed to be interdisciplinary, integrating biology, ecology, mathematics and environmental sciences. While the main course material is based on classic ecological modeling textbooks and articles, these analytic methods are applicable to multi-faceted research questions. The material builds from a single population and then extends to the ecosystem level, including species interaction, climate changes and disease as well as molecules interactions within cells. Regular modeling exercises are required (1 unit as practice). After equipped with modeling skills, students have to develop their own research questions and use modeling and data mining approaches to solve their questions. Instructors will guide students through the question-solving processes. The goal of this course is to introduce mathematical and statistical approaches to study biological systems as well the interactions of abiotic and biotic components. This is a course for students with basic knowledge of statistics, calculus, and ecology. This is a sequential course of Mathematics for Life Scientists (or equivalent). We will introduce various model types, building blocks of models, and the ways to construct models. We will teach computer languages to simulate and analyze these models as well as data. The course has a hands-on work component. Students will carry out modeling and data analysis exercises on a regular basis. Finally, students will develop their own model and applications. other Main Campus Students will carry out modeling and data analysis exercises on a regular basis. Students need to make presentations of their homework. We will also teach the presentation skills. Finally, students will develop their own models and applications. For the final project, students need to first prepare and discuss their proposals with the instructors. Through the discussing processes students will develop constructive and logical thinking. Chih-Hao Hsieh 30 Friday 2,3,4 IPCS5003 (247EU1040) 3 (College of Science International Master/Doctoral Degree Program In Climate Change and Sustainability http://www.ipcs.ntu.edu.tw/about-en.php

The vast deep sea is the largest living space on earth and yet less than 5% of the seafloor has been explored in some details. In fact, we have better maps for the Moon, Mars, or even Venus due to our planet’s watery veil. The variety of habitats and the complex relationship with its inhabitants gives rise to diverse communities, providing important ecosystem functions and services, and maintaining the elemental cycling in the ocean. However, climate changes and human activities on the seafloor have created unprecedented challenges and threats to the deep-sea ecosystems. These seemingly pristine environments have undergone major changes that out-pace our understanding of factors that drive the spatial and temporal patterns of the deep-sea ecosystems. This course will cover major topics in deep-sea ecology including the physical environments and history, sampling techniques, adaptations of deep-sea organisms, community composition and functions, major habitats, and anthropogenic effects. By the end of this course, students are expected to be able to: 1) Describe the co-varying effects of physical environments on the adaptation of deep-sea organisms 2) Describe the effects of depth and the co-varying factors on abundance, composition, diversity and functions of deep-sea communities 3) Compare and contrast various deep-sea habitats, the key processes and associated communities 4) Evaluate the potential impacts of human activities on deep-sea ecosystem 5) Read and understand a scientific literature in deep-sea ecology, evaluate its findings and discuss its implications 6) Synthesize and review a selected topic in deep-sea ecology, orally present and lead discussion in its background, controversies and future directions other Main Campus Grading: Participation 30% Discussion 20% Presentation 40% Quizzes 10% Paper discussions: Each student (or group) will select a paper (related to deep-sea ecology) to lead the discussion. Discussion leaders will provide an outline for the discussion of each paper on PowerPoint slides (30 minutes), presenting: the rational for study, hypotheses or goals, major findings, and conclusions. Discussion leader should prepare with one or two questions to stimulate discussion, addressing strengths, weaknesses, significance, and future directions for the study. Discussion leaders will receive an evaluation of the presentation by their peers. Grading (discussion) is depending upon the active participation in discussion led by student. Chih-Lin, Wei 15 Monday 6,7 IPCS5004 (247EU1050) 2 (College of Science International Master/Doctoral Degree Program In Climate Change and Sustainability http://www.ipcs.ntu.edu.tw/about-en.php

This is an advanced course intended for senior undergraduate and graduate students with knowledge of basic statistics including random variables, analysis of variance, regression analysis, and rank-based non-parametric statistics. We will discuss several computer-intensive statistical methods. We will discuss the theory, assumption, and application of these methods in ecological problems. The course is designed for hand-on work. Students need to get familiar with at least one computer language to do the statistics. Most of work can be done with R or MatLab, but any other programming language will do equally well. Sometimes, we will use well-developed software when the computation is too complicated and beyond the basic level. There will be dedicated time every week for students to present their works and to discuss the application of these methods on real world problems. College of Science Main Campus Solve homework problems every week. There will be dedicated time every week for students to present their works and to discuss the application of these methods on real world problems. Chih-Hao Hsieh 25 Thursday 2,3,4 Ocean5052 (241EU1920) 3 http://www.oc.ntu.edu.tw/?lang=en

I open several related courses. Please visit our lab website for more detailed info on how to choose my lectures based on your preference. http://homepage.ntu.edu.tw/~tksmiki/for_Students_%28zhong_wen%29.html The objective is to provide students with computer skills for dynamical modeling of populations and communities, which are governed by difference equation, ordinary differential equation, or partial differential equation. This is an introductory course intended for undergraduate and graduate students with knowledge of basic ecology. We will learn basic skills of computer programming (C language) with Linux. If necessary, we will also learn mathematical theories of numerical calculations. Every student needs to bring his/her own notebook PC/Mac with enough memory size (2GB in total is recommended) and empty part of hard disk. Ubuntu does not work in a sufficient speed in some of Netbook (e.g. old Eee PC). All applications that are necessary for this course will be provided. Each lecture will include: 1. Setting up your computer 2. Basic commands in Linux 3-9. Basic grammar and algorithms in C-language 10. How to use gnuplot (an application for graphics) 11. Numerical calculations for difference equations 12-13. Mathematical theories of numerical calculations of ordinary differential equations 14. Numerical calculations for population dynamics of a single species 15. Numerical calculations for population dynamics of multiple species 16. Numerical calculations for reaction-diffusion models To learn computer skills for dynamical modeling of populations and communities, which are governed by difference equation, ordinary differential equation, or partial differential equation. College of Science Main Campus Every student needs to bring his/her own notebook PC/Mac/Linux. Win PC/Mac OSX users will set up linux system in your computer in the first week. The recommended way is to use VM VirtualBox for win PC or Mac OSX and install linux OS via VM VirtualBox. If you would liked to use Mac OSX, then you need to install (1) gcc (C compiler), (2) gnuplot (for graphics), and (3) emacs (editor) by yourself. In the first week, we will learn how to set up computer for this course. Takeshi Miki 10 Thursday 3,4 Ocean5068 (241EU2080) 2 (College of Science) Graduate Institute of Oceanography, Marine Biology & Fisheries Division http://www.oc.ntu.edu.tw/?lang=en

I open several related courses. Please visit our lab website for more detailed info on how to choose my lectures based on your preference. http://homepage.ntu.edu.tw/~tksmiki/for_Students_%28zhong_wen%29.html This is a basic course intended for senior undergraduate and graduate students with knowledge of basic biology. Students who are interested in any fields in biology are all welcome, because all of the biological phenomena are the product of the evolution. The basic skills in undergraduate-levels of calculus are required and also basic knowledge on population dynamics (e.g., exponential growth, logistic growth, and Lotka-Volterra model) is preferred. We will learn basic but important mathematical methods for analyzing evolutionary dynamics in biological systems. Statistics and computer programming are beyond our focus. The course is designed for hand-on work. We just need “paper-and-pencil” for learning how to think quantitatively about evolutionary dynamics. If necessary, we will also use well-developed software but we do not need skills in computer programming. There will be dedicated time in some weeks for students to do “paper-and-pencil” exercise. I will usually use blackboard instead of PowerPoint presentation. Please prepare your own notebook. Major topics include: 1. Basics in evolution 2. Neutral evolution and natural selection 3. Classical and modern population genetics 4. Optimization for phenotypic evolution 5. Basics in evolutionary game theory 6. Replicator dynamics 7. Coupling of population dynamics and evolution (adaptive dynamics) The objective is to provide students with mathematical and theoretical skills for evolutionary dynamics (evolutionary ecology & population genetics), which are necessary for mechanistic and quantitative understanding of complexity in biological systems. College of Science Main Campus We will not use textbook and handouts will be provided. I will usually use blackboard instead of powerpoint presentation. Please prepare your own notebook (not PC). The basic skills in undergraduate-levels (not the high school level!!) of calculus are required and also basic knowledge on population dynamics (e.g., exponential growth, logistic growth, and Lotka-Volterra model) is preferred. Takeshi Miki 25 Thursday 6,7,8 Ocean5083 (241EU4020) 3 Non-degree Program: Introductory Course of Marine Science,
(College of Science) Graduate Institute of Oceanography, Marine Biology & Fisheries Division http://www.oc.ntu.edu.tw/?lang=en