ECON 7014 is the first course in the sequence of econometrics. The course is composed of two parts: statistics and econometrics. In the first part, statistics, we introduce the necessary tools and techniques that are essential in econometric analysis. In the second part, econometrics, we study the estimation and inference of a series of well-known econometric models and estimators. In this process, we will make extensive use of the statistical tools and techniques developed in the first part of the course. The goal of the course is to prepare students for research in various fields of study, including macroeconomics, applied microeconomics, and econometric theory. Students will learn to analyze data, construct models, and select estimation strategies to test theories and answer economic questions. College of Social Sciences Linear algebra, probability, calculus CHUNG-YING LEE Tuesday 234 Wednesday 67 ECON7026 4 The upper limit of the number of non-majors: 10.

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.

Microeconomics studies all kinds of individual decisions and how those decisions change in response to changes in the given conditions. The intent of this course is to give students a full exposition of the analytic tools used for the study of individual economic choices. Students will master the key concepts of optimization, equilibrium, comparative statics, as well as market analysis throughout the 18-week period. Given a problem concerning economic decisions, students will learn how to identify the appropriate framework, a suitable analytic tool, and undertake an informal microeconomic analysis. College of Bio-Resources & Agriculture Main Campus Yir Hueih Luh 10 Monday 2,3,4 AGEC7074 (627EM4680) 3 *Majors-only (including minor and double major students).
*Registration eligibility: graduate students.
*Registration eligibility: international students.

(College of Bioresources and Agriculture) Graduate Institute of Agricultural Economics
http://www.agec.ntu.edu.tw/main.php?lang=en&Trad2Simp=n

*This course welcomes undergraduate and graduate students in social work and other professional fields. The topics about China and Taiwan will be proceeded in Mandarin for best understanding. Others will be in English. As identity movements spread and globalization impacts people’s everyday life, the concept of cultural diversity “takes account of its dynamic nature and the challenges of identity associated with the permanence of cultural change” (United Nations Educational Scientific and Cultural Organization, 2009). Social workers nowadays are obliged to understand and properly respond to the subtle differences across groups of gender, sexuality, age, ethnicity or/and race, area, and social class and the influence on the people. Based on the core value of social justice, issues related to human rights and oppression are also of concern. This course aims to prepare cultural competence of students in terms of cultural awareness, knowledge acquisition, and skill development. The sessions start with relevant theoretical frameworks, looks into pressing issues of oppressed populations, and ends by reviewing the development of practice, research and social service system. To enrich students’ cross-culture exposure and sharpen sensitivity toward distinct cultures, international guest speakers are invited to introduce on a series of selective issues in the context of their society. Applying certain elements of “flip classroom”, the guest speeches will be performed in ways such as recommendation of reading list, pre-recorded lecture, asynchronous discussion on-line through CEIBA system, and/or live discussion through internet connection in the classroom. For each topic of the guest speech, students work (in group or individually, depending on class size) to present a similar or related issue in Taiwan or other societies so that dialogue between societies and among the course participants would occur and deepen the learning experience. [Weekly topics] Part 1. Introduction Week 1: Course introduction Week 2: Defining cultural diversity Week 3: Cultural competence in social work: Global context Week 4: Cultural competence in social work: United States VS. Taiwan Part 2. Theoretical pieces Week 5: Social justice and human rights Week 6: Anti-oppression perspective Week 7: Postmodern paradigm Part 3. Selective issues around the world Week 8-14 (exact schedule and guests yet confirmed) Topics (Guest speakers):
． Disparity and disproportionality of ethnicities in American children welfare (Mary McCarthy, Ph.D., LMSW, Director of Social Work Education Consortium, USA)
． Preparing for cultural diversity at organization level (National Child Welfare Workforce Institute)
． Aging in place: Cultural meaning and practicing (Paul Urbanski, Ph.D., Assistant Professor at Monmouth University, USA)
． Environmental justice in action (MSW students at Monmouth University, USA)
． Inner immigration from rural to urban areas in China中國城移民之農民工議題 (Lei Wu, Ph.D., Lecturer at Renmin University of China/蕾博士 中國人民大學講師)
． New marriage immigrant and the family in Taiwan台灣新移民及其家庭議題 (Pei-Chun Chen, MSW Student of National Taiwan University/陳君 台大社工系研究生)
． Cultural care in aboriginal tribes in Taiwan台灣原住民部落的文化照顧 (Chao-Chi Huang, MSW Student of National Taiwan University/愷 台大社工系研究生)
． Factors and preparation for cultural shock in overseas volunteers國際志工文化衝之因素及因應 (Huei-Chuen Yang, MSW Student of National Taiwan University/楊惠淳 台大社工系研究生) Part 4. Development in practice and research Week 15 Cultural competent practice: Skills and techniques Week 16 Cultural competent research: Measurement and methodology Week 17 Course wrap-up After accomplishing this course, the students shall be equipped to (1) recognize own and others’ cultural experiences and the underlying assumptions (2) respect the dignity and worth of a person with a cultural diversity perspective (3) analytically and critically tackle cultural issues at individual, agency, or/and policy levels (4) perform culturally competent practice and/or research College of Social Sciences Main Campus 1. All readings, assignments, and communication of this course are in English. 2. To facilitate at-home reading and in-class discussion, a set of questions will be posted on the discussion board of CEIBA. The students can select five weeks to respond the questions by posting relevant discussion, reflection, resources or questions by noon of the day before the class time (Wednesday 11:59 AM). Or, you may raise your own questions or bring up reflections about topic of the week and the reading materials. Late post counts about the points would be taken down for fairness. 3. For individual presentation, students (in group or individually, depending on the class size) may select one of the selective topics around the world to explicate further, such as relevant discussions in another society or other profession. It shall be taken as a mid-term paper adopting decent references without writing out the contents. Please schedule a meet-up with the teacher regarding the presentation to ensure the insightful dialogue would occur as late as two week ahead. 4. Students are expected to read the papers assigned and participate in classroom discussion. Individual student is responsible for the learning of self, group members, other students, and (guest) lecturers. **Undergraduate and doctoral students are encouraged to take this course as a selective. In such case, requirements and evaluation standards would be individualized for fairness. Yi Yi Chen 15 Friday 2,3,4 SW7042 (330EM4000) 3 *Majors-only (including minor and double major students).
*Registration eligibility: graduate students.

(College of Social Sciences) Graduate Institute of Social Work http://ntusw.ntu.edu.tw/english/

Advanced treatment of quantile regressions. Covers topics: 1. Quantile regression applications 2. Quantile regression theory (a helicopter tour and then details) 3. Endogeneity, IV estimation, and unconditional quantile regressions 4. Panel quantile regressions Studies advanced econometric methodologies used in a wide variety of applications in economics. Mastery of techniques taught in a class demonstrated through the completion of an econometrics paper. College of Social Sciences Main Campus The course grade will be based on problem sets (20%), a book chapter (Koenker 2005) presentation (35%), and a term paper presentation (45%, peer grading). Prereq: Econometric Theory I and Introduction to Quantitative Methods. Jau-Er Chen 12 Thursday 3,4,5 ECON7205 (323EM3750) 3 (College of Social Sciences) Graduate Institute of Economics
*Registration eligibility: graduate students. http://www.econ.ntu.edu.tw/db/new2011/index.asp?l=english

In this course, we will take a formal look at various environments where a group of individuals (committee, society, congress, etc.) makes a decision through some institutional mechanism (consensus, elections, jury deliberations, legislative bargaining etc.). These environments often coincide with real-world political institutions which we will study with the tools of (non-cooperative) game theory and experimental economics. We will try to critically understand varied aspects of political institutions through the lens of formal models in political economy. This course is designed to provide a starting point for research in formal Political Theory and Political Economy. The course will also be of use to students who are interested in microeconomic theory and experimental economics. College of Social Sciences Main Campus Microeconomic theory at a graduate level. Game theory will also be used to study political problems. Sun-Tak Kim 30 Tuesday 7,8,9 ECON7204 (323EM5250) 3 *Registration eligibility: graduate students.

(College of Social Sciences) Graduate Institute of Economics http://www.econ.ntu.edu.tw/db/new2011/index.asp?l=english

Social networks provide opportunities for individuals in spreading information, such as the experience sharing of a new product. They facilitate the borrowing and lending, such as the emergence of microfinance. They also influence the collective actions, as we may influence our friends’ political inclinations as well as their voting behaviors. While the social network portrays the delineation of the relationship between individuals, this course provides an overview on current economic research that intends to understand the interaction between social networks and economic behaviors. This course is theory-based and self-contained. The students are strongly encouraged to acknowledge game theory. This course aims at undergraduate and graduate students and to provide an overview on game-theoretic social networks in the disciplines of economics. We will learn the basic tools in analyzing the interaction between social networks and economic behavior. The topics will cover social learning, local public good, collective actions, and network formation. College of Social Sciences Main Campus Grading: 1. Student presentation (30%) 2. Attendance (a 4-day absence allowance is given) (10%) 3. Participation in the session of student presentation, including 1-page introduction and preparation for receiving cold call during the presentation (20%) 4. Midterm project proposal and Final-term paper (40%) Course outline (Course Schedule of 18 weeks) Week 1: Introduction Week 2: No Class ? Peace Memorial Day Week 3: Games on networks Ch.3 of (C) Bramoulle, Y. and R. Kranton 2007, Local Public Goods in Networks, Journal of Economic Theory Week 4: Coordination game Ch.4 of (C) Week 5: Social Learning Ch.5 of (C) Bala, V. and S. Goyal 1998, learning from neighbors, The Review of Economic Studies Week 6: Labor Market Ch.6 of (C) Calvu-Armengol, A. and M.O. Jackson 2004, The Effects of Social Networks on Employment and Inequality, American Economic Review Week 7: No Class ? Tomb Sweeping Day Week 8: Network formation Ch.7 of (C) Ch.5 of (SEN) Week 9: Student Project Proposal Week 10: Student Presentation Chatterjee, Kalyan and B. Dutta 2016, Credibility and Strategic Learning in Networks, International Economic Review Babus, Ana and T. Hu forthcoming, Endogenous Intermediation in OTC market, Journal of Financial Economics Week 11: Student Presentation Dutta, B., S. Ghosal, and D. Ray 2005, Farsighted Network Formation, Journal of Economic Theory Bloch, F. and M.O. Jackson 2003, The Formation of Networks with Transfers among Players, Journal of Economic Theory Week 12: Student Presentation Gale, D. and S. Kariv 2003, Bayesian Learning in Social Networks, Games and Eco- nomic Behavior Golub, B., and M.O. Jackson 2010, Nave Learning in Social Networks and the Wisdom of Crowds, American Economic Journal: Microeconomics Week 13: Student Presentation Elliott, M., B. Golub, and M.O. Jackson 2014, Financial Networks and Contagion, American Economic Review Calvu-Armengol, A. 2004, Job Contact Networks, Journal of Economic Theory Week 14: Student Presentation Hagg, M. and R. Lagunoff 2006, Social Norms, Local Interaction, and Neighborhood Planning, International Economic Review Chwe, M. 2000, Communication and Coordination in Social Networks, The Review of Economic Studies Week 15: No Class ? Dragon Boat Festival Week 16: Student Presentation Ballester, A. Calvu-Armengol, and Y. Zenou 2006, Who is Who in Networks: Wanted the Key Player, Econometrica Galeotti, A., S. Goyal, M.O. Jackson, F. Vega-Redondo, L. Yariv, 2010, Network Games, The Review of Economic Studies Week 17: TBA Week 18: Final No Class Chun-Ting Chen 32 Tuesday 6,7,8 ECON5131 (323EU1720) 3 (College of Social Sciences) Department of Economics,
(College of Social Sciences) Graduate Institute of Economics
*Registration eligibility: juniors and above, and graduate students. http://www.econ.ntu.edu.tw/db/new2011/index.asp?l=english

[For details, see: http://homepage.ntu.edu.tw/~josephw/experimental_17S.htm] This is an upper division and graduate level course on experimental economics, focusing on behavioral game theory. The purpose is to introduce experimental economics to students so they can start their own research in this field. You are expected to write individual research proposals and present them. Specific goals of this course include: 1. Introduction to experimental economics: After this class, students are expected to be able to name several experiments performed in each fields of economics, and describe how the results affirm (or differ from) economic theory and/or field data. 2. Experimental design: After this class, students are expected to understand how to design and run an experiment. Students will also write a research proposal that: a. Describes a proposed experiment (with sample instructions for subjects), b. Argues why should we care about this experiment and why the experiment is designed this way (compared to other possible designs), and, c. Relates your experiment to existing literature (if any) and describes expected results and/or methods to analyze the data (or simulation results). 3. Evaluate most current research: After this class, students are expected to develop the ability to read recent journal articles in experimental economics, and evaluate the quality of the papers. During class, students are expected to read assigned journal articles and book chapters and present one article and/or one chapter in class. College of Social Sciences Main Campus Intermediate Miroeconomics II and/or Game Theory. Joseph Tao-Yi Wang 50 Monday 7,8,9 ECON5112 (323EU8110) 3 *Registration eligibility: juniors and above, and graduate students.
(College of Social Sciences) Graduate Institute of Economics,
(College of Social Sciences) Department of Economics http://www.econ.ntu.edu.tw/db/new2011/index.asp?l=english

The course trains students to discuss economic concepts from a philosophical perspective. Is economics a science? Do economic models need realistic assumptions? What makes an economic institution “good”? These and other questions are raised in this course. The course puts a strong emphasis on discussion and debate. Students are required to give two short presentations of research papers and defend the authors’ claims in the following discussion. Students are also required to be discussants of other students’ presentations. To train writing interesting and coherent arguments, students write a short paragraph about the debate after class. In the final paper, students examine a recently published research paper from the perspective of one of the topics discussed in class. The course has two objectives. First, it trains students to discuss economic concepts in speaking and writing. Second, it introduces students to methodological and normative issues on the border of economics and philosophy. College of Social Sciences Main Campus Hendrik Rommeswinkel 30 Wednesday 6,7,8 ECON5146 (323EU8320) 3 (College of Social Sciences) Graduate Institute of Economics,
(College of Social Sciences) Department of Economics
*Registration eligibility: juniors and above, and graduate students. http://www.econ.ntu.edu.tw/db/new2011/index.asp?l=english

In Intermediate Micro Economics II, students have already encountered the basics of firm analysis from Principles of Economics II as well as more advanced consumer theory in Intermediate Micro Economics I. In this class we will try to extend our reach within a variety of topics focusing on firm behavior and industry level analysis. At the end of the first half of the course, students should have an understanding of (1) how firms minimize costs given production constraints, (2) how firms maximize profits given these costs, and (3) how firms interact with one another under an array of market structures. In the second half of the course, we will investigate economic models for how consumers and firms deal with uncertainty and intertemporal decision making. Extensions to standard models regarding externalities and public goods will also be discussed. Time permitting, I will also introduce the intersection of psychology and economics, sometimes called “Behavioral Economics”, and how micro economists go about applying the theories learned. College of Social Sciences Main Campus Intermediate Micro Economics 1 or equivalent. Calculus required as well. Patrick Dejarnette 83 Monday 6,7,8 ECON2002 (303E22020) 3 (College of Social Sciences) Department of Economics http://www.econ.ntu.edu.tw/db/new2011/index.asp?l=english

This is an intermediate level Macroeconomics. Though this is a second part of the sequences of the year long macroeconomic courses, this course is independent from Macroeconomics (I). There will be assignments, two midterms, and one final exam. This course will cover major topics, ideas, and new developments in modern macroeconomics. More specifically, we will cover (1) long run Economic Growth. (2) short run Business Cycles. (3) microfundations for macroeconomics modeling and the idea of general equilibrium. We will also cover policy issues in part (1) and part (2). For Economic Growth, in addition to the traditional Solow growth model, we will also cover how ideas and innovations affect economic growth, i.e., Romer’s endogenous growth model, since innovations is a key ingredient for sustained economic growth, but mostly skipped in intermediate macro courses. For Business Cycles, in addition to the traditional neoclassical method, we will discuss over the recent financial crisis, great recession, and introduce the idea of general equilibrium and the dynamic stochastic general equilibrium (DSGE) models, the frontier of business cycle research. This course aims to introduce modern developments of macroeconomic research in past decades to students at an appropriate intermediate level. There will be discussions and problem solving exercises in class. College of Social Sciences Main Campus 1.This course requires basic mathematics skills: (a) basic calculus (freshmen level) (b) basic algebra. 2. This is an English class. Lectures, discussions, assignments, and exams are all in English. 3. Attendance: students will form subgroups to discuss and compete in class. So regular attendance is required. Hsuan-Li Su 83 Wednesday 6,7,8 ECON2004 (303E22120) 3 (College of Social Sciences) Department of Economics
http://www.econ.ntu.edu.tw/db/new2011/index.asp?l=english