This course is designed to provide students with a basic understanding of how health communication can be used in the field of health promotion, including strategic planning for integrated mass media campaigns and the development of health communication messages that are consonant with principles of behavioral sciences. This course reviews the role of health communication as a means of promoting public health and also stimulates thinking about how the power of health communication can be harnessed to advance a public health agenda. After completing this course, students will be able to: 1. Describe the history of health communication and underpinning theories 2. Understand the key elements of developing evidence-based health communication strategies 3. Describe all major steps involved in the health communication process other Downtown Campus-College of Public Health Assigned readings; attendance and participation; class discussions; concept papers; oral presentations Jiun-Hau Huang 30 Monday 3,4 HBCS7008 (850EM0090) 2 *Registration eligibility: graduate students.
(College of Public Health) Institute of Health Behaviors and Community Sciences http://hbcs.ntu.edu.tw/?locale=en

1. Data Storage 2. Data manipulation 3. Operating systems 4. Networks and Internet 5. Programming Languages 6. Data and file Structures 7. Database structures 8. Artificial Intelligence . College of Electrical Engineering & Computer Science Main Campus Grading: 1.Homework: 30% 2.Midterm quiz: 30% 3.Final exam: 40% Prerequisite: Computer Programming Polly Huang 30 Tuesday 6 Wednesday 8,9 EE1003 (901E10110) 3 *Majors-only (including minor and double major students).
(College of Electrical Engineering and Computer Science) Department of Electrical Engineering http://www.ee.ntu.edu.tw/en/

Rapidly changing global environments, health care policy and competitive forces in an increasingly boundaryless health care delivery system demand transformative and visionary leaders. This course is designed to provide current and future health care executives with the intellectual frameworks, contemporary theory and applications to respond effectively to these dynamic changes. Building on concepts from psychology, sociology and the behavioral sciences, this course will prepare students to develop the capacity to develop, lead and transform health care organizations and the institutional networks that embody the health care delivery system. Contemporary theory suggests that the development of highly effective, transformative leaders emerges from a framework that combines self assessment and reflection embedded in the constructs of emotional intelligence, with theories and methods designed to provide the participants the latest thoughts associated with leading, individuals, teams, organizations and interorganizational networks. To identify, assess and evaluate the intrapersonal dimensions associated with Emotional Intelligence (EQ) To analyze and evaluate your strategies for leading individuals, groups and organizations To discover, assess and develop a personal philosophy of leadership that will enable you to lead effectively in an increasingly diversity and highly dynamic globalized world To increase your knowledge of the scholarly literature and contemporary thought for leading, developing and empowering individuals To increase your effectiveness in the design and transformation of organizations and interorganizational networks To internalize the values and responsibilities that are necessary to ensure the delivery of high quality, patient focused health care in a community and global health care perspective To understand the changing roles of leadership and personal and professional responsibilities in a complex, globalized organizational and dynamically changing social context To gain insights into your career development College of Public Health Downtown Campus-College of Public Health Satisfactory performance in this class requires that you: Read all materials assigned for each class session prior to the class meeting days listed on the syllabus Effectively participate in the seminar discussions and class activities Participate as a member of a team briefing the class on the key points discussed in the assigned readings Develop and maintain a journal that summarizes the key insights you gained from each class session Complete and score all assigned self assessment inventories prior to the class meeting Develop a final paper on “The Best Practices for Effectively Leading Health Care Organizations Robert C. Myrtle 30 Intensive courses HPM7066 (848EM2380) 2 (College of Public Health) Institute of Health Policy and Management
*Registration eligibility: graduate students. http://ntuhpm.ntu.edu.tw/?locale=en

This special consulting-based intensive course is designed for aspiring change leaders who want to create social and environmental impact through impact business models. There are three components of the course: 1) Systems thinking: you will learn the tools of systems thinking and system dynamics to help you map and analyze a company’s business strategy using a systemic approach. 2) Impact business model: you will learn how to develop an impact business model for a company who aspires to become a B Corp. B Corps (Benefit Corporations) are certified for-profit companies that meet rigorous standards of social and environmental performance, accountability, and transparency and aspire to use the power of markets to solve social and environmental problems. 3) Consulting projects: you will apply what you learn to consult for real companies and help them develop their impact business strategies to become B Corps. Class will be held all day in RM 203 (Building 1, College of Management) on the following dates: March 11, 12, 18, 19 April 23 May 21 Application for this class is not required. College of Management Main Campus Joe Chiao-Jen Hsueh 30 Intensive courses GMBA7108 (749EM1300) 3 (College of Management Global Mba
*Registration eligibility: juniors and above of College of Management. http://www.management.ntu.edu.tw/en/GMBA

This course is an intensive course on leadership that seeks to address some of the challenges of leadership in a changing world. Through four topical blocs (what is leadership?, managing our hungers, authentic leadership, and sustainable leadership), students are invited to reflect more deeply on what constitutes responsible leadership today, by making sense of tensions at the micro, meso and macro levels as well as opportunities to take the lead in a triply constructive (i.e. social, environmental and economic) sense. The sessions are distributed across four weekends, each involving highly interactive sessions through a combination of discussions and other in-class activities. Students are expected to actively participate in all elements of the course, and have prepared readings beforehand. College of Management Main Campus This course follows the MBA format, hence the following classroom policy and etiquette apply: 1. Without special dispensation from the instructor, the use of any sort of personal computer during class is prohibited. 2. Meals and snacks are reserved for break time; please do not bring food to the classroom to consume during the session. 3. Latecomers are expected to enter the classroom discreetly taking care not to disturb the ongoing session. 4. Active participation in class discussion is required. Students are expected to arrive prepared, having read the session materials beforehand. 5. In the event a student is absent from a session, a make-up assignment shall be completed for that particular session. However, more than two absences will affect the grade. Miriam Garvi 30 Intensive courses GMBA7112 (749EM1340) 3 (College of Management Global Mba
*Registration eligibility: juniors and above of College of Management. http://www.management.ntu.edu.tw/en/GMBA

Building strategic alliances has become one of the most widely used strategies in multinational enterprise or domestic firms alike. Firms can share resource, diffuse technologies rapidly, enter a new market easily, and absorb knowledge from the partner firms. However, many firms fail to achieve these competitive advantages, which often results in deteriorating performance. To answer why some firms exploit strategic alliance successfully and others fail, we will examine the ways firms establish and manage their alliance partners using well-known frameworks and cases. Furthermore, we will read some academic papers and discuss their theoretical implications in class to deepen our understanding on strategic alliances and develop own research ideas for master thesis. This is a seminar-course. Students should read assigned papers and cases in advance and prepare for discussion. There is no written exam. Instead, students need to present their group project twice( interim presentation, final presentation) during the semester. To do so, 3-4 students make a group and choose a firm in their interests to examine the evolution of its strategic alliance and suggest strategic directions based on their evaluation. In Session 7-8, students present interim output of their analysis using frameworks and theoretical arguments covered in session 1-6. In session 16-17, students present their final projects, incorporating key concepts and frameworks into their analysis. This course is designed to provide you with frameworks for understanding process involving building and managing strategic alliances and cooperative partnership. Our main objective is to understand how successful firms realize value from strategic alliances and to link it to strategic management in general. This course is of interest to students who are thinking of joining consulting firm or corporate strategy division. Students exploring an option of writing thesis about corporate strategy will also benefit from this course, as this course covers a broad range of topics related to corporate strategy and encourage students to raise own research questions. College of Management Main Campus Jung Yun Han 50 Wednesday 2,3,4 GMBA7113 (749EM1350) 3 (College of Management Global Mba
*Registration eligibility: juniors and above of College of Management. http://www.management.ntu.edu.tw/en/GMBA

This Contemporary Issues in Global Health is designed for doctoral students, majoring in global health. This course will provide students with knowledge of cross-cutting global health theme and global burden of diseases, and ways of working together to improve global health. In addition to lecture, it will cover global health cases in Asia an Africa. College of Public Health Downtown Campus-College of Public Health 1. Preview each week’s reading material 2. Participation in class and at group discussions 3. Complete group assignments by the end of each class 4. Final project and presentation Chang-Chuan Chan 12 Friday 2,3,4 OMIH5125 (841EU5770) 3 (College of Public Health) Graduate Institute of Occupational Medicine and Industrial Hygiene http://omih.ntu.edu.tw/?locale=en

Introduce the core knowledge in environmental and occupational health. Understand the real-world application and practical issues through site visits. (The site visits may be arranged outside regular class time.) Be familiar with environmental factors affecting human health. Can summarize and interpret variables and indicators commonly used in the field of environmental and occupational health. College of Public Health Downtown Campus-College of Public Health Required course for students in the Global Health program of College of Public Health. Restriction: Doctoral and master students not in College of Public Health but with background in natural sciences may take this course. Please consult with the instructor first. This course is offered in English. Chang-Fu Wu 10 Tuesday 2,3,4 OMIH5126 (841EU5780) 3 (College of Public Health) Graduate Institute of Occupational Medicine and Industrial Hygiene http://omih.ntu.edu.tw/?locale=en

This is an elective course for students interested in toxicogenomics. Application of genomic technologies, i.e. genomics, transcriptomics, proteomics, and metabolomics will be introduced. Genomic technologies will be first discussed. The course will then focus on application of genomic approaches to study the adverse effects of environmental stressors on health of human and environment at gene, protein, and metabolite level. The class is offered in English. To learn the technologies in toxicogenomics and be able to apply techniques to conduct toxicological studies. College of Public Health Downtown Campus-College of Public Health There will be a mid-term and a final examination. An oral presentation is also required. The class is offered in English. Ching-Yu Lin 12 Monday 3,4 EH5018 (844EU1260) 2 (College of Public Health) Graduate Institute of Environmental Health
*Registration eligibility: juniors and above. http://ieh.ntu.edu.tw/?locale=en

Hazardous exposures are usually complex extended temporal processes leading to the development of biological responses, “damage/adverse responses/health effects”. A study intended to determine the quantitative relationship between exposure and risk of the effect requires a careful matching of the temporal variation in exposure with the kinetics of uptake, distribution and metabolism and matching those to the dynamics of response. However, bias and attenuation of the health risk estimate can be introduced when there is exposure error in air pollution measurement. Adequate exposure metrics may provide a means of reducing error (leading to less bias and uncertainty in health risk estimates) if they capture variability in exposure, which depends on the study design, health outcome, and pollutant of interest. To enable this, the course will start from a review of the basic components of exposure assessment for air pollution and subsequently introduce exposure metrics for four types of health outcomes: different combination of reversible/irreversible and discrete/proportional outcomes. Students will develop knowledge of exposure determinants and its temporal behavior (variability), in conjunction with skills for modeling temporal behavior of exposures and outcomes through simulations using excel spreadsheets. Guided critical analysis of publications will be performed, and information from simulations will be used to design an exposure assessment matched to the biology of the adverse effect(s). In the finals, the class will culminate with a design project where small groups of students design a new study of a specific exposure and hypothesized effect(s) reported in a previously critiqued scientific paper. The overall goal of this class is to develop the student’s ability to perform a biologically-based exposure assessment suited for testing an agent based hypothesis about a causal exposure-risk relationship in an epidemiological study. The specific learning objectives are: 1. The student’s knowledge base of exposure characteristics and assessment methods, and their application will be broadened through presentations, readings, critiques, and discussions of exposure assessment for environmental and occupational epidemiology. 2. The students will be introduced to a temporal modeling approach for simulating environmental and occupational exposures (exposure metrics), formulating a model of a linked exposure and health effects process as the basis for designing an epidemiologic study, and they will apply this approach to four different types of disease outcomes. 3. The students will be able to apply the knowledge and use their analytical skills to critique the exposure assessments and linkage with the health outcomes in selected publications. 4. Given a previously critiqued publication with a limited exposure assessment, the students will develop an improved study design using the temporal model approach that will provide a better test of the epidemiologic exposure-risk hypothesis, and present that approach to the class. College of Public Health Downtown Campus-College of Public Health The course sessions will include presentation on the topic of the day by the lecturer, and discussions of reading, review of homeworks, paper critiques, and other topics of interest. Wan-Chen Lee 12 Wednesday 6,7 EH5026 (844EU1360) 2 *Registration eligibility: juniors and above.
(College of Public Health) Graduate Institute of Environmental Health http://ieh.ntu.edu.tw/?locale=en

Managerial accounting focuses on how accounting and financial information is created and used inside an organization to assist an enterprise in implementing its business strategies to achieve its mission. Management accounting is a complement to financial statement analysis that tends to focus on annual reports, 10-K filings and similar other financial reports that are used primarily outside an enterprise by shareholders and the financial community when making decisions about investing in a company. The course intends to equip students with the ability to apply cost concepts in managerial decision making. At the end of the course, they are expected to have learned the methodology and techniques for application of cost and managerial accounting and information in the formation of policies and in the planning and control of the operations of the organization. College of Management Main Campus Chen, Kun-Chih 60 Wednesday 7,8,9 GMBA7004 (749EM0140) 3 (College of Management Global Mba

*Registration eligibility: students in GMBA program. http://www.management.ntu.edu.tw/en/GMBA

This core course on Organizational Behavior addresses some of the complexities facing individuals and groups in the organizational context. As such, it draws upon an extensive and interdisciplinary body of knowledge (OB) to provide perspectives and insights into structures, processes and dynamics that are inherent to life in organizations. By focusing both on the individual & group levels, as well as the organization system as whole, students are invited to reflect on how to stimulate desired behavior and avoid dynamics that are not productive/constructive. Students are also invited to consider structural and cultural aspects, and to what extent these can be influenced in view of achieving flourishing organizations, much in line with a Positive Organizational Behavior (POB) perspective. Topics covered include sensemaking and emotions, group dynamics and teamwork, leadership, conflict, culture, organizational politics, knowledge management, innovation and change, corporate responsibility and ethical commitment, as well as organizational design. The course is designed so as to encourage a deeper understanding of OB dynamics by stimulating students’ own reflections. As such it is a reflective course, with the course instructor serving as a guide as we jointly navigate through various landscapes of practice involving complexities at both strategic and ethical levels. The teaching format is interactive, and students are expected to actively participate in all elements of the course, including interactive lectures, classroom or small-group discussions, case work and workshops. Expected student commitment and classroom etiquette (please read this carefully): 1. Just like the instructor, students are expected to leave work and other social issues outside of the classroom during class time. The use of a laptop/pad in class requires special dispensation from the instructor, and is contingent on usage being learning-related. 2. Meals and snacks are reserved for break time; please do not bring food to the classroom to consume during the session. 3. Latecomers are expected to enter the classroom discreetly taking care not to disturb the ongoing session. 4. Active participation in class discussion is required. Students are expected to arrive prepared, having read the session materials beforehand. 5. Committed efforts are expected of all group members in group work. 6. Full attendance is required for successful completion of this course, see grading policy. College of Management Main Campus Classroom sessions: ‘the good conversation’ Active participation in the sessions is required and will be graded. This means that students are expected to come to class having read the assigned readings as well as the cases that apply to each session. The sessions will take the form of guided classroom conversations between students and instructor based on these materials, with the aim of sharing experiences and knowledge and generating a deeper understanding of the topic. Group Project/Poster Session: a reflective and creative contribution to the class During the course, students will form a total of 8 small groups and prepare a poster (5 students in each group) for the final seminar on June 15th. Groups must be registered with TA by March 16th. Each group will select an OB-related topic of their choice to investigate further. (An example of a topic might be to explore the importance of humility vs. confidence for leadership; or extrinsic vs. intrinsic motivation for various roles/organizational contexts.) The choice of topic must be approved by Instructor by March 23rd. The project involves two parts: A. A literature review of the topic in question, that includes a minimum of 5 scientific articles on the topic (media articles and other data can be added additionally). The students’ task is to compile the important ideas in these articles, in terms of what they tell us about the topic. This should lead to a set of 1-3 questions that students will investigate empirically in stage B. Students shall prepare an interview guide in order to conduct interviews of 30 min 1 hour in order to investigate the selected questions. Students shall also explain their selection of interviewees. The conclusions from the literature review, the question(s) to investigate and the interview guide shall be submitted to Instructor by April 18th, 10AM, and will be discussed during the small group session on April 20th. All group members are expected to attend the session and to be knowledgeable about the topic. NB! Students must use the template provided for the literature review conclusions. B. An empirical study, where 5 individuals are interviewed about the topic based on the interview guide. Students will then analyze the material, using both the previous literature and relevant concepts from the course. The study will be presented as a poster to the class in the poster session on June 15th. The poster must include the rationale for the study (why is this topic important?), what the literature tells us about this topic, what we can learn from the interviews, how this relates to concepts discussed during the course, and finally what are the key learning points to be retained from your project. Clarity, depth of analysis and quality of reflection, as well as creativity will be rewarded. NB! All required elements of the course (incl. assignments, workshops and attendance) must be fulfilled in timely fashion for successful completion of the course. Miriam Garvi 66 Wednesday A,B,C GMBA7005 (749EM0150) 3 (College of Management Global Mba
*Registration eligibility: students in GMBA program. http://www.management.ntu.edu.tw/en/GMBA