In the course Elementary Logic, we have already studied that a deductive system in general consists of three main parts: (i) a suitable formalized language, (ii) an appropriate semantics for the given language, and (iii) a formal system of derivations. The formal language in use consists of two components (i) a class of primitive symbols, known as alphabet, and a finite set of formation rules which tells us how to construct the basic units of linguistic expressions in use, referred to as formulae/sentences (or well-formed formula, wff). The intended semantics for the given language will give interpretations for the expressions of the language so that the truth values of formulae/sentences can be evaluated. Accordingly, the notion of validity and the entailment relations can be defined. While the main concern of a formal system is to reduce reasoningor at least a sizeable part of mathematical reasoningto a finite number of rules of inference which should be in principle mechanical.

It is striking that formal logic has flourished since 1879, and by now a great number of important and significant results (in particular, those referred to as meta-theorems, such as the compactness theorem, the soundness theorem and the completeness theorem) have been discovered and proved. In the meantime, several different ways, or styles, of constructing a formal system for a certain subject matter have been proposed. That is to say, based on a given language and the same semantics, a variety of different formal systems can be constructed, each of which is equivalent to the others. and each one has its own advantages and disadvantages. One can find that, though a particular style of formal system may serve admirably for one of the uses which a logical system may be supposed to serve, none can be at all suitable for all of the uses to which logical systems have been put.

The primary concern of this course is firstly to study, in details, formal proofs of these meta-theorems; and secondly, to study the various types of th
The aim of this course is (i) to study, in details, formal proofs of the fundamental meta-theorems for propositional logic and predicate logic; and (ii) to study a variety of types of the formulation of logic systems. College of Liberal Arts Shuiyuan Campus Chin Mu Yang 15 Friday 7,8,9 Phl7714 3 Half Graduate Institute of Philosophy http://www.philo.ntu.edu.tw/en/ann/

Do we have free will or is free will an illusion? The problem goes back at least to the Stoics. Due to developments over the last few decades in neurocience and research on the brain, it has taken central position in today’s discussion, not only in sophisticated philosophical circles but also in the popular media. The problem is related to philosophy of mind, philosophy of language, moral theory, and many other areas. In this course we will read some now almost classic essays on free will from the analytic tradition of the 20th century. We will use the book “Free Will”, second edition, edited by Gary Watson, 2003. The book has a little more than 400 pages and contains 22 essays. We will probably read one essay per week and thus not be able to read all of them. This course is not about the history of free will. It is about arguments, not about history. But the arguments have a history themselves. The course objective is to lead us to a better understanding of the problem of free will in its current debate. Free will touches on many basic problems in philosophy, such as determinism, physicalism, mind-soul identity or mind-brain identity (or duality), personal identity, and morality. We will try to arrive at a better understanding of these issues and their many ways of interconnectedness. College of Liberal Arts Shuiyuan Campus Christian Helmut Wenzel 15 Thursday A,B,C Phl7762 3 Half Graduate Institute of Philosophy http://www.philo.ntu.edu.tw/en/ann/

This course explores archaeological cultural heritage in East and Southeast Asia and how material remains of past human behavior in this broad region play an active role in shaping human perceptions of self and others in the present day. Archaeological cultural heritage as an academic field and as a profession is rapidly evolving in East and SE Asia, with governmental policy making, political motivations such as nation-building and nationalistic agendas, globalization, economic expansion and development, and many other factors shaping choices for how and why archaeological sites, objects, architecture, and landscapes are preserved, protected, and presented. This course will focus on these political roles of archaeological cultural heritage and examine them in conceptual and theoretical terms using a necessarily anthropological, interdisciplinary approach with models and methods from archaeology, critical museology, material cultural theory, postcolonial theory, and memory studies, among others. Case studies from around East and Southeast Asia, including Taiwan, mainland China, Korea, Japan, the Philippines, Thailand, Cambodia, Laos, Indonesia, and Malaysia will serve to provide insight into the relationship between archaeological heritage and nationalism and allow us to explore such related issues as the domination of Eurocentrism in heritage practice and theory (and see new alternatives arising); heritage’s role in identity and ideology; contested ownership; commodification and value; memorialization and “dark heritage” (e.g., post-conflict or post-trauma sites); indigenous and minority rights and stakeholding; the impact of looting and the illicit antiquities trade; and heritage tourism.

This course is open to upper-level undergraduates and MA students (學士班高年級及碩士班). This course is conducted in English, with English-language readings and written assignments. This seminar-style course will familiarize upper-level undergraduate and Masters students with current issues in archaeological cultural heritage in East and Southeast Asia. Through case studies from the region, students will become familiar with key concepts and issues in the region and gain a critical understanding of the interrelationships between political motivations in the present and the reconstruction and presentation of the archaeological past(s) as cultural heritage. College of Liberal Arts Shuiyuan Campus *Restrict to 3rd-year and above and graduate students. David Cohen 10 Tuesday 7,8,9 Anth5109 3 Half Department of Anthropology,
Graduate Institute of Anthropology http://homepage.ntu.edu.tw/~anthro/english/index.htm

Information can be abstract and needs to be processed so that messages are converted to things that make sense to the receivers. Utilizing various digital tools to visualize information helps us deliver information to our target audience in an intuitive and efficient way.

This course provides an overview about the state of the art in information visualization. The course highlights the principles of producing effective visualizations and introduces practical visualization procedures, including how to visualize information with software and digital tools such as the R package , Tableau, and Google fusion tables.

Specific topics include:

1. The history and background of information visualization;

2. Design principles of information visualization;

3. Data analysis methods and hands-on applications of visualization techniques;

4. Interface design issues in information visualization;

5. Future trends in information visualization.

The course will be delivered through a combination of lectures, presentations, class activities, and discussions.
This course aims to provide students with knowledge of how to effectively visualize information and hands-on experience in visualizing different types of information. The ultimate goal of this course is to provide non-technical students with tools to process, visualize, and analyze information of their own interests (e.g., data collected for their theses).

Upon successful completion of the course, students will be able to:

1. Describe the principles of information visualization;

2. Use data analysis methods and visualization tools, such as R, to manage and analyze abstract information;

3. Identify interface design issues in visualization;

4. Apply visualization techniques to specific domains of their own interests.

College of Liberal Arts Main Campus Tien-I Tsai 30 Tuesday 2,3,4 LIS5079 3 Half Department of Library and Information Science,
Graduate Institute of Library and Information Science,
Program For Knowledge Management
http://www.lis.ntu.edu.tw/en

This Business English course gives students an insight of the business world by exposing them to knowledge of the English language skills necessary to succeed. With English being the language of international communication, students will be trained to communicate in English, both written and oral, effectively to be globally competitive. In order for students to benefit from this course, they should have at least an intermediate level of English in listening, speaking, reading, and writing. Materials are carefully designed to present English language usage in a variety of contexts, including conducting meetings, negotiations, presentations, and work abroad. Practicing simulated business situations through role-play and discussions, students will gain a comprehensive business vocabulary by interacting with their co-workers, bosses, clients, or other business acquaintances. Business knowledge is not explicitly taught but is introduced along the way allowing students to learn by doing.

This course does not provide business education but aims to share tacit knowledge that allows students to develop their English skills for use in a business context. In other words, this course introduces business etiquette that helps students to survive well and ultimately succeed in the real working world regardless of their current major and intended future career.

In addition, students will be learning written and spoken business idioms through peer teaching. The purpose of this kind of activity is to allow students to realize for themselves that they do not only learn from authority figures. In todays flat world, knowledge can be gained through peers or even subordinates.

Much class time will be devoted to student-led activities allowing students to speak up in a controlled, business-like yet relaxed atmosphere. Materials will first be introduced for the general context before being framed for business situations. In and outside of class, students will have the opportunity to work individually; they will also work in groups to develop the concept of teamwork and justify the significance of team spirit to boosting productivity. College of Liberal Arts Main Campus Judy Wai-Kei Kwong 16 Tuesday 5,6 FL3030 2 Half Department of Foreign Languages and Literatures http://www.forex.ntu.edu.tw/main.php?lang=en

Bertand Russell (1872-1970) was one of the most influential philosophers of the 20th century and an excellent writer. He wrote on philosophy of mathematics as well as on political and social issues. His book The Problems of Philosophy is a short and introductory book to problems of philosophy of knowledge, mainly from British empiricist points of view. It appeared in 1912 and became a bestseller. It is still in print today. On about 160 pages, Russell discusses the nature of appearance and reality, matter, idealism, induction, a priori knowledge, universals, intuition, truth and falsehood, opinion, and the limits and value of philosophy in general. As the book consists of 15 short chapters of about ten pages each, we will more or less follow this division, covering about ten pages per week. This course does not only provide a chance to learn something in philosophy but also to learn and enjoy good English. Bertrand Russell was awarded the Nobel Prize in Literature in 1950. The course objective is to learn how to read a classical philosophical text in English, how to summarize the main points, and how to discuss them in writing and in speech. College of Liberal Arts Shuiyuan Campus Christian Helmut Wenzel 40 Monday 3,4,5 Phl2059 3 Half Department of Philosophy http://www.philo.ntu.edu.tw/en/ann/

This course is designed to improve the English ability of the students through reading and writing.
1. To enhance students’ English reading skills
2. To improve students’ Writing skills
3. To engage students in intellectual debate and critical thinking
College of Liberal Arts Main Campus *Majors-only (including minor and double major students).
*Restrict to graduate students. Guy Beauregard,Duncan Chesney 8 Monday 2,3,4 FL7201 3 Half Graduate Institute of Foreign Languages and Literatures http://www.forex.ntu.edu.tw/main.php?lang=en

English Oral Training I (1) aims to develop studentss’ speaking accuracy and fluency on a range of discussion topics/ issues. Students will learn to be effective leaders and participants through various speaking activities. Specifically, students will engage in forms of communicative activities, such as interviews, games, Q & A session, presentation, and role-play. By the end of the course, students will be able to (1) employ effective discussion principles in a given setting; (2) develop practical discussion strategies on a certain topic; (3) lead and participate in classroom discussions; (4) give and discuss their opinions, and (5) express themselves confidently in their academic/professional communities.

College of Liberal Arts Main Campus *Majors-only (including minor and double major students). Chi-Chih Tseng,Mou-Lan Wong,Davies Witton,Ruey-Szu Wang 20 Monday 6,7 Thursday 6 FL1021 2 Full Department of Foreign Languages and Literatures http://www.forex.ntu.edu.tw/main.php?lang=en

This course is designed to offer an environment favorable for developing studentss’ communicative competence in the target language, viz., English. Towards this end, it provides various communicative activities in which students would need to speak strategically to achieve different purposes in realistic situations; additionally, it offers optimal opportunities for students to plan and deliver individual presentations as well as to organize and participate in formal debates. Three objectives are established for this yearlong course. Upon completion, students can expect to have developed the skills necessary:

(1) to interact with ease with interlocutors, listeners, and audiences, change elements of their presentation (such as the level of formality or abstraction) if those elements seem to be pitched wrongly, and deal with questions and other forms of feedback from their listeners,

(2) to give accounts of complex issues of current societal and academic importance, and

(3) to verbalize well-informed opinions on such issues, sustained by arguments and evidence that are the results of thoughtful engagement and relevant research.

College of Liberal Arts Main Campus *Prerequisite: English Oral Training (Ⅰ)(2)
*Majors-only (including minor and double major students). Heng-Tsung Danny Huang,Judy Wai-Kei Kwong,Chi-Chih Tseng,Davies Witton,Chi-Chih Tseng,Ann-Marie Hadzima,Heng-Tsung Danny Huang,Shao-Ting Alan Hung 18 Tuesday 6,7 FL2011 2 Full Department of Foreign Languages and Literatures http://www.forex.ntu.edu.tw/main.php?lang=en

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.

This course provides in-depth content of magnetic resonance imaging/spectroscopy techniques for in-vivo measurement of metabolism and physiology. After finishing this course, students are expected to have in-depth understanding of the principles of magnetic resonance spectroscopic imaging and selected physiologic imaging techniques. College of Medicine 1. Graduate standing 2. Prerequisite courses: Magnetic resonance or medical imaging (minimum 3 credits) 3. Consent of instructor WEN-CHAU WU Wednesday 234 ClinMD8226 3

MOLECULAR BIOLOGY College of Medicine FANG-JEN LEE Wednesday 34 Friday 34 MolMed8005 4 The upper limit of the number of non-majors: 5.