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

The Emerald Isle, or Ireland, is well-known for a nation with world-class literature, Nobel Prize winners, playwrights, and award-winning film directors. However, what makes the Irish good storytellers in particular? What prompts its artists to produce masterpieces over the generations? This course aims to uncover the diverse Irish experiences through drama, in attempt to explore how Ireland, as a largely Catholic nation and a former British colony–controversially, rebuilds and interrogates its history in the twentieth century. The issues to be discussed include the making of political identities, individuality versus religious authorities, cultural nationalism and de-colonization, sectarian violence, gender and racial divides, immigration and ethnic minorities. We will cover drama written by both genders, Catholics and Protestants, Republicans and Unionists, and from the Irish Republic and Northern Ireland, so as to maintain a balanced view of Irish experiences. We will also discuss how Irish intellectuals struggled against political and religious powers to initiate social changes. Observing the painful experiences of this divided nation?which is still in this case?will unveil the changing faces of Ireland since the early twentieth century to date. College of Liberal Arts 1. At least Four short reflection journals: 400 words; upload to Ceiba’s Forum (討論區). 2. Two responses to classmates’ journals. 3. Final exam. 4. You are more than welcome to present your ideas on Ceiba’s “Forum/討論看板” and recommend relevant websites on “Resources/資源分享”. Your online participation will be rewarded with points in your final grade. 5. Handouts (to be purchased from 鳳鈺影印行?新生南路三段56巷11號, Fong-yu Copy Shop?No.11, Lane 56, Sec. 3, Xin-Sheng South Road, Taipei.) WEI-HUNG KAO Thursday 67 FL3229 2

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 two-semester course constitutes an intensive training program that attempts to cultivate competent English teachers for secondary schools in Taiwan. Essentially, it intends to introduce students to the methods and techniques of English teaching, course design, lesson planning, and development and evaluation of teaching activities and materials. Further, it aims to afford students the opportunities to translate theoretical knowledge into hands-on practice by way of inviting them to demonstrate self-developed teaching lessons, attend school visits, and conduct classroom observations. Specifically, in the first semester, students will practice developing and implementing lesson plans and instructional materials, foster and sharpen the skills of initiating and sustaining efficient classroom interactions, and evaluate the effectiveness of micro-teaching. In the second semester, in addition to the aforementioned activities, students will each demonstrate teaching lessons with the aid of a supervising practitioner at designated secondary schools. Upon the completion of this yearly course, students can expect to be able to 1) understand the theoretical principles of language teaching, including course and material development, lesson planning, and language assessment, 2) demonstrate self-designed lessons and perform classroom observations, 3) understand the current English curricula of the public and private high schools in Taiwan, and 4) develop strengthened presentational and instructional effectiveness. other Main Campus Prerequisite:
EduTch5530 (P01 U3510)Practicum(Ⅰ) in English/languages (Ⅰ).

1) Late work results in a lower grade. The grade of an assignment submitted later than the designated due date will be reduced by 20% for each day it is late. 2) All assignments should follow the format guidelines below. (a) Typed, 12-point word font, Times New Roman (b) 2.54 cm margins (all sides), 1.5-spacing (c) English name and student ID on top right corner (header) (d) Paper number on bottom center (footer) 3) Use of mobile devices (e.g., cell phones, tablet computers, laptops) during class is disallowed unless otherwise permitted by the instructor. 4) This course has a zero-tolerance policy for plagiarism. Any form of plagiarism will immediately earn students a failing grade for the entire course.  Huang, Shin-Ying 15 Thursday 6,7 EduTch5568 (P01EU4490) 2 Non-degree Program: Center For Teacher Education http://www.education.ntu.edu.tw/English/ma/english.htm

Example is given as the following with a focus on Cordyceps spp. Participating students will have to attend a field trip involving in collecting indigenous fungi, in particular the fungi infected insects and known to be used in Traditional Chinese medicine (TCM), such as Cordyceps spp. In addition, students will also practice to identify, cultivate and analyze the collected fungi. In this program, bioassays and toxicological test will be conducted to investigate any of their potential usages in medicine and healthy supplement to improve the global health. At last, the protocols for cultivation and fermentation growth in vitro of the Cordyceps spp. will be learned and it is important for future industrialization. This program aims to enable students in learning the biodiversity and in translation usage of the bio-resources in Taiwan. other Main Campus Field trip, laboratory identification (including documentation, photography, isolation, culture, and genotyping), Cultivation and fermentation, Chemical analyses, in vitro bioassays (MTT, migration, whitening, ROS, lipolysis, anti-virus), Toxicological test, Industrialization. Tang-Long Shen 15 Monday 5,6,7,8,9 Prog5185 (P05EU4140) 3 http://www.cbt.ntu.edu.tw/

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 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

Course Description Insects made their first debut on earth 480 million years ago, and have been long interacted with humans. This course will give a general introduction, and clarify common misunderstandings of these six-legged creatures. Field trips to NTU campus, the NTU Insectarium, and Fuyang Ecological Park will be arranged for students to observe insects commonly found in open environments, and learn how to recognize them using field guide/naked eyes. Topics include but are not limited to insect diversity, ecology and behavior will be introduced. Course Objectives The aims of this course are helping you to appreciate the diversity and value of insects and gain practical information on insects of relevance to your daily life. You will be asked to shoot insects with your camera/cellphone during field trips or at your leisure. Using these photo collections, you should come up with a field trip report to introduce the insect diversity in Taipei city. Participation in classroom, and discussion is strongly encouraged. Students will sometimes be asked to work together in groups. Through these activities, you would expect to 1) identify common insects that occurred in Taipei, 2) understand their biology and unique adaptation, and 3) recognize physical features of insects that help them live in different environments. College of Management Main Campus Students are strongly encouraged to carefully reviewing the syllabus and locating the current readings and topics in relation to the course as a whole. Know why you are discussing this particular topic at this juncture in the course. Put down whatever you have found during the filed trips or personal visits to points of interest. Collecting photos, recording time, locations, and surrounding conditions after each trip to make your report. Summarize the final result as your term paper. Shun-Chern Tsaur 20 Friday 6,7,8 LibEdu1067 (H01E06700) 3 http://cge.ntu.edu.tw/?lang=en

The movies have long exploited biology as a source of bankable plot material. This trend has been even more intensified recently as biological discoveries and biotechnology advanced. Filmmakers capitalize recent discoveries to produce movies with science-based plots to an increasingly aware public. In view of their mass appeal, such movies play a significant role in society as disseminators of scientific facts and misinformation. They thus serve as a useful starting point for exploring various aspects of the relationship between science and the public perception of science. This course is designed for students to learn about how science is done through group discussions on various biological topics drawn from movies. Students will additionally explore public misconceptions and naiveté about science that are perpetuated by movies, as well as the extent to which such movies borrow from, or in some cases, even predict scientific fact. This course requires weekly screenings of a feature-length movie at NTU multimedia center prior the one-hour lecture in the classroom. Films and topics are organized around biological themes: Discussion of films that feature different biological transformations will focus on distinguishing between science fiction and science fact, understanding the uses of the underlying principles in scientific research, and exploring real world analogies to such fictional concepts as fly-human chimeras and reconstructed dinosaurs. The primary goal of this course is to build a coherent foundation of knowledge in biology through film appreciation. The basic concepts discussed include the scientific methods by which we come to know things in a scientific way. They help you to know and appreciate the precision and complexity of living processes. Upon completing this course, students should be able to develop critical thinking and evaluation skills. College of Management Main Campus Attendance is expected. If you find that you must miss class, do file the leave of absence on Ceiba. You are allowed one free absence in this course. After that, each unauthorized absence will result in a reduction of your final grade by one grade; this policy is cumulative. Homework will be assigned bi-weekly. All writing will account for your total grade. The assignment you turn in should be neat, and legible. Make sure to show sufficient work for each time. Insufficient work or wrong format may result in reduction of credit or zero score. Shun-Chern Tsaur 20 Monday 3,4 LibEdu1069 (H01E06900) 2 http://cge.ntu.edu.tw/?lang=en

The existence of many species depends on the survival of others. Humans are no exception. In the past 14,000 years, many organisms have left indelible marks and exercised on human history. The roles that individual species play in providing food, unique medical compounds, air, and water purification are critical to our health and survival. This course will provide sufficient background of 12 selected organisms and discuss their impacts on our daily life and culture. Field trips to Taipei Zoo and/or Botanical Garden will also be arranged. The goal of this lecture is to introduce you the origin of each organism and its impact on human history. Some of the organisms were domesticated by our ancestors, and thus improving the quality of our life. The aim of this course is to allow students to appreciate the importance of all organisms on earth and to learn how organisms have evolved. College of Management Main Campus Attendance is required. If you find that you must miss class, do file the leave of absence on Ceiba. You are allowed one free absence in this course. Homework will be assigned after each lecture. You will be asked to turn in a one-page feedback to show what you have learned. It is due before the next lecture. The assignment you turn in should be neat, and legible. Make sure to show sufficient work for each time. Each students will be asked to pick one organism of interest, and do a 5-min briefing as the final report which takes up 30% whereas the written essay after each lecture will be worth for 70% of your total grade. Absolutely no late work will be accepted regardless of the reason.. Shun-Chern Tsaur 20 Friday 3,4 LibEdu1070 (H01E07000) 2 http://cge.ntu.edu.tw/?lang=en

Since the emergence of the feminist movement in Taiwan by the 1970s, Taiwanese society has seen more than a few women’s issues proposed and discussed in an increasingly broad and extensive manner. Reflecting the changes in socio-politics and cultural conditions, the general perspectives in which the same issue is discussed also changes. In this course we explore Taiwanese women’s conditions of the twentieth century, with an emphasis on the more modern period, that is, the mid-to-late twentieth century. With a brief introduction of what Taiwanese women’s traditions may involve and how Taiwanese women modernize, we explore how the feminist movements unfolded, how they reflect or change Taiwanese women’s social status, the rise of women’s studies and/or feminist scholarship, sexual violence, sex work, and lesbian issues. We also reflect on issues of migration and global human flow, and discuss how the introduction of immigrant spouses as well as migrant workers may compel us to rethink women’s issues in contemporary Taiwan. This is an all-English course of the general education level, in which we engage social studies on women’s issues in Taiwan. On such premises, this course is meant to channel through various topics regarding women in Taiwan with a critical approach; this course is also meant to introduce those topics intellectually to international students who may have arrived in Taiwan, with limited information of the social history and general conditions of Taiwanese women. This course is aimed to help students establish an understanding of fundamental and crucial social issues regarding Taiwanese women within one semester. Through the lecture and film appreciation, this course is meant to inspire the students to apply the knowledge outside of the classroom, to pay more attention to everyday life, and to find more relevance as well as connection in daily experiences. College of Management Main Campus This course expects the student to read the required references on weekly basis. Each week before class, the student needs to prepare with assigned readings for in-class discussions. After class, the student may explore personal thinking practices, further readings, and/or multimedia appreciation. Reading materials may be used as a subject of observations and reflections for the final paper. Kuo Jen-Feng 65 Thursday 3,4 LibEdu1078 (H01E07800) 2 http://cge.ntu.edu.tw/?lang=en