This is an introductory course in system identification, the process of developing or improving a mathematical representation of a physical system using experimental data. This course focuses equally on theoretical and practical aspects of the subject. Students will learn key mathematical skills including linear time-invariant systems, random processes, and basic estimation techniques. Practical system identification skills such as input signal design, system excitation, and model validation will also be discussed. Students are required to integrate the knowledge into their works of final projects. 1. Review of linear systems 2. Random variables and random processes 3. Least-square estimation 4. Non-parametric model identification 5. Parametric model identification 6. State-space methods 7. System identification in practice 8. Advanced topics* (subspace identification, time varying or nonlinear systems) 9. Final project presentation College of Electrical Engineering & Computer Science Main Campus Undergraduate-level Control Systems, and/or Signal and Systems. Basic/working knowledge about linear algebra, linear dynamical systems, state-space models, and Fourier, Laplace, and Z-transforms. Kuen-Yu Tsai 15 Thursday 2,3,4 EE5129 (921EU8300) 3 (College of Electrical Engineering and Computer Science) Graduate Institute of Electronics Engineering,
(College of Electrical Engineering and Computer Science) Graduate Institute of Electrical Engineering,
Non-degree Program: Transprotation Electrification Technology Program http://www.ee.ntu.edu.tw/en/

The module will be delivered over one semester, as a blend of small group work and lectures, practical exercises, group project, presentation and in-class discussion of reading tasks. The aim of this course is to introduce concepts of study design, data collection and statistical analysis commonly used in public health research with a strong focus in global health. College of Public Health Downtown Campus-College of Public Health 1. Active participations in the discussion and presentation of reading tasks are requirements for all students. 2. On the completion of this course, students will identify a specific research topic related to global health and use the skills and knowledge taught in the course to undertake a critical review of the literature relating to the identified research topic/problem, design a study to investigate the problem, and write an appropriate protocol for conducting a research project on the topic, including ethical aspects of their research. 3. For the mid-term presentation, each student is required to do a 15-minutes presentation on her/his identified research topic. The content of presentation should include a preliminary report of background, literature search strategy and research hypotheses. 4. For the final presentation, each student is required to do a 15-minutes presentation on her/his research proposal for the identified topic. The content of presentation should include a report of background, literature review, research hypotheses, study design and statistical methods. 5. Each student is required to submit a final written report in the format of a research project proposal, including project title and sections on research background, literature review, materials and methods, and expected outcomes. Wei-Jane Chen 12 Wednesday 6,7,8 EPM8003 (849ED0400) 3 (College of Public Health) Graduate Institute of Epidemiology and Preventive Medicine
http://epm.ntu.edu.tw/?locale=en

The aim of this course is to provide a general introduction to path analysis, factor analysis, structural equation modeling and multilevel analysis. The examples and data are extensively drawn from literature in health and medical sciences. Students will learn how to use Mplus and Lisrel software to undertake these analyses. After attending the course, students should be able to describe the relationship between commonly used statistical methods and structural equation modeling (SEM); define the statistical concepts behind factor analysis, path analysis, and structural equation modeling; understand the relation between SEM and multilevel modeling (MLM); explain the above statistical methods and properly interpret their results; and use a computer software package to undertake the statistical analyses and correctly specify the statistical models. SEM has been very popular among quantitative social scientists in the last two decades, and has started to draw attentions from epidemiologists. SEM is a very useful tool for testing causal models, and learning SEM theory is very helpful for students to understand the causal assumptions behind different models. SEM is also useful for explaining the concepts of confounding, mediation and moderation in epidemiological research. The course will start with basic concepts of SEM, such as model specification, fitness testing, interpretation of causality and model modification. Then, more advanced topics will be introduced, such as equivalence models, identification issues, and multiple groups testing. MLM will then be introduced for the analysis of clustered data, where random effects may be viewed as latent variables. Students will be assessed by their participation in the classroom discussion, one interim and one final report on the critical appraisal of literature and real data analysis. By the end of this course, students should be able to: Describe the relations between general linear models and structural equation models Explain the statistical theory of principal component analysis, exploratory and confirmatory factor analysis, path analysis and structural equation models Understand the concepts and rationales of causal models within the framework of structural equation models Understand the concept of mediation and the decomposition of total effects into direct and indirect effects Undertake structural equation modeling using statistical software packages and interpret the results properly Report the results from structural equation modeling properly College of Public Health Downtown Campus-College of Public Health Active participation in class discussion and practical session is required. Tu, Yu Kang 30 Friday 3,4 EPM7001 (849EM0850) 2 (College of Public Health) Graduate Institute of Epidemiology and Preventive Medicine,
Common General Education Center Master Program In Statistics of National Taiwan University
http://epm.ntu.edu.tw/?locale=en

The aim of this course is to provide a general introduction to the research methods and application in global health. The examples and data are drawn from published literatures related to evidence-based medicine and health data research. The course will start with basic concepts of global health and evidence-based approach. Then, more advanced topics will be introduced, such as selection of a topic of interest, setting up the search strategy for literature review, and formation of a synthesis. Introduction to the management of public health data, as well as the assessment for quality of care using health claims data, will also be provided. Three special lectures will also be provided by experts in the relevant fields. Students will be guided to conduct projects related to their research, and present their results at the end of this semester. By the end of this course, students should be able to: 1. Understand the concepts and rationales of evidence-based medicine within the framework of global health. 2. Understand the process of forming a synthesis from literature review, quality assessment, statistical analysis, to manuscript writing. 3. Understand the statistical theory and the application of different statistical theories of meta-analysis. 4. Understand the management and assessment of quality of care for health data. 5. Report the results from their personal project properly. College of Public Health Downtown Campus-College of Public Health 1. Students should have the basic concept of epidemiology and biostatistics. 2. Students should have the basic concept of systematic review and meta-analysis. 3. Active participation in class discussion and practical session. Hon-Yen Wu 20 Tuesday 8,9 EPM7007 (849EM0910) 1 (College of Public Health) Graduate Institute of Epidemiology and Preventive Medicine http://epm.ntu.edu.tw/?locale=en

The measurement and quantification of population health could assist health policy making and priority setting. In the past few years there have been major advancements in burden of disease research, mainly led and stimulated by the Global Burden of Disease Study (GBD). This course will give an overview on the concepts and methods used to quantify the burden of disease at the national and global level. The GBD will be a main focus of this course, but other alternative approaches will also be reviewed. The course consists of lectures, computer labs, a hands-on group-based project, and a field visit to the Department of Statistics of Ministry of Health and Welfare. At the end of the course the students are expected to: 1. Understand the key concepts and elements in burden of disease studies 2. Comment on the strengths and limitations of burden of disease studies 3. Understand the estimating procedures of the GBD study 4. Be familiar with and be able to use the major databases of GBD while acknowledging their limitations College of Public Health Downtown Campus-College of Public Health The course will be offered in English. Basic understanding of key concepts of epidemiology will be helpful but is not absolutely required. Lin Hsien-Ho 30 Tuesday 6,7 EPM5018 (849EU0460) 2 (College of Public Health) Graduate Institute of Epidemiology and Preventive Medicine http://epm.ntu.edu.tw/?locale=en

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