The subject of this course is to introduce East Asia as an integral whole and its political and economic foundation. For the aforementioned purpose, this course is divided into four parts. The first part is an introduction of the developmental state model, Japan and the Asian tigers pioneer in achieving successful industrialization in the second half of the 20th century. The second part discusses the late development of Southeast Asia, which benefit greatly from the pioneers of Northeast Asian developmental states. The third part discuss the reemergence of China and its influence on a number of “late” late developing nations in the continental Southeast Asia, especially Vietnam and Myanmar. The last part discusses trade and financial linkages among sovereign units in the region and how these units cooperate with each other on these two aspects. The third part proceeds in a round-table format, in which the students, on a group basis, debate about identity construction and the future of political and economic integration in East Asia. This course trains students to get acquainted with principle of political economy. Students are expected to develop knowledge about the development of East Asia and the dynamics of political economy in the course of East Asia’s development. It is aimed to build up macro perspective on the future of the region’s development and economic integration. College of Social Sciences Main Campus For undergraduate students: 1. Class attendance: 15% 2. Final examination: 50% 3. Group report (class presentation and term paper) 35% *For group report, students are required to form groups and on a group basis write a research paper (15 pages) on the development experiences of one of the four economies: Singapore, Hong Kong, North Korea, and Myanmar. In writing the report, each group should discuss the following questions. In the last two sessions, the groups present their report and seek support from the rest of the class. The historic events from which the groups can choose as report subject as well as the countries involved are as follows: For the group which choose either Singapore or Hong Kong: How do the two city economies develop? What are the differences between Singapore and Hong Kong in their development strategy? How do they cope with the rise of China? How to account for the difference in continuous development under the shadow of China’s rise? For the group which choose either North Korea or Myanmar: When do the two countries’ economic fortunes begin to whittle away in the second half of the 20th century? To what extent it is linked to the closing of their economy to the outside world? What are the domestic and international political contexts in which the two countries craft policies to open up their economy? How to account for the difference in their economic transition? Chen Dang Tso 25 Wednesday 6,7 PS5672 (322EU1900) 2 (College of Social Sciences) Graduate Institute of Political Science,
(College of Social Sciences) Department of Political Science,
Non-degree Program: Program For East Asian Studies
*Registration eligibility: juniors and above. http://politics.ntu.edu.tw/english/

The course material is designed to be interdisciplinary, integrating biology, ecology, mathematics and environmental sciences. While the main course material is based on classic ecological modeling textbooks and articles, these analytic methods are applicable to multi-faceted research questions. The material builds from a single population and then extends to the ecosystem level, including species interaction, climate changes and disease as well as molecules interactions within cells. Regular modeling exercises are required (1 unit as practice). After equipped with modeling skills, students have to develop their own research questions and use modeling and data mining approaches to solve their questions. Instructors will guide students through the question-solving processes. The goal of this course is to introduce mathematical and statistical approaches to study biological systems as well the interactions of abiotic and biotic components. This is a course for students with basic knowledge of statistics, calculus, and ecology. This is a sequential course of Mathematics for Life Scientists (or equivalent). We will introduce various model types, building blocks of models, and the ways to construct models. We will teach computer languages to simulate and analyze these models as well as data. The course has a hands-on work component. Students will carry out modeling and data analysis exercises on a regular basis. Finally, students will develop their own model and applications. other Main Campus Students will carry out modeling and data analysis exercises on a regular basis. Students need to make presentations of their homework. We will also teach the presentation skills. Finally, students will develop their own models and applications. For the final project, students need to first prepare and discuss their proposals with the instructors. Through the discussing processes students will develop constructive and logical thinking. Chih-Hao Hsieh 30 Friday 2,3,4 IPCS5003 (247EU1040) 3 (College of Science International Master/Doctoral Degree Program In Climate Change and Sustainability http://www.ipcs.ntu.edu.tw/about-en.php

The vast deep sea is the largest living space on earth and yet less than 5% of the seafloor has been explored in some details. In fact, we have better maps for the Moon, Mars, or even Venus due to our planet’s watery veil. The variety of habitats and the complex relationship with its inhabitants gives rise to diverse communities, providing important ecosystem functions and services, and maintaining the elemental cycling in the ocean. However, climate changes and human activities on the seafloor have created unprecedented challenges and threats to the deep-sea ecosystems. These seemingly pristine environments have undergone major changes that out-pace our understanding of factors that drive the spatial and temporal patterns of the deep-sea ecosystems. This course will cover major topics in deep-sea ecology including the physical environments and history, sampling techniques, adaptations of deep-sea organisms, community composition and functions, major habitats, and anthropogenic effects. By the end of this course, students are expected to be able to: 1) Describe the co-varying effects of physical environments on the adaptation of deep-sea organisms 2) Describe the effects of depth and the co-varying factors on abundance, composition, diversity and functions of deep-sea communities 3) Compare and contrast various deep-sea habitats, the key processes and associated communities 4) Evaluate the potential impacts of human activities on deep-sea ecosystem 5) Read and understand a scientific literature in deep-sea ecology, evaluate its findings and discuss its implications 6) Synthesize and review a selected topic in deep-sea ecology, orally present and lead discussion in its background, controversies and future directions other Main Campus Grading: Participation 30% Discussion 20% Presentation 40% Quizzes 10% Paper discussions: Each student (or group) will select a paper (related to deep-sea ecology) to lead the discussion. Discussion leaders will provide an outline for the discussion of each paper on PowerPoint slides (30 minutes), presenting: the rational for study, hypotheses or goals, major findings, and conclusions. Discussion leader should prepare with one or two questions to stimulate discussion, addressing strengths, weaknesses, significance, and future directions for the study. Discussion leaders will receive an evaluation of the presentation by their peers. Grading (discussion) is depending upon the active participation in discussion led by student. Chih-Lin, Wei 15 Monday 6,7 IPCS5004 (247EU1050) 2 (College of Science International Master/Doctoral Degree Program In Climate Change and Sustainability http://www.ipcs.ntu.edu.tw/about-en.php

This course aims to equip students with knowledge of institutional and political dimensions of the important economic and regional international organizations and their roles in world/regional politics. College of Social Sciences Main Campus Prerequisite:
PS4613 (302 45100)International Organizations.

– Performance in class 30% ( Summary 15% + Attendance 15% ) – Midterm report 30% – Final report 40% ( oral report 20% + written report 20% ) Hung-Dah Su 50 Thursday 6,7 PS3206 (302E45130) 2 (College of Social Sciences) Department of Political Science http://politics.ntu.edu.tw/english/

Course Description 1. Colonial and Pre-Independence History 2. Choices of Ideology 3. Ethnicity and Identity 4. Social Classes 5. Clientelism and Patrimonialism 6. Military in Politics 7. Africa’s International Political Relations 8. Africa’s International Economic Relations 9. Political and Economic Governance 10. Democratic Transition, Democratic Consolidation or Democratic Reversal Course Outline 1. To remove misperception and preconceived biased view of Africa; 2. To gain information and knowledge on various political, economic and social problems in Africa; 3. To evaluate the directions of political democratization and economic development on African continent; and 4. To develop analytical ability in assessing political and economic issues of African nations College of Social Sciences Main Campus Course Requirements This course will be taught in English. A student is encouraged to use English in the classroom and required in taking the exams. Even though lecturing will take up most of the course time, a student has to participate in classroom discussion, especially answering the questions provided in the end of each chapter. Preparation for the assigned materials before each class is a prerequisite for meaningful participation. Midterm and final exam each accounts for 35% of the total grade. A country study project accounts for 15% of the grade. Class participation accounts for the remaining 15% of the grade as students will have to answer questions in the class. There is also a map test that requires a student to identify/locate all African countries on the map. A student has to pass the map test before receiving the final grade. He/she can take this test as many times as needed. Objective questions such as matching, true & false, multiple choices, as well as short and long essay questions will be included to accommodate individual student’s particular strength in comprehension. The country study project requires each student to collect the following information of one African country (if possible, 2016, or the latest): 1. Name of the Country (both English and Chinese; Chinese Name Used in Both Taiwan and Mainland China)  2. Name of the People (English)  3. Colonial Power(s)  4. Name of the Country during Colonial Time  5. Date of Independence  6. Capital(s) (English and Chinese; Chinese Name Used in both Taiwan and Mainland China)  7. official Language(s)  8. National System (Centralized or Federal, Unit for Lower Level of Government)  9. Political System (Presidential, Parliamentary, Semi-Presidential, Military)  10. Head of State and Head of Government  11. Presidential Terms (including changes since 1990) 12. Military Coups (Frequency and Time of Occurrence)  13. Most Recent and Next Presidential and Parliamentary Elections and the Results of the Former)  14. Corruption Perception Index (Overall Score) (Ranking in the World) (Transparency International)  15. Democracy Index (Overall Score,) (Full Democracy, Flawed Democracy, Hybrid Regime, Authoritarian Regime) (Economist Intelligence Unit)  16. Economic Freedom Index (Overall Score) (Free, Mostly Free, Moderately Free, Mostly Unfree, Repressed) (The Heritage Foundation)  17. Failed States Index (Overall Score) (Ranking in the World) (The Fund for Peace/Foreign Policy)  18. Freedom in the World Index (Political Rights, Civil Liberties) (Free, Partly Free, Not Free) (Freedom House)  18. Gender Inequality Index (Value) (Ranking in the World) 19. Global Competitiveness Index (Ranking in Africa and Ranking in the World) 20. Human Development Index (Overall Score) (Life Expectancy, Literacy Rate, and Purchasing Power Parity) (United Nations)  21. Ibrahim Index of African Governance (Overall Score) (Ranking in Africa) (Mo Ibrahim Foundation)  22. Legatum Prosperity Index (Ranking in Africa and Ranking in the World) 23. Press Freedom Index (Overall Score) (Ranking in the World) (Reporters without Borders)  24. Transformation Index (Value) (Ranking in the World) 25. Time to Establish or/and Break off Diplomatic Relations with People’s Republic of China and Republic of China Chen-Shen Yen 66 Thursday 3,4 PS4616 (302E51700) 2 http://politics.ntu.edu.tw/english/

This course will give students a broad understanding of European politics. The course is organized thematically, covering issues such as federalism and devolution, the executive and legislature, political parties, elections and voting systems, the media, civil society, and race and ethnicity. Particular attention will be paid to the comparative study of different European countries across these issue areas. The final two weeks of the course will be devoted to class debates on some of the major contemporary issues in European politics, with topics for debate to be agreed between the instructor and students (possible topics may include immigration, the Greece crisis, Brexit, the rise of the far right, other topics may be suggested by the instructor or students). By the end of the course, students will have: (1) A broad understanding of European politics (2) An awareness and ability to discuss some of the major contemporary issues facing Europe; (3) An understanding of the use of the comparative method for the study of European politics; (4) The ability to read academic texts in English; (5) Oral and written communication skills in the English language. College of Social Sciences Main Campus The final grade will be determined as follows: 10% attendance and class participation 20% class tests (up to 3 per semester, date to be notified one week in advance) 30% class debate (including presentation and participation in the debate) 40% final exam Students are expected to arrive for class on time and actively participate in class discussion. The use of mobile phones in class is not permitted. Mark Weatherall 50 Tuesday 6,7 PS4628 (302E52800) 2 (College of Social Sciences) Department of Political Science http://politics.ntu.edu.tw/english/

This class introduces the principles behind macroeconomics. . It follows the first semester class, which introduced the principles of microeconomics. Concepts such as GDP, price indices, inflation, unemployment, monetary & fiscal policy, exchange rates, etc. will be examined. The class is taught in English. The presentation will be largely based on Acemoglu, Laibson and List’s Economics with an extra emphasis on Taiwan’s economy. Grades will be based on a midterm (35%), a final (40%), homework and quizzes (15%) and class participation (10%). We will make use of Zuvio, so you should bring something to class with which you can get on-line. A basic understanding of economics & Taiwan’s economy College of Social Sciences Main Campus No prerequisites Kelly Barton Olds 180 Monday 5 Wednesday 5 Friday 2,3,4 ECON1005 (303E13112) 4 (College of Management) Department of Accounting,
(College of Management) Department of International Business,
(College of Social Sciences) Department of Economics,
(College of Management) Department of Finance http://www.econ.ntu.edu.tw/db/new2011/index.asp?l=english

This class is taught in English and can be taken separately or as a continuation of the first semester’s economic history course. This semester will cover the economic history of the 20th century emphasizing the Asian economies. During the first part of the semester an economy-by-economy overview of economic developments over the last hundred years will be presented. Then in the second part of the course, we will look at particular topics in economic history. Each three-hour session will consist of one-a two-hour lecture and one hour of group work. Group work will involve writing a short paper concerning an assigned reading. Most weeks, groups will be randomly assigned. By the end of the course, students should have a reasonable understanding of what has been going on in the Asian economies over the last hundred years. College of Social Sciences Main Campus There are no prerequisites. Expect a lot of graphs and statistics, but there will be no mathematical modeling. In past courses, students from a wide variety of departments have taken this course. Kelly Barton Olds 87 Monday 7,8,9 ECON3008 (303E20020) 3 (College of Social Sciences) Department of Economics http://www.econ.ntu.edu.tw/db/new2011/index.asp?l=english

I open several related courses. Please visit our lab website for more detailed info on how to choose my lectures based on your preference. http://homepage.ntu.edu.tw/~tksmiki/for_Students_%28zhong_wen%29.html This is a course intended for students with basic knowledge of life science and/or ecology. Most examples are based on ecological processes, but students in any fields of life science are also welcome. The skills to build and analyze a dynamical model will be obtained in the first stage. The computer software to easily analyze mathematical models without programming will be provided. In the second stage, students will select a subject based on his/her own interest and will learn how to develop a model based on the subject and how to analyze the model. Major topics include: 1. What is the role of theory in biology? 2. Non-spatial population dynamics model 3. Stage-structured population 4. Spatial heterogeneity 5. Interspecific interaction (competition, prey-predator, and herbivory) 6. Ecosystem 7. How to develop a new model? The objectives are to provide students know-how and tacit knowledge to develop a new dynamical model based on research interest. Opportunities to learn basic modeling blocks and how to analyze dynamical models are also provided. College of Science Main Campus Every student needs to bring his/her own notebook PC/Mac (or Linux). Students are expected to develop their own models in the final stage based on his/her own interest. Backgrounds in some filed of life science/biology are required. Takeshi Miki 10 Wednesday 2,3,4 Ocean5090 (241EU4090) 3 (College of Science) Graduate Institute of Oceanography, Marine Biology & Fisheries Division,
http://www.oc.ntu.edu.tw/?lang=en

This course is designed to teach the usage of R for the analysis of ecological data. It will introduce students to several different analysis options for biological or ecological data (focusing specifically on community-level data) using the free & open-source statistical, mapping, and graphing platform R. Broad topics covered will include: introduction to R language and basic functions / graphics; basic mapping options; diversity measurement; univariate, multivariate, parametric and non-parametric analysis and their basis; functional diversity; and ecological time series analysis. Students will require a laptop for sessions. Schedule is subject to changes according to student progress. College of Science Main Campus Basic knowledge in ecology, biology and informatics Vianney Denis 10 Tuesday 6,7,8 Ocean5098 (241EU5050) 3 (College of Science) Graduate Institute of Oceanography, Marine Biology & Fisheries Division http://www.oc.ntu.edu.tw/?lang=en

This course is designed to guide students to learn about the organic matters in coral reef environment with a focus on the relatively overlooked dissolved organic matter. Coral reef ecosystem is highly productive and hosts a diverse community. To evaluate the sustainability of a reef ecosystem, we need to elucidate details on the organic nutrient cycling and thus such a research topic is emerging. During this course, we will go through recent discoveries on the biogeochemistry of the organic matter in reef waters around the world. We will also provide case studies to help students acquire analytical methods for characterizing organic matter. If funding is available, we will collect reef waters for hands-on practices. We will also conduct subsequent data analysis and interpretation to the environmental issues. Each week, the course will start by me giving a brief introduction to the assigned topic. We will then spend 40 mins discussing recent published research papers relevant to the topic and another 30-40 mins to compile the data from the published research papers. We will then make our own data analysis and interpretations. Students will be required to write a minimum of five-page final report on reviewing or research report of related topics about coral reef organic geochemistry. (1) Students will know about our current understanding of reef water organic geochemistry. (2) Students will read many recently publications on reef water organic geochemistry. (3) Students will present the compiled data and provide interpretations for the data. (4) Students will identify challenges in research on organic geochemistry and seek for potential ways to overcome these challenges; compare with recently proposed research on tacking these challenges. (5) At the end of the course, students will be able to think critically and present their thoughts clearly. (6) Students will walk away from this course welcoming any questions about organic geochemistry in reef waters. (7) Ultimate goal: students will become conscious about the cycling of organic matter in coral reef waters and have knowledge on methods for characterizing organic geochemistry. College of Science Main Campus This course will be offered in English and thus, students must be able to understand English well enough to enroll. Students are required to read and present in English. This is a reading intensive course. Students are required to attend ALL classes. No more than two unexcused absences are permitted. Huei-Ting Lin 10 Monday 2,3,4 Ocean5104 (241EU6010) 3 (College of Science) Graduate Institute of Oceanography, Chemical Oceanography Division http://www.oc.ntu.edu.tw/?lang=en

This course is a complete review of advanced quantitative methods in fisheries stock assessment.

Course covers introduction, decision analysis to evaluate alternative management actions, Bayesian state-space

modelling, Meta-analysis, Integrated analysis, and Spatial modelling in stock assessment Assessment models of

biomassdynamics model, age-structured production model, and integrated stock assessment model (e.g., Stock

Synthesis, SS) will be included. Student will be familiar with methods in fish population dynamics

and stock assessment (e.g.., Bayesian posterior distribution, Markov Chain Monte Carlo, state-space modelling, etc.)

and proficient in parameter estimation (e.g., unfished biomass, spawning biomass, MSY), as well as the uncertainty,

of an exploited fish population, and evaluation of harvest restrictions for fisheries management problems by using

various computer programs and tools (e.g., AD Model Builder [ADMB], WinBUGS/JAGS, SS).

The course draws examples from real fisheries in the world and provides student broad experiences of

various fishery data and fish biology. The course is primarily for students of fisheries and marine ecology,

but should also appeal to those interested in conservation ecology and advanced ecological modelling.
The main objective of the course was to become proficient with background and tools to conduct advanced stock assessment modelling for fisheries. Student will develop professional skills of data analysis, quantitative fish population modelling, and theory and implication of fish harvest management. Student will carry out fisheries data analysis, modelling, and interpretation on a regular basis throughout the course. The course expects student will develop their own model and application. Course will provide basic programming training by following the examples using Excel, R, ADMB, WinBUGS/JAGS. College of Science Main Campus Ocean 7176 Ecological Modeling for Conservation of Fisheries Resources is recommended (not required) prior to this course Yi-Jay Chang 8 Wednesday 6,7,8 Ocean7178 (241EM3860) 3 http://www.oc.ntu.edu.tw/?lang=en