【指定用書】
      Textbooks 

【教學方式】
        Teaching Method 

 

【一、為何要探討科學、技術與社會的關係】

                Why should we explore the relationship between science, technology and society?

　　科學與技術對人類的生活有深遠影響，尤其在數位運算、網際網路、基因、奈米等科技高度發展與影響下，今日社會生活的變動更是劇烈。藉由既有科技與社會研究（science, technology and society studies, 簡稱STS）的研究取徑與案例，本課程探討科技的研發、推廣、使用，與社會影響層面，以及其中牽扯的科學家、工程師、廠商、政府、民眾等各種團體的關連。這種思考下，課程一開始由工程師與科學家的活動所建構出的科技世界與視界出發，探討發明、創新活動背後的複雜歷程，再由科學知識與技術物中介隱含的政治與權力關係，思考使用者、公眾、產業、專業的脈絡特質，以及科技爭議辯論，希望提供更為開放思考科技、社會與個人生涯之政治性與可能性。

Science and technology have a profound impact on human life. Especially in the highly developments and influences of technologies such as digital operation, Internet, genetics, nanotechnology, the changes in social life today are even more dramatic. With the existing researches and cases of STS (science, technology and society studies), this course will explore the development, promotion, use and social impact aspect of technologies as well as the associations of scientists, engineers, manufacturers, governments, people, etc. Based on this kind of thinking, the course begins with the technological world built by the engineers’ and scientists’ actions and explore the complex processes behind invention and innovation activities. Then, by understanding the political and power relations implied by scientific knowledge and technology, students can think about the characteristics of users, public, industry, and profession. Students may also learn some debates on science and technology disputes. The professor hopes to provide more open thinking about the politics and possibilities of technology, society and personal career.

 　　本課程需要課程參與者高度互動、參與討論的課程。藉由案例討論、實作練習，以及資料蒐集與分析的安排，本課程一方面希望提供理工科學生一個由其專業相關議題出發，拓展人文社會思考與視野的機會，另一方面，希望讓人文社會管理背景的學生，瞭解其他專業如何能與科技發展多元結合，甚至是提出另類可能性。希望這門課程能提供融合點，讓參與的同學都能由自身專業出發，發展探索科技發展與反省的基礎，希望有助於使各位成為更具前瞻性與多元思考、反省能力的「科技—社會人」。
This course requires students highly interact and discuss with others. Through case discussions, practical exercises, and arrangements for data collection and analysis, this course hopes to provide science and engineering students with an opportunity to expand their social thinking from their profession-related issues. On the other hand, professor hopes the humanity and social science students can understand how other professions combine with technologies or even provide other possibilities. Professor hoped that this course can become a fusion point, so that the students can start from their own profession and develop the foundation of exploring the technology development. Professor hoped that this will help students become a “Technology-Society person” who has forward-looking, multi-thinking and reflective abilities. 

【二、課程設計與要求】

                Course design and requirements

　　本課程在課堂進行方式是以閱讀、小組討論、講解與小組報告、影片觀賞與討論等方式進行，課後時間則以助教協助帶小組準備課堂報告討論，所有討論內容請上傳至教學網站系統。
The course is conducted by reading, group discussion, lecturing, group presentation, film watching and discussion. After the class, the teaching assistant will help each team to prepare the class report discussion. All of the discussion content should be uploaded to the teaching website system.

課前閱讀	背景講授	課堂小組 討論	小組報告	評量
preview	background teaching	class discussion	group presentation	evaluation

 【三、概念與課堂活動地圖】               
                       Concepts and class activity map

★概念與案例說明 / Concepts 

★   課堂活動  / class activity map

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【課程說明】
     Course Description

     籠統地說，哲學是對人類的知識或經驗中一些比較基本的概念或問題，提出批判性的反省。本課程之目的，主要是要讓同學對一些哲學的概念與問題有一般的理解，尤其著重培養他/她們對這些問題作獨立思考的能力。詳言之，我們希望透過這門課，使學生能夠做到以下幾點：
1.在閱讀文本的時 候，對其中相關的概念或論題，能恰當地掌握，而不致於有望文生義、囫圇吞棗，或胡亂比附等弊病。
2.能夠初步掌握這些概念或論題之所以產生之脈絡，以及掌握支持或反對這些論題的各種論證，換言之，我們希望學生對這些哲學爭論的理路或辯證發展，能有一定的掌握。
3.我 們希望學生能進一步對這些爭論，提出一己的分析與批判，並以清晰流暢的文字來表述之。

【指定用書】
      Textbooks 

   《哲學概論》（ About Philosophy, 8th edition ）， Robert Paul Wolff 原著，譯者與校閱者：郭實渝 / 但昭偉 / 蘇永明 / 林逢祺 / 林福建，總校閱：黃藿，台北：學富文化事業有限公司， 2001 年。
此外我們可能會就相關的議題，補充一些其他哲學文獻方面的材料。

【參考書籍】
    Reference

     《哲學入門九堂課》（ What Does It All Mean? A Very Short Introduction to Philosophy ）， Thomas Nagel 原著，譯者：黃惟郁，究竟出版社， 2002 年。

【教學方式】
    Teaching Method 

     教學以演講與討論為主；但我們會定期給學生家庭作業，以考核學生對課程內容理解的程度。此外，由學生自行組成若干小組（數目視學生人數而定），選定一個題目，撰寫報告，在課堂上宣讀，由另一小組擔任評論，全班師生參與討論。（報告如何進行等細節， 另於課堂上宣佈。）

【教學進度】
      Syllabus 

     採取循序漸進的方式，針對上述的議題，逐一講授與討論，（但議題之次序與內容之詳略可以調整，）務求學生對此中的爭論能有所掌握。

Cannot receive the frequency of professor’s audio tone? Always faint on the tough course? Nonstop notes writing drives you crazy?Go to NTHU OCW website and find magicians to turn the boring classes interesting and easy to learn.老師上課語調與你的接收器頻率不對tone，越聽越不懂？艱澀的課程令人昏昏欲睡，抄的筆記更猶如鳳舞龍飛？別擔心，快到 清大開放式課程教學平台 尋找諸位能力高超的魔法師把原本無趣的課程變得 生動活潑 清楚易懂!

【參考閱讀資料】
        Important Sources  

        每位修課同學必須參與課堂主題資料的閱讀及討論，授課老師將會協助同學的發音及用字，並解釋與分析閱讀資料。學生可隨時提出問題，參與討論，但也會被要求回答問題，因此本課程的學習過程將會是一個互動模式。課程的參與極為重要，將會佔總成績相當重的比例。為了讓同學對自己的報告及期末成績的評分有更充份的瞭解，授課教師將利用期末的兩個星期與各學生討論其整體表現，讓學生能夠從質化評量中，提昇並改進學習成效。

        Everyone needs to participate in class discussion of reading which relates to the topic. And professor will help students to correct their pronunciation of words, and analysis plain the reading materials. Students can ask questions and participate in discussions at any time while they might be asked to answer questions. Seemingly, interaction will be the main mode in this course. Also, the participation is extremely important, and it will be a large proportion in the grade.

        In order to let student to be familiar with the way of deciding final grade score, the professor will do some discussions two weeks before the end the semester. In this way, students will be able to know their learning results through qualitative examine. And then, they will be able to find way to improve learning results. 

        1. The Economist
        2. The New York Times
        3. The Washington Post
        4. Christian Science Monitor
        5. BBC News

老師上課語調與你的接收器頻率不對tone，越聽越不懂？艱澀的課程令人昏昏欲睡，抄的筆記更猶如鳳舞龍飛？別擔心，快到 清大開放式課程教學平台 尋找諸位能力高超的魔法師把原本無趣的課程變得 生動活潑 清楚易懂!

Course Description 
This course aims at introducing students the political development of the Third World, including impact of colonial history, ethnic and cultural conflicts, authoritarian rule by the military, revolutions and civil wars, economic development, democratization and electoral politics, and influence of globalization. In addition to the basic understanding of general knowledge on the Third World (Asia, Africa and Latin America), the main purpose of this course is to enable students to have a deeper appreciation of the problems and challenges faced by these countries.

Text Books 
Jeffrey Haynes, Third World Politics: A Concise Introduction. Blackwell, 1996. 

References

Teaching Method 
This class is comprised of both lecture and discussion. Students are expected to participate in class discussion. This is considered to be an integral part of the learning process and will be weighed in the final grade. A student should try to finish the reading assignment before each class, take notes during the class, and review the materials after the class on his/her own. The medium of communication in this course is English. Textbooks, lecture, examinations, report and class discussion will all be conducted in English. If you do not feel comfortable with this format, you should re-consider whether this course truly meet your needs. 

Syllabus 

Evaluation 
Both objective and short essay questions will be used in the midterm and final examinations (in English). Objective questions include multiple choice, true and false, matching and fill in the blank.

In the Third World country report, which should be written and typed in English as well, a student is required to find out the following relevant information: 

1) Name of the Country, English & Chinese (both Mainland and Taiwan usage) 
2) Name of the People 
3) Colonial Power (if any) 
4) Name of the Country during Colonial Time (if any) 
5) Date of Independence 
6) Capital, English & Chinese (both Mainland and Taiwan usage) 
7) Official Language(s) 
8) National System (centralized or federal) 
9) Political System (presidential, parliamentary, semi-presidential) 
10) Political Parties 
11) Head of State and Head of Government 
12) Electoral System (presidential and parliamentary) 
13) Result of Most Recent Presidential and Parliamentary Elections 
14) Next Presidential and Parliamentary Elections 
15) Occurrence of Military Coup 
16) Territory 
17) Population 
18) Human Development Index (including life expectancy, literacy rate and purchasing power parity) 
19) Major Ethnic Groups 
20) Major Religions 

The map test requires a student to identify the countries of the Third World and place them in seven different regions: Caribbean Islands and Central America, Central Asia and Trans-Caucasus, East and Southeast Asia, Middle East and North Africa, Pacific Islands, South America, and South Asia 

中國製造業首富何享健先生曾說：成功無法複製、失敗可以避免。黃能富教授現正提供計算機網路概論課程讓您未來在職場上能夠保持競爭力，與成功更近，與失敗遠離。The wealthiest person in China manufacturing industry Xiangjian He once said “. We can’t duplicate success, but we can avoid failure.”

【課程說明】
       Course Description
        介紹計算機網路與網際網路，網路應用層 (Application layer)，傳輸層通訊協定 (Transport Layer)，網路層通訊協定 (Network Layer)，資料鏈結層與區域網路 (Link Layer and Local Area Networks) 。
The introduction of the computer network and the Internet，Application layer，Transport Layer，Network Layer，Link Layer and Local Area Networks.

【指定用書】
         Textbooks

【參考書籍】
        References

【教學方式】
        Teaching Method

 
【教學進度】
         Syllabus

Learning everywhere-have NTHU professor as your personal tutor. NTHU OCW is always here for the enthusiastic learners.作家馬塞爾‧普魯斯特品嘗著法國小點，陷入記憶漩渦，我坐在書桌前，盯著狂草上課筆記，怎麼會！課程內容忘得一乾二淨！？快！輕咬一口瑪德蓮，進入NTHU OCW 讓教授魅力身影，帶您追尋逝去的學習記憶！

 
課程說明
        Course Description
    藉由講述生態學的相關研究案例，導引學生如何去瞭解生命的起源與演化機制。介紹一些利用現代生命科學技術，幫助我們研究相關生態領域問題的案例。讓大家體驗到生命的奧秘與珍貴之處，更進一步的去關懷生命與保護生態。
    或許我們對於生活周遭的環境與事物都還有一知半解，但是對於何為生命，以及什麼是生命的感覺可能瞭解得非常有限。現代的生命科學雖然逐漸的瞭解許許多多生命的現像與機制，但是還是有許多未知的謎。在微觀的世界裡，細胞與分子層級的相關領域，或許是現代生命科學的主流。
    DNA 定序、遺傳密碼的解讀、蛋白質結構等的技術更是巧妙的幫助人類了解各種生命的奧妙。但是在自然界裡，生命和生態之間那種更為巧奪天工的密切關係，說不定連現代生命科學都很難解釋清楚。我們如果可以多從生態的觀察上去下手，或許會對於生命的奧秘有更多的認識和珍惜！這是我們這門通識課程，希望帶領大家浸淫在生態與生命的世界的主要目的。 

    By explaining the study cases about the ecology, I will instruct students to know how to understand the mechanism of the origin and evolution of life. By introducing some modern life science and technology and how they help us to study the related field of ecology of the cases, I hope students will be able to experience the mysteries and preciousness of life, and learn to care about the lives and to protect the ecological environment.

    Although we have some basic knowledge about the surroundings, our knowledge of what life andthe feeling of life are is pretty limited. Modern Biological Science has explored many phenomena and mechanisms about life gradually, but there are still many unknown mysteries remained. In the microscopic world, the related fields of cellular and molecular level might be the mainstream of modern life science.

    The technologies of sequencing of DNA, the interpretation of the genetic code and protein structure are the secret of the ingenious which helps humans to understand Biology. However, the complex relation between biology and ecology in natural world might be hard to explain clearly even by the modern Biological Science. Therefore, if we can approach it by observing, we might gain more knowledge about the mysteries of life. And the above are the core of this curriculum. We hope to lead students to the world of ecology and biology.

指定用書
        Textbooks 

參考書籍
         References
陳郁秀，2007，鑽石台灣：多樣性自然生態篇－瑰麗多彩的土地，玉山社出版(台北)，327頁。 
王惠姿、周大慶，1999，台灣賞鳥地圖，晨星出版社出版(台中市)，429頁。 
何平合、洪明仕，1997，新竹市海邊的螃蟹，新竹市政府印行，122頁。 
何立德、王鑫，2002，台灣的珊瑚礁，遠足文化事業有限公司出版(台北縣)，207 頁。 
呂光洋，1984，台灣之生態簡介，交通部觀光局印行，104頁。 
李素芳，2002，台灣的海岸，遠足文化事業有限公司出版(台北縣)，191頁。 
林春吉，2002，台灣水生植物 1 ，田野影像出版社出版(台北市)，207頁。 
林春吉，2002，台灣水生植物 2 ，田野影像出版社出版(台北市)，239頁。 
洪明仕，1997，竹塹海邊生物，新竹市立文化中心印行，158頁。 
孫儒泳等編，1996，普通生態學，藝軒圖書出版社印行，374頁。 
郝道猛，1977，生態學概論，徐氏基金會印行，599頁。 
陳玉峰，1995，台灣植被誌（第一卷）：總論及植被帶概論，玉山社出版(台北市)，303頁。 
陳玉峰，1995，赤腳走山─展讀觀音山的天書，高雄縣政府印行，141頁。 
陳玉峰，1997，台灣植被誌（第二卷）：高山植被與高山植物，晨星出版社出版，台中市，275頁。 
陳玉峰，1998，台灣植被誌（第三卷）：亞高山冷杉林帶與高地草原（上下冊），前衛出版社出版，台北市，275頁。 
曾晴賢，陳育賢，1992，海邊生物，東部海岸風景特定區管理處印行，221頁。 
黃朝洲，1999，台灣珍稀水生植物，清水鎮牛罵頭文化協進會印行，204頁。 
楊秋霖，2007，台灣的生態旅遊，遠足文化事業股份有限公司出版(台北縣)，191頁。 
趙世民，2003，台灣礁岩海岸地圖，晨星出版社出版(台中市)，411頁。 
齊柏林，2004，飛閱台灣：我們的土地故事，秋雨文化出版 
鄭明修，詹榮桂，1993，海洋生物，東部海岸風景特定區管理處印行，249 頁。 

♠ 其他相關農委會、各國家公園管理處、台灣省特有生態保育研究中心、台灣省林務局、觀光局各風經區管理處之出版品，大自然、台灣山岳等雜誌，相關圖書文獻除在圖書館查閱外，可至研發大樓自然學友之家閱讀，或是至相關自然書店查閱。

♠Other relevant Council of Agriculture, the National Park Administration, Taiwan Province of unique ecological conservation research center, the Taiwan Forestry Bureau, Tourism Bureau, the wind by the district at publication, nature, Taiwan’s mountains and other magazines, books and documents in addition to  the family of the Naturalist Center R & D building in the library, reading, or to the natural bookstore access.

教學方式
        Teaching Method

【教學方式】
       Teaching Method
      藉由課程中所學習的電視製作理論，學生 ( 個人與團隊 ) 實際參與創作，從前製的創意發想，拍攝，到後製剪輯成完整的作品。藉由實際參與，暸解電視製作的實務。

 Television production theory by learning in the curriculum, students (individual and team) are actually involved in the creation of the former system of creative thoughts, shooting and post-edited into a complete work. By actual participation, understanding of practice of television production.