List of potential themes to be chosen for writing the term paper
(for Microeconomics; Fall 2009)
1. 文藻學生餐廳之成本曲線
2. 校園二手教科書書店之經營策略
3. 註冊率逐年下滑 大學應該嚴格淘汰學生嗎
4. 文藻選課制度之經濟分析
5. 論最合經濟效率的文藻招生宣傳方式
6. 文藻英語初戀營之經濟分析
7. 每學期六次班會之經濟分析
8. 大學生對機會成本的認知
9. 大學生對沉沒成本 (sunk cost) 的認知
10. 機會成本比較與成本效益分析
11. 某冷飲店的生產、成本與獲利之經濟分析
12. 某KTV的生產、成本與獲利之經濟分析
13. 某夜市攤位的生產、成本與獲利之經濟分析
14. 重修生的最適解 -- 暑修 vs. 隨班修
15. 由企業營利觀點看大學的產出
16. 同學選課決策 vs. 價格接受消費者之最適化
17. 我經歷的正斜率需求曲線
18. 為何給(不給)59分: 經濟分析
19. 註冊率逐年下滑 大學應該調整學費嗎
20. 本課程為何採用綁匪之王為作業
21. 由效率工資理論看大學教師薪資
Thursday, September 24, 2009
Fall 2009 專題報告寫作 Professional Writing Syllabus
文藻外語學院九十八學年度第一學期課程綱要
Wenzao Ursuline College of Languages
Syllabus for the Fall Semester in 2009
壹、課程基本資料
課程名稱Course Title ：專題報告寫作 Professional Writing
開課學制School System ：
日間部 Day School 4-Year College
開課單位Department：
國際企業管理系Department of International Business Administration
授課教師Instructor：衛忠欣 (Jong-Shin Wei)
職稱Position Title：專任副教授Associate Professor
師生互動Instructor’s Contact Information：
1. 辦公室Office ：Z0513
2. 辦公室電話Office Phone Number：07-3426031 ext.6222
Also 0912-604-341
3. 電子信箱E-mail：jsw12011958@gmail.com
john@mail.wtuc.edu.tw
4. 約談時間Office Hours：12:10 pm ~ 2:50 pm, Tuesdays
3:10 pm ~ 4:50 pm, Thursdays
學分Credits：3 (學分)
選課別Category：【★】選修Elective Course
開課類別 Course Categories：【★】學期課 For Academic Semester
開課年級 Year Taught：4 (senior)
授課班級 Class Taught：UB4
科目概要Course Description：
本課程介於一般中文寫作與研究(論文)寫作之間。針對同學日後在商管企業之需要，由淺入深、循序漸進，介紹各類商業書信、備忘錄、中文履歷表、活動通告、企業或組織簡介、專題小品文、專案報告與學術性論文之寫作技巧。英文寫作不在本課程的教學範疇內。
This course fills the gap between general (or literature) writing and research writing. With the presumption that students will be working on various business sectors upon graduation, we would like to have them prepared for writing a short letter, a memo, a resume, an announcement, a company profile, a short essay, and a project report with confidence and in elegant style. Emphasis will be made on Chinese writing although occasionally samples in English will be provided.
課程目標Course Objectives：
1. 使學生增進中文專業寫作能力。
2. 透過同學的作業、取樣與同儕互評，介紹如何觀察、找出問題與釐清思緒。
3. 使學生養成搜集資料、動筆、批判性檢核、再修飾的寫作習慣。
Being able to write professionally in Chinese is the goal. Students will be trained to observe, identify or focus, conjecture, logically reason, organize thoughts, collect data, write up, think critically, and finally re-write. Various topics will be furnished and students have some (not much) freedom in topic selection. Peer review will be supplemented.
評量方式與評分比例分配Evaluation Criteria：
Active participation (i.e., answering and questioning) and assignments: 30%
Term paper draft version (font size 14; double-spaced; 8~15 pages): 20% (一人一組)
Effort in doing peer review: 15% (修改同學draft report; 口頭報告評分)
Term paper revised version (font size 14; double-spaced; 8~15 pages): 20% (一人一組)
Oral presentation: 15% (formality required)
課堂要求Course Requirements & Policies：
As we are excited (and expected) to utilize modern technology, lectures will be given via Word documents and PPT files. Those who blame using the projector for feeling sleepy should seriously consider transferring to colleges that still heavily use chalk talk. No chatting; no use of cellular phone in any way. Do not circulate materials (even if they are from our college) among students when the class is in session. [Do negotiate with me beforehand as talking for 50 minutes with no stop isn’t good to my health. I can lend you a few minutes for legitimate purposes.] Spontaneous interaction (such as questioning and answering) is expected and rewarded. All questions should be brought to the instructor.
啟動冷氣之權責，在於教師。目前係使用者付費。門窗宜關閉以防止麥克風相互干擾與窗簾布飄揚(影響螢幕光度)。負責管理冷氣卡的同學務必準時進教室、啟動冷氣，違者應受平時成績扣分之處分(理由：負面影響教與學之環境)。第一週將徵求課堂義工兩位，以平時成績為誘因。校園治安良好，授課中途，如需緊急如廁，一律由前門出入，義工確實造冊登記，也助於教師搜集研究資料。在第一屆學生離校後，授課中途尿遁之怪象，理應走入歷史。(已提示泌尿科、婦產科醫生診斷證明者，將不會被登記。)據本人數年觀察，本校正、副校長與多位主管(甚至本人)，年齡是同學的兩倍有餘，長期在冷氣房開會，未見有在70分鐘內如廁之需要。電影院的觀眾樣本，就更不用說了。
所有教材(含同學報告與作業)完全公開(請善用網路學園)。伏案小睡者，得視同缺席。如有業界專家前來協同教學，將適時微調若干授課進度。
預防傳染疾病之相關事宜，概依校方規定。
本課程如有 teaching assistant (TA)，另行公告。
報告與作業之繳交方式，另行公告。
教科書Textbooks：None. Samples and handouts will be prepared by enrolled students and the instructor.
務必養成至少每週兩次登入e-learning之閱讀習慣。
指定參考書目或網址References：務必善用去年的資料 To be added.
貳、課程內容與進度（Course Content & Schedule）
上課日期Date
1.單元名稱Units
2.授課方式Instructional Approaches
3.作業、報告考試或其他Assignments, Tests and Others
4.備註Remarks
09/15
1. Self-introducing, syllabus, ethics, exchanging view points, reporting teaching
evaluations (last year), and classroom setup (正取義工：陳佳琳、謝欣恬)
Overview
2. Sharing experience to motivate students; informal and hopefully delightful
3. No need to preview materials
09/22
1. Identifying bad writing samples
Biography
2. 雙向互動
3. Seating chart implemented
09/29
1. Email/short letter
Resume (in Chinese)
2. 雙向互動
3. Seating chart finalized
10/06
1. Memo
Announcement
News
Cover letter
Company profile
2. 雙向互動
10/13
1. Letter to apologize
Letter to solicit
Letter to threaten
Letter to compromise
Short essay
2. 雙向互動
4. 3:10 ~ 5:00 許世原組長協同教學：電子資料庫對專業寫作之協助
10/20
1. 文藻週停課
10/27
1. Project report
2.雙向互動
11/03
1. Academic paper
Structure and references style
2.雙向互動
11/10
1. Actual process of writing an academic paper
2. 雙向互動
4. 期中考週不停課
11/17
1. Actual process of writing an academic paper
2. 雙向互動
3. Draft paper due
11/24
1. Analyzing and editing students’ term papers (draft)
2. 雙向互動
3. 繳交peer review output
12/01
1. Analyzing and editing students’ term papers (draft)
2. 雙向互動
12/08
1. Analyzing and editing students’ term papers (draft)
2. 雙向互動
12/15
1. Oral presentation
3. Revised paper due
12/22
1. Oral presentation
12/29
1. Oral presentation
2010/01/05
1. Oral presentation
01/12
1. Oral presentation
3. 繳交口頭報告評分表
4. 期末考週不停課
Oct.13: 電子資料庫對專業寫作之協助 (Utilizing e-resources at library) -- 許世原組長之協同教學
Any updating will be announced on e-learning and in class.
放棄智慧財產權、歡迎全貌轉錄引用。
(last updated September 15, 2009 by jsw; file name: F2009writing_syll.doc.)
Wenzao Ursuline College of Languages
Syllabus for the Fall Semester in 2009
壹、課程基本資料
課程名稱Course Title ：專題報告寫作 Professional Writing
開課學制School System ：
日間部 Day School 4-Year College
開課單位Department：
國際企業管理系Department of International Business Administration
授課教師Instructor：衛忠欣 (Jong-Shin Wei)
職稱Position Title：專任副教授Associate Professor
師生互動Instructor’s Contact Information：
1. 辦公室Office ：Z0513
2. 辦公室電話Office Phone Number：07-3426031 ext.6222
Also 0912-604-341
3. 電子信箱E-mail：jsw12011958@gmail.com
john@mail.wtuc.edu.tw
4. 約談時間Office Hours：12:10 pm ~ 2:50 pm, Tuesdays
3:10 pm ~ 4:50 pm, Thursdays
學分Credits：3 (學分)
選課別Category：【★】選修Elective Course
開課類別 Course Categories：【★】學期課 For Academic Semester
開課年級 Year Taught：4 (senior)
授課班級 Class Taught：UB4
科目概要Course Description：
本課程介於一般中文寫作與研究(論文)寫作之間。針對同學日後在商管企業之需要，由淺入深、循序漸進，介紹各類商業書信、備忘錄、中文履歷表、活動通告、企業或組織簡介、專題小品文、專案報告與學術性論文之寫作技巧。英文寫作不在本課程的教學範疇內。
This course fills the gap between general (or literature) writing and research writing. With the presumption that students will be working on various business sectors upon graduation, we would like to have them prepared for writing a short letter, a memo, a resume, an announcement, a company profile, a short essay, and a project report with confidence and in elegant style. Emphasis will be made on Chinese writing although occasionally samples in English will be provided.
課程目標Course Objectives：
1. 使學生增進中文專業寫作能力。
2. 透過同學的作業、取樣與同儕互評，介紹如何觀察、找出問題與釐清思緒。
3. 使學生養成搜集資料、動筆、批判性檢核、再修飾的寫作習慣。
Being able to write professionally in Chinese is the goal. Students will be trained to observe, identify or focus, conjecture, logically reason, organize thoughts, collect data, write up, think critically, and finally re-write. Various topics will be furnished and students have some (not much) freedom in topic selection. Peer review will be supplemented.
評量方式與評分比例分配Evaluation Criteria：
Active participation (i.e., answering and questioning) and assignments: 30%
Term paper draft version (font size 14; double-spaced; 8~15 pages): 20% (一人一組)
Effort in doing peer review: 15% (修改同學draft report; 口頭報告評分)
Term paper revised version (font size 14; double-spaced; 8~15 pages): 20% (一人一組)
Oral presentation: 15% (formality required)
課堂要求Course Requirements & Policies：
As we are excited (and expected) to utilize modern technology, lectures will be given via Word documents and PPT files. Those who blame using the projector for feeling sleepy should seriously consider transferring to colleges that still heavily use chalk talk. No chatting; no use of cellular phone in any way. Do not circulate materials (even if they are from our college) among students when the class is in session. [Do negotiate with me beforehand as talking for 50 minutes with no stop isn’t good to my health. I can lend you a few minutes for legitimate purposes.] Spontaneous interaction (such as questioning and answering) is expected and rewarded. All questions should be brought to the instructor.
啟動冷氣之權責，在於教師。目前係使用者付費。門窗宜關閉以防止麥克風相互干擾與窗簾布飄揚(影響螢幕光度)。負責管理冷氣卡的同學務必準時進教室、啟動冷氣，違者應受平時成績扣分之處分(理由：負面影響教與學之環境)。第一週將徵求課堂義工兩位，以平時成績為誘因。校園治安良好，授課中途，如需緊急如廁，一律由前門出入，義工確實造冊登記，也助於教師搜集研究資料。在第一屆學生離校後，授課中途尿遁之怪象，理應走入歷史。(已提示泌尿科、婦產科醫生診斷證明者，將不會被登記。)據本人數年觀察，本校正、副校長與多位主管(甚至本人)，年齡是同學的兩倍有餘，長期在冷氣房開會，未見有在70分鐘內如廁之需要。電影院的觀眾樣本，就更不用說了。
所有教材(含同學報告與作業)完全公開(請善用網路學園)。伏案小睡者，得視同缺席。如有業界專家前來協同教學，將適時微調若干授課進度。
預防傳染疾病之相關事宜，概依校方規定。
本課程如有 teaching assistant (TA)，另行公告。
報告與作業之繳交方式，另行公告。
教科書Textbooks：None. Samples and handouts will be prepared by enrolled students and the instructor.
務必養成至少每週兩次登入e-learning之閱讀習慣。
指定參考書目或網址References：務必善用去年的資料 To be added.
貳、課程內容與進度（Course Content & Schedule）
上課日期Date
1.單元名稱Units
2.授課方式Instructional Approaches
3.作業、報告考試或其他Assignments, Tests and Others
4.備註Remarks
09/15
1. Self-introducing, syllabus, ethics, exchanging view points, reporting teaching
evaluations (last year), and classroom setup (正取義工：陳佳琳、謝欣恬)
Overview
2. Sharing experience to motivate students; informal and hopefully delightful
3. No need to preview materials
09/22
1. Identifying bad writing samples
Biography
2. 雙向互動
3. Seating chart implemented
09/29
1. Email/short letter
Resume (in Chinese)
2. 雙向互動
3. Seating chart finalized
10/06
1. Memo
Announcement
News
Cover letter
Company profile
2. 雙向互動
10/13
1. Letter to apologize
Letter to solicit
Letter to threaten
Letter to compromise
Short essay
2. 雙向互動
4. 3:10 ~ 5:00 許世原組長協同教學：電子資料庫對專業寫作之協助
10/20
1. 文藻週停課
10/27
1. Project report
2.雙向互動
11/03
1. Academic paper
Structure and references style
2.雙向互動
11/10
1. Actual process of writing an academic paper
2. 雙向互動
4. 期中考週不停課
11/17
1. Actual process of writing an academic paper
2. 雙向互動
3. Draft paper due
11/24
1. Analyzing and editing students’ term papers (draft)
2. 雙向互動
3. 繳交peer review output
12/01
1. Analyzing and editing students’ term papers (draft)
2. 雙向互動
12/08
1. Analyzing and editing students’ term papers (draft)
2. 雙向互動
12/15
1. Oral presentation
3. Revised paper due
12/22
1. Oral presentation
12/29
1. Oral presentation
2010/01/05
1. Oral presentation
01/12
1. Oral presentation
3. 繳交口頭報告評分表
4. 期末考週不停課
Oct.13: 電子資料庫對專業寫作之協助 (Utilizing e-resources at library) -- 許世原組長之協同教學
Any updating will be announced on e-learning and in class.
放棄智慧財產權、歡迎全貌轉錄引用。
(last updated September 15, 2009 by jsw; file name: F2009writing_syll.doc.)
Fall 2009 個體經濟學 Microeconomics Syllabus
文藻外語學院九十八學年度第一學期課程綱要
Wenzao Ursuline College of Languages
Syllabus for the Fall Semester in 2009
壹、課程基本資料
課程名稱Course Title ： 個體經濟學 Microeconomics
開課學制School System ：
日間部 Day School 4-Year College
開課單位Department：
國際企業管理系Department of International Business Administration
授課教師Instructor：衛忠欣 (Jong-Shin Wei)
職稱Position Title：專任副教授Associate Professor
師生互動Instructor’s Contact Information：
1. 辦公室Office ：Z0513
2. 辦公室電話Office Phone Number：07-3426031 ext.6222
Also 0912-604-341
3. 電子信箱E-mail：jsw12011958@gmail.com
john@mail.wtuc.edu.tw
4. 約談時間Office Hours：12:10 pm ~ 2:50 pm, Tuesdays
3:10 pm ~ 4:50 pm, Thursdays
學分Credits：3 (學分)
選課別Category：【★】選修Elective Course
開課類別 Course Categories：【★】學期課 For Academic Semester
開課年級 Year Taught：2 (sophomore)
授課班級 Class Taught：UB2
科目概要Course Description：
只需個體經濟學原理知識，盼能介紹個體經濟學之主流、具科學分析之嚴謹與預測能力、輔以個案研究與實驗。若能認真聽講、閱讀、互勉、良性競爭與自律，將領悟採用文字淺顯的英文資料之堅持。內容涵蓋：消費者決策、生產者決策、市場結構、公司治理、訊息經濟學簡介、策略思維與應用。本課程雖不需依賴微積分。同學應具備「個體經濟學原理」之背景。
Only principles of microeconomics is the required background. Our goal is to guide you to appreciate the rigor, predictive power of some issues in mainstream microeconomics as a science while a few case studies and experiments will also be conducted. The adoption of easy-to-comprehend materials written in plain English will soon be justified as long as students work seriously in a friendly environment made up of lecturing, encouragement, reading, peer pressure, and self-commitment. Topics covered include: consumer’s decision-making, producer’s decision-making, market structure, internal organization of the firm, introduction to economics of information, and thinking strategically with business applications. Calculus is not needed.
課程目標Course Objectives：
1.讓學生能活用經濟學之科學方法與思維，培養獨立思考與批判能力。
2.使學生開拓消費與產業分析、運用策略的視野，了解個體經濟政策之立基。
3.持續讓學生養成閱讀英文版商管類教材之習慣、撰寫產業個案研究之基礎技能。
4.使學生具備商管就業市場之基礎知能，或奠定升學基礎。
Introduce a small subset of materials often covered by teachers in our counterparts. The natural tradeoff is emphasizing deep thinking and open-minded yet stimulating atmosphere at which English serves as a tool, not the target per se. Help students utilize the scientific reasoning in understanding the root of economic policies and how our market system functions regarding consumption and competition. Make students get familiar with economic concepts (in English) required in the business sectors as well as tools needed for post-graduate work.
評量方式與評分比例分配Evaluation Criteria：
Part 1: Active participation (i.e., answering and questioning): 20%
(與學務系統之點名無關)
Part 2: In-class midterm exam: 30% (解答皆上網；見網路學園)
Part 3: (Students must choose only one of the following by Nov.11.)
升學導向： In-class final comprehensive exam: 50% (解答皆上網；見網路學園)
就業導向： Individual written project report: 50% (due: before the final exam week；報告皆上網，符合資訊透明化)
In-class exams are open books/notes.
點名是本校引以自豪(且沒有辯論空間)的政策。既然有點名，要求依座位表入座，並不為過。若考前畫重點，更是自欺欺人、治學之恥。教師對評定『Active participation』的最起碼保證，為subjectively objective。
課堂要求Course Requirements & Policies：
As we are excited (and expected) to utilize modern technology, lectures will be given via PowerPoint. Those who blame PPT for feeling sleepy should seriously consider transferring to colleges that still heavily use chalk talk. No chatting; no use of cellular phone in any way. Do not circulate materials (even if they are from our college) among students when the class is in session. [Do negotiate with me beforehand as talking for 50 minutes with no stop isn’t good to my health. I can lend you a few minutes for legitimate purposes.] Spontaneous interaction (such as questioning and answering) is expected and rewarded. All questions should be brought to the instructor.
啟動冷氣之權責，在於教師。目前係使用者付費。門窗宜關閉以防止麥克風相互干擾與窗簾布飄揚(影響螢幕光度)。負責管理冷氣卡的同學務必準時進教室、啟動冷氣，違者應受平時成績扣分之處分(理由：負面影響教與學之環境)。第一週將徵求課堂義工兩位，以平時成績為誘因。校園治安良好，授課中途，如需緊急如廁，一律由前門出入，義工確實造冊登記，也助於教師搜集研究資料。在第一屆學生離校後，授課中途尿遁之怪象，理應走入歷史。(已提示泌尿科、婦產科醫生診斷證明者，將不會被登記。)據本人數年觀察，本校正、副校長與多位主管(甚至本人)，年齡是同學的兩倍有餘，長期在冷氣房開會，未見有在70分鐘內如廁之需要。電影院的觀眾樣本，就更不用說了。
考試時可使用字典或翻譯機，記取瓜田李下的古訓，不得傳遞借用。為提供同學考前認真閱讀課本之誘因，翻譯機與字典，限考試開始30分鐘內使用。嚴禁考試時參考中譯本。試題以英文為主，授課時會適時加入中譯。影印課本觸法；用中譯本會後悔 -- 堅持用中文課本就不必來文藻；在大學續用高職課本或補習班講義是傻瓜。所有教材(含解答與考古題)完全公開(請善用網路學園)、既非照本宣科、獎勵聽眾預習。同學若全程錄音，既利於充實教學資源、防範斷章取義之卑劣作為，必有漂亮的平時成績。伏案小睡者，得視同缺席。如有業界專家前來協同教學，將適時微調若干授課進度。協同教學之內容，也會納入考試範圍。
預防傳染疾病之相關事宜，概依校方規定。
本課程如有 teaching assistant (TA)，另行公告。
學校指派的國際企業管理系課程規劃小組，已於98年暑假，將本課程自國際企業管理系之報部課表刪除。目前本課程係適用於97學年度入學之國際企業系同學。爾後有意升學者，宜提早規劃。
教科書Textbooks：Schotter, A. (2009), Microeconomics: A Modern Approach, first edition. South-Western. (Most of you will find the textbook challenging and demanding.)
指定參考書目或網址References：
Those who have weak background in principles of microeconomics are strongly urged to consult my teaching materials in the principles of microeconomics (經濟學一) course.
Two good texts for that course are:
Frank, R. H. and B.S. Bernanke (2009), Principles of Economics, brief edition. McGraw-Hill.
Mankiw, N.G. (2007), Principles of Economics, third ed. Thomson.
近幾年相關課程之授課投影片與試題詳解，皆開放於e-learning (http://elearning.wtuc.edu.tw)。
務必養成至少每週兩次登入e-learning之閱讀習慣。所有重要通知，皆由 e-learning 系統發信到同學的信箱(wtuc.edu.tw網域)。
其他網路資源：
http://en.wikipedia.org/wiki/Main_Page
http://jsw12011958.blogspot.com/
http://www.slate.com/
http://nobelprize.org/nobel_prizes/economics/laureates/
貳、課程內容與進度（Course Content & Schedule）
上課日期Date
1.單元名稱Units
2.授課方式Instructional Approaches
3.作業、報告考試或其他Assignments, Tests and Others
4.備註Remarks
09/16
1. Self-introducing, syllabus, ethics, exchanging view points, reporting recent
teaching evaluations and performance, and classroom setup (徵求義工)
Economics and institutions
2. Sharing experience to motivate students; informal and hopefully delightful
3. No need to preview materials
4. Help identify who are not ready for taking this course
09/23
1. Economics and institutions Preferences 教師節慶祝大會(3:10~5:00 停課)
5:10 ~ 6:00 照常上課 – 欲退選者除外
2. Ch.1 and Ch.2
3. Seating chart implemented
4. 教師節慶祝大會 -- 可能引影響進度
09/30
1. Preferences Indifference curves
2. Ch.2 and Ch.3
3. Seating chart finalized
10/07
1. Indifference curves Demand behavior
2. Ch.3 and Ch.4
4. Selective coverage
10/14
1. Demand behavior Applications of consumer demand
2. Ch.4 and Ch.5
4. Selective coverage
10/21
1. 文藻週停課
10/28
1. Applications of consumer demand
2. Ch.5
11/04
1. Applications of consumer demand Uncertainty and insurance
2. Ch.5 and Ch.6
11/11
1. Midterm exam
2. 範圍：09/16 ~ 11/04
3. No make-up exam
4. In-class exam
11/18
1. Uncertainty and insurance Technology and cost
2. Ch.6 and Ch.8
4. Selective coverage
11/25
1. Uncertainty and insurance Cost and profit
2. Ch.6 and Ch.8
4. Selective coverage
12/02
1. Cost and profit
2. Ch.8 and Ch.9
4. Selective coverage
12/09
1. Game theory and strategic business analysis
2. Ch.11
4. Selective coverage
12/16
1. Game theory and strategic business analysis
2. Ch.11
4. Selective coverage
12/23
1. Internal organization of the firm
2. Ch.13
12/30
1. Internal organization of the firm Moral hazard and adverse selection
2. Ch.13 and Ch.23
2010/01/06
1. Moral hazard and adverse selection
2. Ch.23
4. Selective coverage 繳交報告(適用於就業導向)
01/13
1. Final exam (適用於升學導向)
2. 範圍：整學期
3. No make-up exam
4. In-class exam
Any updating will be announced on e-learning and in class.
放棄智慧財產權、歡迎全貌轉錄引用。
(last updated September 16, 2009 by jsw; file name: F2009micro_syll.doc.)
Wenzao Ursuline College of Languages
Syllabus for the Fall Semester in 2009
壹、課程基本資料
課程名稱Course Title ： 個體經濟學 Microeconomics
開課學制School System ：
日間部 Day School 4-Year College
開課單位Department：
國際企業管理系Department of International Business Administration
授課教師Instructor：衛忠欣 (Jong-Shin Wei)
職稱Position Title：專任副教授Associate Professor
師生互動Instructor’s Contact Information：
1. 辦公室Office ：Z0513
2. 辦公室電話Office Phone Number：07-3426031 ext.6222
Also 0912-604-341
3. 電子信箱E-mail：jsw12011958@gmail.com
john@mail.wtuc.edu.tw
4. 約談時間Office Hours：12:10 pm ~ 2:50 pm, Tuesdays
3:10 pm ~ 4:50 pm, Thursdays
學分Credits：3 (學分)
選課別Category：【★】選修Elective Course
開課類別 Course Categories：【★】學期課 For Academic Semester
開課年級 Year Taught：2 (sophomore)
授課班級 Class Taught：UB2
科目概要Course Description：
只需個體經濟學原理知識，盼能介紹個體經濟學之主流、具科學分析之嚴謹與預測能力、輔以個案研究與實驗。若能認真聽講、閱讀、互勉、良性競爭與自律，將領悟採用文字淺顯的英文資料之堅持。內容涵蓋：消費者決策、生產者決策、市場結構、公司治理、訊息經濟學簡介、策略思維與應用。本課程雖不需依賴微積分。同學應具備「個體經濟學原理」之背景。
Only principles of microeconomics is the required background. Our goal is to guide you to appreciate the rigor, predictive power of some issues in mainstream microeconomics as a science while a few case studies and experiments will also be conducted. The adoption of easy-to-comprehend materials written in plain English will soon be justified as long as students work seriously in a friendly environment made up of lecturing, encouragement, reading, peer pressure, and self-commitment. Topics covered include: consumer’s decision-making, producer’s decision-making, market structure, internal organization of the firm, introduction to economics of information, and thinking strategically with business applications. Calculus is not needed.
課程目標Course Objectives：
1.讓學生能活用經濟學之科學方法與思維，培養獨立思考與批判能力。
2.使學生開拓消費與產業分析、運用策略的視野，了解個體經濟政策之立基。
3.持續讓學生養成閱讀英文版商管類教材之習慣、撰寫產業個案研究之基礎技能。
4.使學生具備商管就業市場之基礎知能，或奠定升學基礎。
Introduce a small subset of materials often covered by teachers in our counterparts. The natural tradeoff is emphasizing deep thinking and open-minded yet stimulating atmosphere at which English serves as a tool, not the target per se. Help students utilize the scientific reasoning in understanding the root of economic policies and how our market system functions regarding consumption and competition. Make students get familiar with economic concepts (in English) required in the business sectors as well as tools needed for post-graduate work.
評量方式與評分比例分配Evaluation Criteria：
Part 1: Active participation (i.e., answering and questioning): 20%
(與學務系統之點名無關)
Part 2: In-class midterm exam: 30% (解答皆上網；見網路學園)
Part 3: (Students must choose only one of the following by Nov.11.)
升學導向： In-class final comprehensive exam: 50% (解答皆上網；見網路學園)
就業導向： Individual written project report: 50% (due: before the final exam week；報告皆上網，符合資訊透明化)
In-class exams are open books/notes.
點名是本校引以自豪(且沒有辯論空間)的政策。既然有點名，要求依座位表入座，並不為過。若考前畫重點，更是自欺欺人、治學之恥。教師對評定『Active participation』的最起碼保證，為subjectively objective。
課堂要求Course Requirements & Policies：
As we are excited (and expected) to utilize modern technology, lectures will be given via PowerPoint. Those who blame PPT for feeling sleepy should seriously consider transferring to colleges that still heavily use chalk talk. No chatting; no use of cellular phone in any way. Do not circulate materials (even if they are from our college) among students when the class is in session. [Do negotiate with me beforehand as talking for 50 minutes with no stop isn’t good to my health. I can lend you a few minutes for legitimate purposes.] Spontaneous interaction (such as questioning and answering) is expected and rewarded. All questions should be brought to the instructor.
啟動冷氣之權責，在於教師。目前係使用者付費。門窗宜關閉以防止麥克風相互干擾與窗簾布飄揚(影響螢幕光度)。負責管理冷氣卡的同學務必準時進教室、啟動冷氣，違者應受平時成績扣分之處分(理由：負面影響教與學之環境)。第一週將徵求課堂義工兩位，以平時成績為誘因。校園治安良好，授課中途，如需緊急如廁，一律由前門出入，義工確實造冊登記，也助於教師搜集研究資料。在第一屆學生離校後，授課中途尿遁之怪象，理應走入歷史。(已提示泌尿科、婦產科醫生診斷證明者，將不會被登記。)據本人數年觀察，本校正、副校長與多位主管(甚至本人)，年齡是同學的兩倍有餘，長期在冷氣房開會，未見有在70分鐘內如廁之需要。電影院的觀眾樣本，就更不用說了。
考試時可使用字典或翻譯機，記取瓜田李下的古訓，不得傳遞借用。為提供同學考前認真閱讀課本之誘因，翻譯機與字典，限考試開始30分鐘內使用。嚴禁考試時參考中譯本。試題以英文為主，授課時會適時加入中譯。影印課本觸法；用中譯本會後悔 -- 堅持用中文課本就不必來文藻；在大學續用高職課本或補習班講義是傻瓜。所有教材(含解答與考古題)完全公開(請善用網路學園)、既非照本宣科、獎勵聽眾預習。同學若全程錄音，既利於充實教學資源、防範斷章取義之卑劣作為，必有漂亮的平時成績。伏案小睡者，得視同缺席。如有業界專家前來協同教學，將適時微調若干授課進度。協同教學之內容，也會納入考試範圍。
預防傳染疾病之相關事宜，概依校方規定。
本課程如有 teaching assistant (TA)，另行公告。
學校指派的國際企業管理系課程規劃小組，已於98年暑假，將本課程自國際企業管理系之報部課表刪除。目前本課程係適用於97學年度入學之國際企業系同學。爾後有意升學者，宜提早規劃。
教科書Textbooks：Schotter, A. (2009), Microeconomics: A Modern Approach, first edition. South-Western. (Most of you will find the textbook challenging and demanding.)
指定參考書目或網址References：
Those who have weak background in principles of microeconomics are strongly urged to consult my teaching materials in the principles of microeconomics (經濟學一) course.
Two good texts for that course are:
Frank, R. H. and B.S. Bernanke (2009), Principles of Economics, brief edition. McGraw-Hill.
Mankiw, N.G. (2007), Principles of Economics, third ed. Thomson.
近幾年相關課程之授課投影片與試題詳解，皆開放於e-learning (http://elearning.wtuc.edu.tw)。
務必養成至少每週兩次登入e-learning之閱讀習慣。所有重要通知，皆由 e-learning 系統發信到同學的信箱(wtuc.edu.tw網域)。
其他網路資源：
http://en.wikipedia.org/wiki/Main_Page
http://jsw12011958.blogspot.com/
http://www.slate.com/
http://nobelprize.org/nobel_prizes/economics/laureates/
貳、課程內容與進度（Course Content & Schedule）
上課日期Date
1.單元名稱Units
2.授課方式Instructional Approaches
3.作業、報告考試或其他Assignments, Tests and Others
4.備註Remarks
09/16
1. Self-introducing, syllabus, ethics, exchanging view points, reporting recent
teaching evaluations and performance, and classroom setup (徵求義工)
Economics and institutions
2. Sharing experience to motivate students; informal and hopefully delightful
3. No need to preview materials
4. Help identify who are not ready for taking this course
09/23
1. Economics and institutions Preferences 教師節慶祝大會(3:10~5:00 停課)
5:10 ~ 6:00 照常上課 – 欲退選者除外
2. Ch.1 and Ch.2
3. Seating chart implemented
4. 教師節慶祝大會 -- 可能引影響進度
09/30
1. Preferences Indifference curves
2. Ch.2 and Ch.3
3. Seating chart finalized
10/07
1. Indifference curves Demand behavior
2. Ch.3 and Ch.4
4. Selective coverage
10/14
1. Demand behavior Applications of consumer demand
2. Ch.4 and Ch.5
4. Selective coverage
10/21
1. 文藻週停課
10/28
1. Applications of consumer demand
2. Ch.5
11/04
1. Applications of consumer demand Uncertainty and insurance
2. Ch.5 and Ch.6
11/11
1. Midterm exam
2. 範圍：09/16 ~ 11/04
3. No make-up exam
4. In-class exam
11/18
1. Uncertainty and insurance Technology and cost
2. Ch.6 and Ch.8
4. Selective coverage
11/25
1. Uncertainty and insurance Cost and profit
2. Ch.6 and Ch.8
4. Selective coverage
12/02
1. Cost and profit
2. Ch.8 and Ch.9
4. Selective coverage
12/09
1. Game theory and strategic business analysis
2. Ch.11
4. Selective coverage
12/16
1. Game theory and strategic business analysis
2. Ch.11
4. Selective coverage
12/23
1. Internal organization of the firm
2. Ch.13
12/30
1. Internal organization of the firm Moral hazard and adverse selection
2. Ch.13 and Ch.23
2010/01/06
1. Moral hazard and adverse selection
2. Ch.23
4. Selective coverage 繳交報告(適用於就業導向)
01/13
1. Final exam (適用於升學導向)
2. 範圍：整學期
3. No make-up exam
4. In-class exam
Any updating will be announced on e-learning and in class.
放棄智慧財產權、歡迎全貌轉錄引用。
(last updated September 16, 2009 by jsw; file name: F2009micro_syll.doc.)
Friday, September 18, 2009
Fall 2009 Principles of Microeconomics Syllabus
文藻外語學院九十八學年度第一學期課程綱要
Wenzao Ursuline College of Languages
Syllabus for the Fall Semester in 2009
壹、課程基本資料
課程名稱Course Title ： 經濟學 (一) Principles of Microeconomics
開課學制School System ：
日間部 Day School 4-Year College
開課單位Department：
國際企業管理系Department of International Business Administration
授課教師Instructor：衛忠欣 (Jong-Shin Wei)
職稱Position Title：專任副教授Associate Professor
師生互動Instructor’s Contact Information：
1. 辦公室Office ：Z0513
2. 辦公室電話Office Phone Number：07-3426031 ext.6222
Also 0912-604-341
3. 電子信箱E-mail：jsw12011958@gmail.com
john@mail.wtuc.edu.tw
4. 約談時間Office Hours：12:10 pm ~ 2:50 pm, Tuesdays
3:10 pm ~ 4:50 pm, Thursdays
學分Credits：3 (學分)
選課別Category：【★】必修Required Course
開課類別 Course Categories：【★】學期課 For Academic Semester
開課年級 Year Taught：1 (freshman)
授課班級 Class Taught：UB1
科目概要Course Description：
不需任何商管背景知識，盼能介紹經濟學之美、具科學分析之嚴謹與預測能力。若能認真聽講、閱讀、互勉、良性競爭與自律，將領悟採用文字淺顯、評價極佳的英文版教科書之用意。內容有：市場、價值決定、均衡、管制、供給者決策、成本與利潤、價格接受、價格制定、寡占、不確定性與訊息經濟概論。本課程係經濟學原理的個經部份。
No prior knowledge of economics or business is assumed. Notions such as market, price determination, equilibrium, regulation, producer’s decision-making, cost and profit, price-taking, price-making, competition among a few, uncertainty and information will be introduced at the entry level with a textbook written in English. Neither calculus nor indifference map will be used.
課程目標Course Objectives：
1.讓學生聚焦於獨立思考與批判能力之培養。
2.使學生開拓經濟分析的視野。
3.讓學生養成閱讀英文版商管類教材之習慣。
4.使學生具備往後的經貿財金課程(如個體經濟學、總體經濟學、應用賽局、
國際經貿、財務金融領域之相關課程)之基礎。
Introduce a small subset of materials often covered by teachers in our counterparts. The natural tradeoff is emphasizing deep and critical thinking as well as creating an open-minded yet stimulating atmosphere at which English serves as a tool, not the target per se. Prepare students for upper-level core courses (e.g.,microeconomics, international economics, and applied game theory), not necessarily confined to the preparation of graduate studies.
評量方式與評分比例分配Evaluation Criteria：
Active participation (i.e., answering and questioning): 15% (與學務系統之點名無關)
Quizzes: 15% (best two quizzes will be counted)
In-class midterm exam: 30% (解答皆上網；見網路學園)
In-class final comprehensive exam: 40% (解答皆上網；見網路學園)
Both exams are open books/notes.
點名是本校引以自豪(且沒有辯論空間)的政策。既然有點名，要求依本人自創之附相片座位表入座，並不為過。小考(quiz)以無預告為原則。以報告代替筆試，並不適合低年級課程。若考前畫重點，更是自欺欺人、治學之恥。教師對評定『Active participation』的最起碼保證，為subjectively objective。\
課堂要求Course Requirements & Policies：
As we are excited (and expected) to utilize modern technology, lectures will be given via PowerPoint. Those who blame PPT for feeling sleepy should seriously consider transferring to colleges that still heavily use chalk talk. No chatting; no use of cellular phone in any way. Do not circulate materials (even if they are from our college) among students when the class is in session. [Do negotiate with me beforehand as talking for 50 minutes with no stop isn’t good to my health. I can lend you a few minutes for legitimate purposes.] Spontaneous interaction (such as questioning and answering) is expected and rewarded. All questions should be brought to the instructor.
啟動冷氣之權責，在於教師。目前係使用者付費。門窗宜關閉以防止麥克風相互干擾與窗簾布飄揚(影響螢幕光度)。負責管理冷氣卡的同學務必準時進教室、啟動冷氣，違者應受平時成績扣分之處分(理由：負面影響教與學之環境)。第一週將徵求課堂義工兩位，以平時成績為誘因。校園治安良好，授課中途，如需緊急如廁，一律由前門出入，義工確實造冊登記，也助於教師搜集研究資料。在第一屆學生離校後，授課中途尿遁之怪象，理應走入歷史。(已提示泌尿科、婦產科醫生診斷證明者，將不會被登記。)據本人數年觀察，本校正、副校長與多位主管(甚至本人)，年齡是同學的兩倍有餘，長期在冷氣房開會，未見有在70分鐘內如廁之需要。電影院的觀眾樣本，就更不用說了。
考試時可使用字典或翻譯機，記取瓜田李下的古訓，不得傳遞借用。為提供同學考前認真閱讀課本之誘因，翻譯機與字典，限考試開始30分鐘內使用。嚴禁考試時參考中譯本。試題以英文為主，授課時會適時加入中譯。影印課本觸法；用中譯本會後悔 -- 堅持用中文課本就不必來文藻；在大學續用高職課本或補習班講義是傻瓜。所有教材(含解答與考古題)完全公開(請善用網路學園)、既非照本宣科、獎勵聽眾預習。同學若全程錄音，既利於充實教學資源、防範斷章取義之卑劣作為，必有漂亮的平時成績。伏案小睡者，得視同缺席。如有業界專家前來協同教學，將適時微調若干授課進度。協同教學之內容，也會納入考試範圍。
學生是繳費來接受正規教育的。前車之鑑，如有任何其他課程或人員，未事前報備，企圖佔用本課程時間，正副班代表有責任，立即出示此授課大綱，堅守原則。
預防傳染疾病之相關事宜，概依校方規定。
本課程如有 teaching assistant (TA)，另行公告。
教科書Textbooks：Frank, R. H. and B.S. Bernanke (2009), Principles of Economics,
brief edition. McGraw-Hill.
指定參考書目或網址References：
近兩年授課投影片與試題詳解，置於e-learning(http://elearning.wtuc.edu.tw)。過去在國際企業系授課採用的教科書，係
Mankiw, N.G. (2007), Principles of Economics, third ed. Thomson.
應該是最淺顯易懂的課本，值得推薦。台大、政大與中研院教授撰寫的三本暢銷中文教科書，對有些人也蠻適合。[如果不知是那三本，還是耐心看原文書為宜。]
務必養成至少每週兩次登入e-learning之閱讀習慣。所有重要通知，皆由 e-learning 系統發信到同學的信箱(wtuc.edu.tw網域)。
貳、課程內容與進度（Course Content & Schedule）
上課日期Date
1.單元名稱Units
2.授課方式Instructional Approaches
3.作業、報告考試或其他Assignments, Tests and Others
4.備註Remarks
09/14
1. Self-introducing, syllabus, ethics, exchanging view points, reporting recent
teaching evaluations and performance, and classroom setup (徵求義工)
Overview
Thinking like an economist
2. Sharing experience to motivate students; informal and hopefully delightful
3. No need to preview materials
09/21
1. Thinking like an economist
Comparative advantage
2. Ch.1 and Ch.2
3. Seating chart implemented
09/28
1. Comparative advantage
Supply, demand, and markets
2. Ch.2 and Ch.3
3. Seating chart finalized
10/05
1. Supply, demand, and markets
2. Ch.3
10/12
1. Supply, demand, and markets
Preferences and demand
2. Ch.3 and Ch.5
10/19
1. 文藻週停課
10/26
1. Preferences and demand
2. Ch.5
4. Selective coverage
11/02
1. Perfectly competitive supply
2. Ch.6
4. Selective coverage
11/09
1. Midterm exam
2. 範圍：09/14 ~ 11/02
3. No make-up exam
4. In-class exam
11/16
1. Efficiency and exchange\
2. Ch.7
11/23
1. Price-making behavior
2. Ch.8
4. Selective coverage
11/30
1. Price-making behavior
Oligopoly and strategic thinking
2. Ch.8 and Ch.9
12/07
1. Oligopoly and strategic thinking
2. Ch.9
12/14
1. Externalities and property rights
2. Ch.10
12/21
1. Externalities and property rights
2. Ch.10
12/28
1. Economics of public policy
2. Ch.11
2010/01/04
1. Economics of public policy
2. Ch.11
01/11
1. Final exam
2. 範圍：整學期
3. No make-up exam
4. In-class exam
Any updating will be announced on e-learning and in class.
放棄智慧財產權、歡迎全貌轉錄引用。
(last updated September 13, 2009 by jsw; file name: F2009microprin_syll.doc.)
Wenzao Ursuline College of Languages
Syllabus for the Fall Semester in 2009
壹、課程基本資料
課程名稱Course Title ： 經濟學 (一) Principles of Microeconomics
開課學制School System ：
日間部 Day School 4-Year College
開課單位Department：
國際企業管理系Department of International Business Administration
授課教師Instructor：衛忠欣 (Jong-Shin Wei)
職稱Position Title：專任副教授Associate Professor
師生互動Instructor’s Contact Information：
1. 辦公室Office ：Z0513
2. 辦公室電話Office Phone Number：07-3426031 ext.6222
Also 0912-604-341
3. 電子信箱E-mail：jsw12011958@gmail.com
john@mail.wtuc.edu.tw
4. 約談時間Office Hours：12:10 pm ~ 2:50 pm, Tuesdays
3:10 pm ~ 4:50 pm, Thursdays
學分Credits：3 (學分)
選課別Category：【★】必修Required Course
開課類別 Course Categories：【★】學期課 For Academic Semester
開課年級 Year Taught：1 (freshman)
授課班級 Class Taught：UB1
科目概要Course Description：
不需任何商管背景知識，盼能介紹經濟學之美、具科學分析之嚴謹與預測能力。若能認真聽講、閱讀、互勉、良性競爭與自律，將領悟採用文字淺顯、評價極佳的英文版教科書之用意。內容有：市場、價值決定、均衡、管制、供給者決策、成本與利潤、價格接受、價格制定、寡占、不確定性與訊息經濟概論。本課程係經濟學原理的個經部份。
No prior knowledge of economics or business is assumed. Notions such as market, price determination, equilibrium, regulation, producer’s decision-making, cost and profit, price-taking, price-making, competition among a few, uncertainty and information will be introduced at the entry level with a textbook written in English. Neither calculus nor indifference map will be used.
課程目標Course Objectives：
1.讓學生聚焦於獨立思考與批判能力之培養。
2.使學生開拓經濟分析的視野。
3.讓學生養成閱讀英文版商管類教材之習慣。
4.使學生具備往後的經貿財金課程(如個體經濟學、總體經濟學、應用賽局、
國際經貿、財務金融領域之相關課程)之基礎。
Introduce a small subset of materials often covered by teachers in our counterparts. The natural tradeoff is emphasizing deep and critical thinking as well as creating an open-minded yet stimulating atmosphere at which English serves as a tool, not the target per se. Prepare students for upper-level core courses (e.g.,microeconomics, international economics, and applied game theory), not necessarily confined to the preparation of graduate studies.
評量方式與評分比例分配Evaluation Criteria：
Active participation (i.e., answering and questioning): 15% (與學務系統之點名無關)
Quizzes: 15% (best two quizzes will be counted)
In-class midterm exam: 30% (解答皆上網；見網路學園)
In-class final comprehensive exam: 40% (解答皆上網；見網路學園)
Both exams are open books/notes.
點名是本校引以自豪(且沒有辯論空間)的政策。既然有點名，要求依本人自創之附相片座位表入座，並不為過。小考(quiz)以無預告為原則。以報告代替筆試，並不適合低年級課程。若考前畫重點，更是自欺欺人、治學之恥。教師對評定『Active participation』的最起碼保證，為subjectively objective。\
課堂要求Course Requirements & Policies：
As we are excited (and expected) to utilize modern technology, lectures will be given via PowerPoint. Those who blame PPT for feeling sleepy should seriously consider transferring to colleges that still heavily use chalk talk. No chatting; no use of cellular phone in any way. Do not circulate materials (even if they are from our college) among students when the class is in session. [Do negotiate with me beforehand as talking for 50 minutes with no stop isn’t good to my health. I can lend you a few minutes for legitimate purposes.] Spontaneous interaction (such as questioning and answering) is expected and rewarded. All questions should be brought to the instructor.
啟動冷氣之權責，在於教師。目前係使用者付費。門窗宜關閉以防止麥克風相互干擾與窗簾布飄揚(影響螢幕光度)。負責管理冷氣卡的同學務必準時進教室、啟動冷氣，違者應受平時成績扣分之處分(理由：負面影響教與學之環境)。第一週將徵求課堂義工兩位，以平時成績為誘因。校園治安良好，授課中途，如需緊急如廁，一律由前門出入，義工確實造冊登記，也助於教師搜集研究資料。在第一屆學生離校後，授課中途尿遁之怪象，理應走入歷史。(已提示泌尿科、婦產科醫生診斷證明者，將不會被登記。)據本人數年觀察，本校正、副校長與多位主管(甚至本人)，年齡是同學的兩倍有餘，長期在冷氣房開會，未見有在70分鐘內如廁之需要。電影院的觀眾樣本，就更不用說了。
考試時可使用字典或翻譯機，記取瓜田李下的古訓，不得傳遞借用。為提供同學考前認真閱讀課本之誘因，翻譯機與字典，限考試開始30分鐘內使用。嚴禁考試時參考中譯本。試題以英文為主，授課時會適時加入中譯。影印課本觸法；用中譯本會後悔 -- 堅持用中文課本就不必來文藻；在大學續用高職課本或補習班講義是傻瓜。所有教材(含解答與考古題)完全公開(請善用網路學園)、既非照本宣科、獎勵聽眾預習。同學若全程錄音，既利於充實教學資源、防範斷章取義之卑劣作為，必有漂亮的平時成績。伏案小睡者，得視同缺席。如有業界專家前來協同教學，將適時微調若干授課進度。協同教學之內容，也會納入考試範圍。
學生是繳費來接受正規教育的。前車之鑑，如有任何其他課程或人員，未事前報備，企圖佔用本課程時間，正副班代表有責任，立即出示此授課大綱，堅守原則。
預防傳染疾病之相關事宜，概依校方規定。
本課程如有 teaching assistant (TA)，另行公告。
教科書Textbooks：Frank, R. H. and B.S. Bernanke (2009), Principles of Economics,
brief edition. McGraw-Hill.
指定參考書目或網址References：
近兩年授課投影片與試題詳解，置於e-learning(http://elearning.wtuc.edu.tw)。過去在國際企業系授課採用的教科書，係
Mankiw, N.G. (2007), Principles of Economics, third ed. Thomson.
應該是最淺顯易懂的課本，值得推薦。台大、政大與中研院教授撰寫的三本暢銷中文教科書，對有些人也蠻適合。[如果不知是那三本，還是耐心看原文書為宜。]
務必養成至少每週兩次登入e-learning之閱讀習慣。所有重要通知，皆由 e-learning 系統發信到同學的信箱(wtuc.edu.tw網域)。
貳、課程內容與進度（Course Content & Schedule）
上課日期Date
1.單元名稱Units
2.授課方式Instructional Approaches
3.作業、報告考試或其他Assignments, Tests and Others
4.備註Remarks
09/14
1. Self-introducing, syllabus, ethics, exchanging view points, reporting recent
teaching evaluations and performance, and classroom setup (徵求義工)
Overview
Thinking like an economist
2. Sharing experience to motivate students; informal and hopefully delightful
3. No need to preview materials
09/21
1. Thinking like an economist
Comparative advantage
2. Ch.1 and Ch.2
3. Seating chart implemented
09/28
1. Comparative advantage
Supply, demand, and markets
2. Ch.2 and Ch.3
3. Seating chart finalized
10/05
1. Supply, demand, and markets
2. Ch.3
10/12
1. Supply, demand, and markets
Preferences and demand
2. Ch.3 and Ch.5
10/19
1. 文藻週停課
10/26
1. Preferences and demand
2. Ch.5
4. Selective coverage
11/02
1. Perfectly competitive supply
2. Ch.6
4. Selective coverage
11/09
1. Midterm exam
2. 範圍：09/14 ~ 11/02
3. No make-up exam
4. In-class exam
11/16
1. Efficiency and exchange\
2. Ch.7
11/23
1. Price-making behavior
2. Ch.8
4. Selective coverage
11/30
1. Price-making behavior
Oligopoly and strategic thinking
2. Ch.8 and Ch.9
12/07
1. Oligopoly and strategic thinking
2. Ch.9
12/14
1. Externalities and property rights
2. Ch.10
12/21
1. Externalities and property rights
2. Ch.10
12/28
1. Economics of public policy
2. Ch.11
2010/01/04
1. Economics of public policy
2. Ch.11
01/11
1. Final exam
2. 範圍：整學期
3. No make-up exam
4. In-class exam
Any updating will be announced on e-learning and in class.
放棄智慧財產權、歡迎全貌轉錄引用。
(last updated September 13, 2009 by jsw; file name: F2009microprin_syll.doc.)
Sunday, August 16, 2009
Catastrophy, Caring, Externalities, Leadership, and Tolerance
我已經是KMT失聯幾十年的前黨員，也從未在任何選舉投票。看到馬總統被批評救災不力，提供一些個人想法，希望讀者不要斷章取義。
1. 幾十年前服預官役時，偶而還會去助割。那一批士兵與我，每人都可以徒手不熱身，半小時跑完五千公尺，大多數人就是不會割稻，大夥好像在捉蜻蜓，拍照備案，打道回營。
2. 921救災，大環境與當下，其實很不一樣。Hint: 地域、執政團隊、軍人
3. 在第一時間，確立現場統籌指揮系統是關鍵。我們從小，一直強調集合、排隊、聽訓，上有政策、下有對策。有無可能，像狼來了的寓意，真正遇到亂局，人民接受命令與秩序的心態，反而不佳？希望媒體不要再火上加油。平心而論，即使一個失控的班會、集合大樓的區分所有人會議，也可以吵鬧幾小時後流會。
4. 不要再談好山好水、世外桃源。水土保持與城鄉規劃，應該被重視。別再要求發第二次消費券，政府果斷強制遷村，打造新社區、中低技術的產業園區，提供災民新的生涯規劃。也會提高內需。
5. 在 921 災後，(當時任教學校的)系上一位同學，從未在我授課的班上，很不幸失去家人，大夥樂捐幫一點忙。記得我另外捐出七八千元，後來同學回來上課，在走廊遇到，她連招呼也沒打。這與所謂的為善不欲人知，應該沒有關係。只是偶爾想到，心理有些悵然。The good thing is that as I am getting old, hopefully soon this story will be completely wiped out.
6. 希望明年夏天，水利工程系、土木工程系等，錄取分數會提高很多。
1. 幾十年前服預官役時，偶而還會去助割。那一批士兵與我，每人都可以徒手不熱身，半小時跑完五千公尺，大多數人就是不會割稻，大夥好像在捉蜻蜓，拍照備案，打道回營。
2. 921救災，大環境與當下，其實很不一樣。Hint: 地域、執政團隊、軍人
3. 在第一時間，確立現場統籌指揮系統是關鍵。我們從小，一直強調集合、排隊、聽訓，上有政策、下有對策。有無可能，像狼來了的寓意，真正遇到亂局，人民接受命令與秩序的心態，反而不佳？希望媒體不要再火上加油。平心而論，即使一個失控的班會、集合大樓的區分所有人會議，也可以吵鬧幾小時後流會。
4. 不要再談好山好水、世外桃源。水土保持與城鄉規劃，應該被重視。別再要求發第二次消費券，政府果斷強制遷村，打造新社區、中低技術的產業園區，提供災民新的生涯規劃。也會提高內需。
5. 在 921 災後，(當時任教學校的)系上一位同學，從未在我授課的班上，很不幸失去家人，大夥樂捐幫一點忙。記得我另外捐出七八千元，後來同學回來上課，在走廊遇到，她連招呼也沒打。這與所謂的為善不欲人知，應該沒有關係。只是偶爾想到，心理有些悵然。The good thing is that as I am getting old, hopefully soon this story will be completely wiped out.
6. 希望明年夏天，水利工程系、土木工程系等，錄取分數會提高很多。
Friday, July 24, 2009
How students learned in summer term (2009)
(大四)畢業專題研究 -- 4 students
No exams
One end-of-term oral team presentation
One paper (teamwork)
Average: 81
H~L: 86~78
Failure ratio: 0%
(大一)總體經濟學原理 -- 22 students
3 better exams out of 4 exams
Average: 64.4
H~L: 79~51
Failure ratio: 13.6%
(大一)管理數學 -- 17 students
3 better exams out of 4 exams
Average: 61.4
H~L: 78~42
Failure ratio: 29%
(reported on 07242009)
No exams
One end-of-term oral team presentation
One paper (teamwork)
Average: 81
H~L: 86~78
Failure ratio: 0%
(大一)總體經濟學原理 -- 22 students
3 better exams out of 4 exams
Average: 64.4
H~L: 79~51
Failure ratio: 13.6%
(大一)管理數學 -- 17 students
3 better exams out of 4 exams
Average: 61.4
H~L: 78~42
Failure ratio: 29%
(reported on 07242009)
Wednesday, July 15, 2009
Solution to Exam 3 for Math for Mgmt (summer 2009)
★★★★ Detailed Solution to Examination 3 (Int’l Business, WUCL) ★★★★
Summer 2009 Instructor: 衛忠欣 (Jong-Shin Wei)
管理數學 (Mathematics for Management) (07)342-6031 ext.6222
93001@mail.wtuc.edu.tw jsw12011958@gmail.com
9:20 am ~ 10:30 am, July 15, 2009
Open books/notes exam. 100 points in 70 minutes; absolutely no talking nor borrowing items during exams. 可使用自己的資料、字典或翻譯機。行動電話若響起，該生扣十分、以強調基本禮貌。務必工整依序作答。
Questions 1 to 10 are multiple choice questions. That is, choose the most appropriate one from four alternatives. 每題6分
1. Let f be a function mapping from A to B. To make f a real-valued function, we need
(A) the domain of f to be a subset of R;
(B) the range set of f to be a subset of R;
(C) the image set of f to be a subset of R;
(D) both A and B to be subsets of R.
Ans: C. [Recall Exam 2.]
2. Define f(x) := 2x3 + 3x2 - 3x + 8 for all x of R. The graph of f contains the point
(A) (0, 0);
(B) (1, 13);
(C) (2, 18);
(D) (3, 80).
Ans: D. [Obviously, f(0) = 8, f(1) = 10, f(2) = 30, and f(3) = 80]
3. Define f(x, y) := Min{x, y} for all (x, y) of R2+ (i.e., the first quadrant). The graph of f contains
(A) ((0, 0), 1) or (0, 0, 1);
(B) (0, (0, 0)) or (0, 0, 0);
(C) ((1, 3), 3) or (1, 3, 3);
(D) ((2, 0), 0) or (2, 0, 0).
Ans: D. [Trivial yet make sure you know why (B) is false.]
4. Consider the following constrained maximization problem. Choose (x, y) from the first quadrant to maximize 2x + y - 3 subject to (1) x + y ≦ 3, (2) 1 ≦ x ≦ 3, and (3) y ≧ 1. The slope of a typical level curve of the objective function is
(A) -2;
(B) -1;
(C) 1;
(D) 2.
Ans: A. [For any k > 0, the slope of 2x + y = k is -2.]
5. [continued from question 4] The constraint set (made by putting together those three weak inequalities) contains points
(A) (0, 0) and (1, 2);
(B) (2, 1) and (1, 2);
(C) (1, 2) and (2, 2);
(D) (1, 2) and (0, 3).
Ans: B. [The constraint set is the triangle with three vertex points, (1, 1), (2, 1), and (1, 2).]
6. [continued from question 4] The solution to this problem
(A) does not exist;
(B) is (2, 1);
(C) is (1, 2);
(D) is (3, 0).
Ans: B. [By visual inspection and recall that the slope of level curves is -2]
7. [continued from question 4] The maximized value of f is
(A) 2;
(B) 3;
(C) 5;
(D) None of the above is correct.
Ans: A. [2(2) + 1 - 3 = 2]
8. Consider the function f(x) := Min{x, 3} defined for all non-negative real numbers x. We know that
(A) f is differentiable;
(B) f has no local maximum;
(C) f has no local minimum;
(D) f can be maximized and minimized.
Ans: D. [Recall lectures]
9. [continued from question 8] The level curve of f at (level) 3 is
(A) a point;
(B) a ray;
(C) a line segment;
(D) an interval.
Ans: B. [Solutions to Min{x, 3} = 3 are those x satisfying x ≧ 3, which is a ray on the real line.]
10. [continued from question 8] The level curve of f at (level) 4 is
(A) a point;
(B) a line segment;
(C) an open interval;
(D) None of the above is correct.
Ans: D. [Solution to Min{x, 3} = 4 does not exist.]
以下每題 10 分
11. Choose x to maximize f(x) = (x)0.5 for all x ≧ 0 subject to Max{x, 3} ≦ 4. Solve it
with help from a diagram. What is the role of calculus here?
Ans: First notice that Max{x, 3} ≦ 4 is the same as x belonging to [0, 4]. Since f is strictly increasing, we see that the solution is x = 4. No calculus is needed here.
12. You are given a rope with length k > 0. You can use it to either make a square or
make a circle. If you wish to maximize the formed area, what will you do? A square or a circle? Justify your choice.
Ans: By [k/(2pi)]2 - (k/4)2 = k2/(4pi) - k2/(16) > 0 due to pi < 4, we know that a circle has larger area than a square does. 這是很多中學生也會的應用題。
13. Recall the movie “The Emperor’s Club” shown on July 14. Carefully choose a
scenario from that film and make it a decision tree having two players. Be precise and organized.
Ans: skipped.
14. 課程已過3/4，此題係測試大家對學習「管理數學」的正確認知。Have fun!
※ good job 這門課太酷了! ............根本不知道自己在幹嘛 = =
※ 感覺老師好像在賣弄學問，管理數學卻一直教經濟學，管理數學真正的內容到底是什麼???如果上學期是你教微積分，那也會把這堂課變成經濟學嗎?老師只重視經濟學而已嗎?
※ 老師你上課教好多經濟，管數好少，雖然上課題材很新鮮很有趣，希望能教一點感覺回家會有收穫的，還有就是能教仔細一點嗎，我還是老話一句希望少用ppt，數學類的這樣真的會很想睡覺
※ 字太醜 看不懂評語
The above (※) are written comments from the end-of-semester teaching evaluations for this course offered in Spring 2009 (i.e., the class of 2012). 在大學評鑑時，訪視委員與同學對談時，如果這些正好是這四位寶貝同學(天兵？)所表達的，訪視委員應如何接話？
Ans: Here are some samples.
(i) Ask students to recall what the course syllabus is; compare students’ recollection with the syllabus on e-learning. Also check if teacher issued typewritten solutions to all exams. [委員皆有電腦可上網]
(ii) Ask some simplest questions such as “Give me an example of constrained maximization”, “What is the use of second-order condition”, and “Tell me why prisoners’ dilemma game is well known outside the economics field.”
(iii) Ask students how, in their opinions, teachers should teach this course if a large number of students did fail calculus in the previous semester.
(iv) Ask students why the college strongly (and proudly) encourages teachers to use PPT in teaching; ask students whether they feel sleepy now.
[訪視委員是來評鑑打分數的，不是來輔導、調停、扮演包青天的。在我自己與友人的評鑑經驗裡，以上的(i)至(iii)皆偶有聽說，(iv)就不容易啦(應該不是文藻學生嗜睡或體弱，只是點名制度把所有人框在教室吧)。俗話說，一樣米養百種人，何況那一班59人(有16位遭期中預警、期末考平均成績退步近10分，學期成績不及格之比例高達42%)，背景迥異，也希望大家都能認真解析這一族群的想法。畢竟，我們不知道60~80%的同學的想法為何，委員也不會知道拔河活動與體育課，帶來的外部性。還好我懂一些訊息經濟學。]
(歡迎全貌下載流傳)
Summer 2009 Instructor: 衛忠欣 (Jong-Shin Wei)
管理數學 (Mathematics for Management) (07)342-6031 ext.6222
93001@mail.wtuc.edu.tw jsw12011958@gmail.com
9:20 am ~ 10:30 am, July 15, 2009
Open books/notes exam. 100 points in 70 minutes; absolutely no talking nor borrowing items during exams. 可使用自己的資料、字典或翻譯機。行動電話若響起，該生扣十分、以強調基本禮貌。務必工整依序作答。
Questions 1 to 10 are multiple choice questions. That is, choose the most appropriate one from four alternatives. 每題6分
1. Let f be a function mapping from A to B. To make f a real-valued function, we need
(A) the domain of f to be a subset of R;
(B) the range set of f to be a subset of R;
(C) the image set of f to be a subset of R;
(D) both A and B to be subsets of R.
Ans: C. [Recall Exam 2.]
2. Define f(x) := 2x3 + 3x2 - 3x + 8 for all x of R. The graph of f contains the point
(A) (0, 0);
(B) (1, 13);
(C) (2, 18);
(D) (3, 80).
Ans: D. [Obviously, f(0) = 8, f(1) = 10, f(2) = 30, and f(3) = 80]
3. Define f(x, y) := Min{x, y} for all (x, y) of R2+ (i.e., the first quadrant). The graph of f contains
(A) ((0, 0), 1) or (0, 0, 1);
(B) (0, (0, 0)) or (0, 0, 0);
(C) ((1, 3), 3) or (1, 3, 3);
(D) ((2, 0), 0) or (2, 0, 0).
Ans: D. [Trivial yet make sure you know why (B) is false.]
4. Consider the following constrained maximization problem. Choose (x, y) from the first quadrant to maximize 2x + y - 3 subject to (1) x + y ≦ 3, (2) 1 ≦ x ≦ 3, and (3) y ≧ 1. The slope of a typical level curve of the objective function is
(A) -2;
(B) -1;
(C) 1;
(D) 2.
Ans: A. [For any k > 0, the slope of 2x + y = k is -2.]
5. [continued from question 4] The constraint set (made by putting together those three weak inequalities) contains points
(A) (0, 0) and (1, 2);
(B) (2, 1) and (1, 2);
(C) (1, 2) and (2, 2);
(D) (1, 2) and (0, 3).
Ans: B. [The constraint set is the triangle with three vertex points, (1, 1), (2, 1), and (1, 2).]
6. [continued from question 4] The solution to this problem
(A) does not exist;
(B) is (2, 1);
(C) is (1, 2);
(D) is (3, 0).
Ans: B. [By visual inspection and recall that the slope of level curves is -2]
7. [continued from question 4] The maximized value of f is
(A) 2;
(B) 3;
(C) 5;
(D) None of the above is correct.
Ans: A. [2(2) + 1 - 3 = 2]
8. Consider the function f(x) := Min{x, 3} defined for all non-negative real numbers x. We know that
(A) f is differentiable;
(B) f has no local maximum;
(C) f has no local minimum;
(D) f can be maximized and minimized.
Ans: D. [Recall lectures]
9. [continued from question 8] The level curve of f at (level) 3 is
(A) a point;
(B) a ray;
(C) a line segment;
(D) an interval.
Ans: B. [Solutions to Min{x, 3} = 3 are those x satisfying x ≧ 3, which is a ray on the real line.]
10. [continued from question 8] The level curve of f at (level) 4 is
(A) a point;
(B) a line segment;
(C) an open interval;
(D) None of the above is correct.
Ans: D. [Solution to Min{x, 3} = 4 does not exist.]
以下每題 10 分
11. Choose x to maximize f(x) = (x)0.5 for all x ≧ 0 subject to Max{x, 3} ≦ 4. Solve it
with help from a diagram. What is the role of calculus here?
Ans: First notice that Max{x, 3} ≦ 4 is the same as x belonging to [0, 4]. Since f is strictly increasing, we see that the solution is x = 4. No calculus is needed here.
12. You are given a rope with length k > 0. You can use it to either make a square or
make a circle. If you wish to maximize the formed area, what will you do? A square or a circle? Justify your choice.
Ans: By [k/(2pi)]2 - (k/4)2 = k2/(4pi) - k2/(16) > 0 due to pi < 4, we know that a circle has larger area than a square does. 這是很多中學生也會的應用題。
13. Recall the movie “The Emperor’s Club” shown on July 14. Carefully choose a
scenario from that film and make it a decision tree having two players. Be precise and organized.
Ans: skipped.
14. 課程已過3/4，此題係測試大家對學習「管理數學」的正確認知。Have fun!
※ good job 這門課太酷了! ............根本不知道自己在幹嘛 = =
※ 感覺老師好像在賣弄學問，管理數學卻一直教經濟學，管理數學真正的內容到底是什麼???如果上學期是你教微積分，那也會把這堂課變成經濟學嗎?老師只重視經濟學而已嗎?
※ 老師你上課教好多經濟，管數好少，雖然上課題材很新鮮很有趣，希望能教一點感覺回家會有收穫的，還有就是能教仔細一點嗎，我還是老話一句希望少用ppt，數學類的這樣真的會很想睡覺
※ 字太醜 看不懂評語
The above (※) are written comments from the end-of-semester teaching evaluations for this course offered in Spring 2009 (i.e., the class of 2012). 在大學評鑑時，訪視委員與同學對談時，如果這些正好是這四位寶貝同學(天兵？)所表達的，訪視委員應如何接話？
Ans: Here are some samples.
(i) Ask students to recall what the course syllabus is; compare students’ recollection with the syllabus on e-learning. Also check if teacher issued typewritten solutions to all exams. [委員皆有電腦可上網]
(ii) Ask some simplest questions such as “Give me an example of constrained maximization”, “What is the use of second-order condition”, and “Tell me why prisoners’ dilemma game is well known outside the economics field.”
(iii) Ask students how, in their opinions, teachers should teach this course if a large number of students did fail calculus in the previous semester.
(iv) Ask students why the college strongly (and proudly) encourages teachers to use PPT in teaching; ask students whether they feel sleepy now.
[訪視委員是來評鑑打分數的，不是來輔導、調停、扮演包青天的。在我自己與友人的評鑑經驗裡，以上的(i)至(iii)皆偶有聽說，(iv)就不容易啦(應該不是文藻學生嗜睡或體弱，只是點名制度把所有人框在教室吧)。俗話說，一樣米養百種人，何況那一班59人(有16位遭期中預警、期末考平均成績退步近10分，學期成績不及格之比例高達42%)，背景迥異，也希望大家都能認真解析這一族群的想法。畢竟，我們不知道60~80%的同學的想法為何，委員也不會知道拔河活動與體育課，帶來的外部性。還好我懂一些訊息經濟學。]
(歡迎全貌下載流傳)
Thursday, July 09, 2009
Solution to Exam 2 for Macro Principles (summer 2009)
★★★ Detailed Solution to Examination 2 (Int'l Business, WUCL) ★★★
Summer 2009 Instructor: 衛忠欣 (Jong-Shin Wei)
總體經濟學原理 (Principles of Macroeconomics) (07)342-6031 ext.6222
93001@mail.wtuc.edu.tw jsw12011958@gmail.com
1:10 pm ~ 2:20 pm, July 8, 2009
Open books/notes exam. 100 points in 70 minutes; absolutely no talking nor borrowing items during exams. 可使用自己的資料、字典或翻譯機。行動電話若響起，該生扣十分、以強調基本禮貌。務必工整依序作答。
Part One: 10 Multiple choice questions. [By multiple choice in an English-speaking academic environment, we mean that you must choose the most appropriate one from 4 alternatives. 依慣例，答錯不倒扣！] 60 points
1. A car is sold at the price of USD20,000 while, at the same time, strawberries are sold at the price of USD3 (for one box). When we talk about how those production activities contribute to our economy, we
(A) should not compare cars with strawberries;
(B) must consider cars’ depreciation;
(C) only compare the difference in quantities;
(D) use prices to measure their contributions.
Ans: D. [See p.510, text]
2. Last year Andy paid NTD20,000 per month for renting an apartment while Becky lived in the apartment that she owned. Suppose that both apartments are very much alike (in quality and in market value). When we compute last year's GDP, as far as these two people are concerned, it should include
(A) NTD240,000;
(B) NTD480,000;
(C) NTD120,000;
(D) None of the above is correct.
Ans: B. [See p.510, text]
3. GDP includes
(A) market values of illegal drugs sold on street;
(B) market values of tomatoes grown in your backyard;
(C) the NTD1,000 you lost in one bet with your friend;
(D) the imputed rent.
Ans: D. [See p.510, text]
4. Nancy paid Henry to wash her car last year. This year, they got married but Henry still washes her car (for fun or for love). The effect of this marriage on GDP is
(A) making GDP fall;
(B) making GDP rise;
(C) making GDP unchanged;
(D) None of the above is correct.
Ans: A. [See p.510, text]
5. Last year Ursuline Greeting Card Company spent USD600,000 on purchasing paper. Half of them were used in producing greeting cards; half of them were left at the factory and added to her inventory. Suppose that sales revenue of those greeting cards is USD 800,000. When we compute last year’s GDP,
(A) both 800,000 and 600,000 should be included;
(B) both 800,000 and 300,000 should be included;
(C) only 800,000 should be included;
(D) only 200,000 should be included.
Ans: B. [See p.511, text]
*6. If you bought a used car (say, Honda made in 2007 and in Taiwan) last year and that expenditure was not included in last year’s GDP, then
(A) you must buy it from a dealer;
(B) you must buy it from a friend;
(C) it does not matter whom you bought it from;
(D) None of the above is correct.
Ans: C.
7. Quarterly data for GDP
(A) can not take out the seasonal cycle;
(B) is GDP divided by four;
(C) is GDP multiplied by four;
(D) must be modified by seasonal adjustment.
Ans: D. [See p.511, text]
8. Last year, your parents paid NTD120,000 for your tuition and fees. While computing last year’s GDP,
(A) it should be included in C;
(B) it should be included in I;
(C) it should be included in G;
(D) None of the above is correct.
Ans: A. [See p.513, text]
9. Last year, Cindy paid NTD10,000,000 for a new house at Taipei. While computing last year’s GDP,
(A) it should be included in C;
(B) it should be included in I;
(C) it should be included in G;
(D) None of the above is correct.
Ans: B. [See p.513, text]
10. In general and take USA as an example. How would we rank components of GDP in their magnitude (or size)?
(A) G > I > C > NX;
(B) G > C > I > NX;
(C) C > I > G > NX;
(D) C > G > I > NX.
Ans: D. [See p.515, text]
Part Two: Analytical questions. [注意字體工整、邏輯順暢與不要出現錯別字或注音(與火星文)！如果字跡難以辨認，視同未答。畫蛇添足、答非所問、不知所云、自曝其短，將不利得分。教師也有權公告具有特色之作答。] 40 points
11. Two goods are produced and sold in an economy. In 2001, P1 = 10, Q1 = 100,
P2 = 50, and Q2 = 80. In 2002, P1 = 20, Q1 = 120, P2 = 60, and Q2 = 50.
(i) Let 2001 be the base year. Calculate the real GDP for 2002.
(ii) From 2001 to 2002, what do we know about the change in the general price level (by making use of those data)? Hint: GDP deflator.
Ans:
(i) The real GDP for 2002 is: (10)(120) + (50)(50) = 1200 + 2500 = 3700.
(ii) The GDP for 2002 is: (20)(120) + (60)(50) = 2400 + 3000 = 5400.
Hence, the GDP deflator for 2002 is (5400/3700)(100), is about 146.
We shall say that from 2001 to 2002, the general price went up by 46%.
[source: Lecture 3, Spring 2009]
12. 眾所周知：節儉是美德、資源要珍惜。尤其在當下，很多人認為，大家應多買二手傢俱、汽車、房屋。可是，罕見政府積極鼓勵此類交易，何故？
Ans: (given on July 9, 2009 and skipped here)
(撰寫試題無著作權；歡迎全貌下載流傳。)
Summer 2009 Instructor: 衛忠欣 (Jong-Shin Wei)
總體經濟學原理 (Principles of Macroeconomics) (07)342-6031 ext.6222
93001@mail.wtuc.edu.tw jsw12011958@gmail.com
1:10 pm ~ 2:20 pm, July 8, 2009
Open books/notes exam. 100 points in 70 minutes; absolutely no talking nor borrowing items during exams. 可使用自己的資料、字典或翻譯機。行動電話若響起，該生扣十分、以強調基本禮貌。務必工整依序作答。
Part One: 10 Multiple choice questions. [By multiple choice in an English-speaking academic environment, we mean that you must choose the most appropriate one from 4 alternatives. 依慣例，答錯不倒扣！] 60 points
1. A car is sold at the price of USD20,000 while, at the same time, strawberries are sold at the price of USD3 (for one box). When we talk about how those production activities contribute to our economy, we
(A) should not compare cars with strawberries;
(B) must consider cars’ depreciation;
(C) only compare the difference in quantities;
(D) use prices to measure their contributions.
Ans: D. [See p.510, text]
2. Last year Andy paid NTD20,000 per month for renting an apartment while Becky lived in the apartment that she owned. Suppose that both apartments are very much alike (in quality and in market value). When we compute last year's GDP, as far as these two people are concerned, it should include
(A) NTD240,000;
(B) NTD480,000;
(C) NTD120,000;
(D) None of the above is correct.
Ans: B. [See p.510, text]
3. GDP includes
(A) market values of illegal drugs sold on street;
(B) market values of tomatoes grown in your backyard;
(C) the NTD1,000 you lost in one bet with your friend;
(D) the imputed rent.
Ans: D. [See p.510, text]
4. Nancy paid Henry to wash her car last year. This year, they got married but Henry still washes her car (for fun or for love). The effect of this marriage on GDP is
(A) making GDP fall;
(B) making GDP rise;
(C) making GDP unchanged;
(D) None of the above is correct.
Ans: A. [See p.510, text]
5. Last year Ursuline Greeting Card Company spent USD600,000 on purchasing paper. Half of them were used in producing greeting cards; half of them were left at the factory and added to her inventory. Suppose that sales revenue of those greeting cards is USD 800,000. When we compute last year’s GDP,
(A) both 800,000 and 600,000 should be included;
(B) both 800,000 and 300,000 should be included;
(C) only 800,000 should be included;
(D) only 200,000 should be included.
Ans: B. [See p.511, text]
*6. If you bought a used car (say, Honda made in 2007 and in Taiwan) last year and that expenditure was not included in last year’s GDP, then
(A) you must buy it from a dealer;
(B) you must buy it from a friend;
(C) it does not matter whom you bought it from;
(D) None of the above is correct.
Ans: C.
7. Quarterly data for GDP
(A) can not take out the seasonal cycle;
(B) is GDP divided by four;
(C) is GDP multiplied by four;
(D) must be modified by seasonal adjustment.
Ans: D. [See p.511, text]
8. Last year, your parents paid NTD120,000 for your tuition and fees. While computing last year’s GDP,
(A) it should be included in C;
(B) it should be included in I;
(C) it should be included in G;
(D) None of the above is correct.
Ans: A. [See p.513, text]
9. Last year, Cindy paid NTD10,000,000 for a new house at Taipei. While computing last year’s GDP,
(A) it should be included in C;
(B) it should be included in I;
(C) it should be included in G;
(D) None of the above is correct.
Ans: B. [See p.513, text]
10. In general and take USA as an example. How would we rank components of GDP in their magnitude (or size)?
(A) G > I > C > NX;
(B) G > C > I > NX;
(C) C > I > G > NX;
(D) C > G > I > NX.
Ans: D. [See p.515, text]
Part Two: Analytical questions. [注意字體工整、邏輯順暢與不要出現錯別字或注音(與火星文)！如果字跡難以辨認，視同未答。畫蛇添足、答非所問、不知所云、自曝其短，將不利得分。教師也有權公告具有特色之作答。] 40 points
11. Two goods are produced and sold in an economy. In 2001, P1 = 10, Q1 = 100,
P2 = 50, and Q2 = 80. In 2002, P1 = 20, Q1 = 120, P2 = 60, and Q2 = 50.
(i) Let 2001 be the base year. Calculate the real GDP for 2002.
(ii) From 2001 to 2002, what do we know about the change in the general price level (by making use of those data)? Hint: GDP deflator.
Ans:
(i) The real GDP for 2002 is: (10)(120) + (50)(50) = 1200 + 2500 = 3700.
(ii) The GDP for 2002 is: (20)(120) + (60)(50) = 2400 + 3000 = 5400.
Hence, the GDP deflator for 2002 is (5400/3700)(100), is about 146.
We shall say that from 2001 to 2002, the general price went up by 46%.
[source: Lecture 3, Spring 2009]
12. 眾所周知：節儉是美德、資源要珍惜。尤其在當下，很多人認為，大家應多買二手傢俱、汽車、房屋。可是，罕見政府積極鼓勵此類交易，何故？
Ans: (given on July 9, 2009 and skipped here)
(撰寫試題無著作權；歡迎全貌下載流傳。)
Solution to Exam 1 for Macro Principles (summer 2009)
★★ Detailed Solution to Examination 1 (Int'l Business, WUCL) ★★
Summer 2009 Instructor: 衛忠欣 (Jong-Shin Wei)
總體經濟學原理 (Principles of Macroeconomics) (07)342-6031 ext.6222
93001@mail.wtuc.edu.tw jsw12011958@gmail.com
2:50 pm ~ 4:00 pm, July 3, 2009
Open books/notes exam. 100 points in 70 minutes; absolutely no talking nor borrowing items during exams. 可使用自己的資料、字典或翻譯機。行動電話若響起，該生扣十分、以強調基本禮貌。務必工整依序作答。
Part One: 10 Multiple choice questions. [By multiple choice in an English-speaking academic environment, we mean that you must choose the most appropriate one from 4 alternatives. 依慣例，答錯不倒扣！] 50 points
1. Before taking externality into consideration, we know that demand for aluminum is P + Q = 10; supply of aluminum is 3P - 2Q = 0. At equilibrium, P* =
(A) 4;
(B) 6;
(C) 5;
(D) None of the above is correct.
Ans: A. [By quantity demanded equals quantity supplied, we have Q* = 6 and P* = 4.]
2. [continued from question 1] Q* =
(A) 4;
(B) 5;
(C) 6;
(D) None of the above is correct.
Ans: C.
3. [continued from question 1] The market allocates resources in a way that it maximizes the total value to the consumers who buy and use aluminum minus the total costs to the producers who make and sell aluminum. Here, the maximized value is
(A) 12 (dollars);
(B) 20;
(C) 30;
(D) 25.
Ans: C. [Recall that CS + PS is the area of the triangle with vertex points (0, 10), (0, 0), and (6, 4), which is 30.]
4. [continued from question 3] Here, the insight is:
(A) Markets are usually a good way to organize economic activity;
(B) Governments can sometimes improve market outcomes;
(C) Sometimes we have government failure;
(D) There is no such thing as a free lunch.
Ans: A. [See p.203, text]
5. [continued from question 1] We now take negative externality into consideration. Suppose that the new supply (curve) of aluminum becomes 3P - 2Q = 3 while the demand for aluminum remains the same. This suggests that producing each unit of aluminum adds external cost to the society in the amount of
(A) 4 (dollars);
(B) 3;
(C) 2;
(D) 1.
Ans: D. [From P = (2/3)Q to P = (2/3)Q + 1]
6. [continued from question 5] The new equilibrium price is
(A) 23/3;
(B) 20/3;
(C) 23/5;
(D) 4.
Ans: C. [From P + Q = 10 and 3P - 2Q = 3 we obtain Q** = 27/5 and P** = 23/5.]
7. The best way to measure the annual economic performance of a country is to find her
(A) income;
(B) population;
(C) stock index;
(D) education.
Ans: A. [Recall lecture]
8. “How can you put a price on clean air and clean water?!” is a strong statement often made by
(A) environmentalists;
(B) politicians;
(C) soldiers;
(D) economists.
Ans: A. [See p.219, text]
9. If Highway 88 (mentioned in class) becomes highly congested, the first reaction that the government might have is to
(A) build another highway;
(B) widen it;
(C) shut it down twice a day;
(D) charge drivers a toll.
Ans: D. [See p.233, text]
10. Which of the following can best reduce the level of pollution?
(A) issuing more pollution permits;
(B) raising the corrective tax;
(C) lowering the corrective tax;
(D) allowing firms to trade pollution permits.
Ans: B. [p.217, text]
Part Two: Analytical questions. [注意字體工整、邏輯順暢與不要出現錯別字或注音(與火星文)！如果字跡難以辨認，視同未答。畫蛇添足、答非所問、不知所云、自曝其短，將不利得分。教師也有權公告具有特色之作答。] 50 points
11. Initial pollution levels of three firms are: 70, 80, and 50 units for factories A, B, and C respectively. The cost of reducing pollution by one unit is $20, $25, and $10
respectively. [Assume that the cost structure is linear.] The government wants to reduce the total pollution to 120 units and gives each 40 (units of) tradable pollution permits. What happens if each firm gets 40 pollution permits which are not tradable?
Ans: Firm A must reduce pollution by 30 units, causing her $600. Firm B must reduce pollution by 40 units, causing her $1,000. Firm C must reduce pollution by 10 units, causing her $100.
12. [continued from question 11] Will the price for tradable pollution permits be 20 or 15? How about 25? Justify your answer.
Ans: Firm C sells 40 permits to B at price 20, causing B $800. Note that -800 > -1000. Such a transaction makes C earn 800 - (50)(10) = 300, which is better than -100. We see that the aforementioned trade benefits both B and C (while having no effect on A).
13. 如果國家公園 (e.g., Grand Canyon) 一方面大幅提高門票價格，也同時提供當地居民優惠入場。理由為何？
Ans: skipped. [See text]
14. Make your own example of illustrating how Coase theorem can be used to resolve the problem with externalities, similar to pp.210-211, text.
Ans: skipped.
15. Write down five most important things for you to do if you are a teacher assigned to teach a course that you are not familiar with.
Ans: For instance,
(i) 將學生分組，輪流上台報告
(ii) 以報告代替考試
(iii) 要求書商提供全套 PPT 與題庫光碟
(iv) 大量請求業界人士來進行協同教學
(v) 常常呼應同學之要求，於課堂播放電影
(vi) 試題回收、嚴禁外洩。不提供解答 (即使提供解答，也只限於板書模式)
(撰寫試題無著作權；歡迎全貌下載流傳。)
Summer 2009 Instructor: 衛忠欣 (Jong-Shin Wei)
總體經濟學原理 (Principles of Macroeconomics) (07)342-6031 ext.6222
93001@mail.wtuc.edu.tw jsw12011958@gmail.com
2:50 pm ~ 4:00 pm, July 3, 2009
Open books/notes exam. 100 points in 70 minutes; absolutely no talking nor borrowing items during exams. 可使用自己的資料、字典或翻譯機。行動電話若響起，該生扣十分、以強調基本禮貌。務必工整依序作答。
Part One: 10 Multiple choice questions. [By multiple choice in an English-speaking academic environment, we mean that you must choose the most appropriate one from 4 alternatives. 依慣例，答錯不倒扣！] 50 points
1. Before taking externality into consideration, we know that demand for aluminum is P + Q = 10; supply of aluminum is 3P - 2Q = 0. At equilibrium, P* =
(A) 4;
(B) 6;
(C) 5;
(D) None of the above is correct.
Ans: A. [By quantity demanded equals quantity supplied, we have Q* = 6 and P* = 4.]
2. [continued from question 1] Q* =
(A) 4;
(B) 5;
(C) 6;
(D) None of the above is correct.
Ans: C.
3. [continued from question 1] The market allocates resources in a way that it maximizes the total value to the consumers who buy and use aluminum minus the total costs to the producers who make and sell aluminum. Here, the maximized value is
(A) 12 (dollars);
(B) 20;
(C) 30;
(D) 25.
Ans: C. [Recall that CS + PS is the area of the triangle with vertex points (0, 10), (0, 0), and (6, 4), which is 30.]
4. [continued from question 3] Here, the insight is:
(A) Markets are usually a good way to organize economic activity;
(B) Governments can sometimes improve market outcomes;
(C) Sometimes we have government failure;
(D) There is no such thing as a free lunch.
Ans: A. [See p.203, text]
5. [continued from question 1] We now take negative externality into consideration. Suppose that the new supply (curve) of aluminum becomes 3P - 2Q = 3 while the demand for aluminum remains the same. This suggests that producing each unit of aluminum adds external cost to the society in the amount of
(A) 4 (dollars);
(B) 3;
(C) 2;
(D) 1.
Ans: D. [From P = (2/3)Q to P = (2/3)Q + 1]
6. [continued from question 5] The new equilibrium price is
(A) 23/3;
(B) 20/3;
(C) 23/5;
(D) 4.
Ans: C. [From P + Q = 10 and 3P - 2Q = 3 we obtain Q** = 27/5 and P** = 23/5.]
7. The best way to measure the annual economic performance of a country is to find her
(A) income;
(B) population;
(C) stock index;
(D) education.
Ans: A. [Recall lecture]
8. “How can you put a price on clean air and clean water?!” is a strong statement often made by
(A) environmentalists;
(B) politicians;
(C) soldiers;
(D) economists.
Ans: A. [See p.219, text]
9. If Highway 88 (mentioned in class) becomes highly congested, the first reaction that the government might have is to
(A) build another highway;
(B) widen it;
(C) shut it down twice a day;
(D) charge drivers a toll.
Ans: D. [See p.233, text]
10. Which of the following can best reduce the level of pollution?
(A) issuing more pollution permits;
(B) raising the corrective tax;
(C) lowering the corrective tax;
(D) allowing firms to trade pollution permits.
Ans: B. [p.217, text]
Part Two: Analytical questions. [注意字體工整、邏輯順暢與不要出現錯別字或注音(與火星文)！如果字跡難以辨認，視同未答。畫蛇添足、答非所問、不知所云、自曝其短，將不利得分。教師也有權公告具有特色之作答。] 50 points
11. Initial pollution levels of three firms are: 70, 80, and 50 units for factories A, B, and C respectively. The cost of reducing pollution by one unit is $20, $25, and $10
respectively. [Assume that the cost structure is linear.] The government wants to reduce the total pollution to 120 units and gives each 40 (units of) tradable pollution permits. What happens if each firm gets 40 pollution permits which are not tradable?
Ans: Firm A must reduce pollution by 30 units, causing her $600. Firm B must reduce pollution by 40 units, causing her $1,000. Firm C must reduce pollution by 10 units, causing her $100.
12. [continued from question 11] Will the price for tradable pollution permits be 20 or 15? How about 25? Justify your answer.
Ans: Firm C sells 40 permits to B at price 20, causing B $800. Note that -800 > -1000. Such a transaction makes C earn 800 - (50)(10) = 300, which is better than -100. We see that the aforementioned trade benefits both B and C (while having no effect on A).
13. 如果國家公園 (e.g., Grand Canyon) 一方面大幅提高門票價格，也同時提供當地居民優惠入場。理由為何？
Ans: skipped. [See text]
14. Make your own example of illustrating how Coase theorem can be used to resolve the problem with externalities, similar to pp.210-211, text.
Ans: skipped.
15. Write down five most important things for you to do if you are a teacher assigned to teach a course that you are not familiar with.
Ans: For instance,
(i) 將學生分組，輪流上台報告
(ii) 以報告代替考試
(iii) 要求書商提供全套 PPT 與題庫光碟
(iv) 大量請求業界人士來進行協同教學
(v) 常常呼應同學之要求，於課堂播放電影
(vi) 試題回收、嚴禁外洩。不提供解答 (即使提供解答，也只限於板書模式)
(撰寫試題無著作權；歡迎全貌下載流傳。)
Tuesday, June 23, 2009
經濟學原理之教學研習會 策劃人之感謝與期望
感謝與期望
南台灣陽光多，但學術資源不及北部。如果學校定位在技職體系，可能感受更深一些。基於種種考量，所謂的跨領域會議與論壇，自然顯得較多。與不同領域的人，聊天雖不錯，在學術交流上，遺憾也不會少。
隨著諾貝爾經濟獎幾次落在賽局與行為經濟學、實驗經濟學等領域，實驗經濟學確實可算是「當紅炸子雞」。容我搭個便車，王教授的論文(第三篇)提到：「實驗經濟學一般須遵循下列方法論的指引：利用現金作為報酬、全面公開實驗過程、不採用欺瞞方式等」，我自己曾經在一校內計畫書(funding proposal)裡，提及提供現金誘因給參與者，在實驗結束後，績優者另有獎金。結果一位匿名審查人寫道：「發給獎金，違反研究倫理、信度、動機」；另一位匿名審查人質疑 code of research ethics，寫道：The issue about rewarding students (…for … and … for …) should be reconsidered. In my own training, rewards such as these might affect participants’ motives and in turn, the result and the validity and reliability of the study. 不敢想像如果這兩位審查人，置身於實驗經濟學大型會議中，將有何反應？關於減肥話題，西方人有一俗話：If you cannot beat them, join them. 我稍加修正：If you cannot beat them, stay away from them. 在座的各位 老師、同學，我們無此困擾 -- 大家都是基於對經濟學教學之熱愛、專研與執著(所以，同質性夠強吧)，共聚一堂切磋、學習。沒有行禮如儀的空架子，更沒有停課而來的職業聽眾。
1969年創刊的Journal of Economic Education，在這本論文集裡，被引用的次數不少。它可算是經濟學教育的最重要期刊，與美國經濟教育委員會(Council on Economic Education)以及美國經濟學會的經濟教育委員會(Committee on Economic Education of the American Economic Association)密切合作，旨在於強調經濟學教學技巧、教材與課程的創新與評價。國內似乎沒有類似的專門期刊、組織。國內可以做、只是沒有做的，是一群有理想的經濟學第一線教育工作者，自發性地形成一核心團體 (core group)，沒有頭銜、不需組織章程，很有默契地在各校輪流召開研討會或研習營，沒有經費，也無妨。將近二十年前，我在美國求學、任教時，參加過數次Midwest Math Econ and International Economics Meetings，就是如此。[聲名大噪後，與會者不乏遠來自 Univ. of Penn，Univ. of Rochester， Cornell Univ.，Univ. of Minnesota，UC system，Duke Univ.，Univ. of Virginia，VPI，UT system 與Univ. of Florida。]
倉促擬妥會議主題、安排論文、邀請與會，多有疏忽與失禮之處，感謝 大家的支持與指教。拜教育部給文藻的97年教學卓越計畫經費之賜，如期舉辦。其實，預算還不及「在文藻砌一塊磚」的單筆捐款。爾後沒有經費，還是可以辦，少了限制，也可能會較滿足大家的需要。
我們今天只是拋磚引玉，也不在乎說出這一個夢想。
南台灣陽光多，但學術資源不及北部。如果學校定位在技職體系，可能感受更深一些。基於種種考量，所謂的跨領域會議與論壇，自然顯得較多。與不同領域的人，聊天雖不錯，在學術交流上，遺憾也不會少。
隨著諾貝爾經濟獎幾次落在賽局與行為經濟學、實驗經濟學等領域，實驗經濟學確實可算是「當紅炸子雞」。容我搭個便車，王教授的論文(第三篇)提到：「實驗經濟學一般須遵循下列方法論的指引：利用現金作為報酬、全面公開實驗過程、不採用欺瞞方式等」，我自己曾經在一校內計畫書(funding proposal)裡，提及提供現金誘因給參與者，在實驗結束後，績優者另有獎金。結果一位匿名審查人寫道：「發給獎金，違反研究倫理、信度、動機」；另一位匿名審查人質疑 code of research ethics，寫道：The issue about rewarding students (…for … and … for …) should be reconsidered. In my own training, rewards such as these might affect participants’ motives and in turn, the result and the validity and reliability of the study. 不敢想像如果這兩位審查人，置身於實驗經濟學大型會議中，將有何反應？關於減肥話題，西方人有一俗話：If you cannot beat them, join them. 我稍加修正：If you cannot beat them, stay away from them. 在座的各位 老師、同學，我們無此困擾 -- 大家都是基於對經濟學教學之熱愛、專研與執著(所以，同質性夠強吧)，共聚一堂切磋、學習。沒有行禮如儀的空架子，更沒有停課而來的職業聽眾。
1969年創刊的Journal of Economic Education，在這本論文集裡，被引用的次數不少。它可算是經濟學教育的最重要期刊，與美國經濟教育委員會(Council on Economic Education)以及美國經濟學會的經濟教育委員會(Committee on Economic Education of the American Economic Association)密切合作，旨在於強調經濟學教學技巧、教材與課程的創新與評價。國內似乎沒有類似的專門期刊、組織。國內可以做、只是沒有做的，是一群有理想的經濟學第一線教育工作者，自發性地形成一核心團體 (core group)，沒有頭銜、不需組織章程，很有默契地在各校輪流召開研討會或研習營，沒有經費，也無妨。將近二十年前，我在美國求學、任教時，參加過數次Midwest Math Econ and International Economics Meetings，就是如此。[聲名大噪後，與會者不乏遠來自 Univ. of Penn，Univ. of Rochester， Cornell Univ.，Univ. of Minnesota，UC system，Duke Univ.，Univ. of Virginia，VPI，UT system 與Univ. of Florida。]
倉促擬妥會議主題、安排論文、邀請與會，多有疏忽與失禮之處，感謝 大家的支持與指教。拜教育部給文藻的97年教學卓越計畫經費之賜，如期舉辦。其實，預算還不及「在文藻砌一塊磚」的單筆捐款。爾後沒有經費，還是可以辦，少了限制，也可能會較滿足大家的需要。
我們今天只是拋磚引玉，也不在乎說出這一個夢想。
Friday, June 19, 2009
清流 是稀有財 that is why the history will mark a high price on it!
A relatively less experienced academic friend of mine who is teaching at a school that does not seem to get all the due blessing as we thought. I quote his/her words:
"I don't have power; I don't have a position; I don't have administrative ambition; I don't have anyone to count on; and I haven't got another university to go to.
What I do have, and do not want to be taken away however, is the last glimpse of dignity, and even lesser, that little tiny integrity remained."
That was after I reminded him/her of how being trapped in office politics will harm one's academic career. I used my own experience as an example.
突然想到前天夜間新聞，DPP 中常會(?)裡，大夥興奮地討論某位立委，著藍色緊身褲、吊單槓之創舉。媒體與現場的DPP要員，似乎很陶醉之時，鏡頭帶過幾次，只有一位較年輕的與會者(段宜康)，頭都不抬，默默閱讀桌上資料。我，一位失聯20年、迄今未投過任何一票的前KMT成員，不該會是唯一注意到這個畫面的人吧！
"I don't have power; I don't have a position; I don't have administrative ambition; I don't have anyone to count on; and I haven't got another university to go to.
What I do have, and do not want to be taken away however, is the last glimpse of dignity, and even lesser, that little tiny integrity remained."
That was after I reminded him/her of how being trapped in office politics will harm one's academic career. I used my own experience as an example.
突然想到前天夜間新聞，DPP 中常會(?)裡，大夥興奮地討論某位立委，著藍色緊身褲、吊單槓之創舉。媒體與現場的DPP要員，似乎很陶醉之時，鏡頭帶過幾次，只有一位較年輕的與會者(段宜康)，頭都不抬，默默閱讀桌上資料。我，一位失聯20年、迄今未投過任何一票的前KMT成員，不該會是唯一注意到這個畫面的人吧！
Thursday, June 18, 2009
專家 狗 貓 鼠 白目
關於 個體經濟學 (大二選修) 與 個體經濟學原理 (衛忠欣 06182009)
1.目的：有意升學的 UB1 & UB2 同學應把握機會修讀，98學年度新生適用的國際企業管理系報部課表，已經刪除原本國際企業系課表中的(大二)選修課：個體經濟學與總體經濟學。
2.發言人背景：從 1985到現在，由美國到台灣，我教過大一到大四、碩士班、博士班與經濟學相關的課程，日夜間部都有，由高教體系至技職體系。將近十年前，教育部政策大轉彎，讓各校自擇夜間部轉型類別，熟悉這段歷史的真正第一線教育工作者，應該知道進修部與日間部的課表，為何會存在「必要的差異」。我從不敢說自己是優良教師，但也沒人敢說我不能勝任。與所謂「官大學問大」、連夜間部授課時段都霧煞煞的外行專家相較，我確實有話要說。理直就氣壯，當著評鑑委員面前，也是一字不改。
3.目前UB1 的個體經濟學原理 (Principles of Microeconomics)，比高教體系大學的經濟學(原理)(上)，深度與廣度都要差一截。理由很明顯：考慮我們學生背景的差異、堅持採用英文教材的取捨 (trade-off)。UB1 的總體經濟學原理 (Principles of Macroeconomics)，與高教體系大學的經濟學(原理)(下)之差別，同一道理。誠然，本系不(能)以輔導升學為教育目標，但是教師有責任，提醒同學：我們的大一經濟訓練，與轉學考試、公職考試、商管類研究所筆試的標準，確有落差。原先設計的(大二)選修個體經濟學(Microeconomics)與總體經濟學(Macroeconomics)，用意在此。我們之所以隔年開課，也是不希望浪費開課成本。
4.個體經濟學原理，當然可以改名為經濟學(一)；總體經濟學原理，當然可以改名為經濟學(二)。問題是，依據傳統二分法，經濟學這個百年老店，常被拆成個體經濟學與總體經濟學。如此一來，國際企業管理系一年級的經濟學(一)，是否會被誤會、甚至譏笑是自我膨脹為大二程度？在美國、在國內一般正常的商管學系，大一修的是經濟學原理一與二(或上與下)，大二則是(必修或選修的)個體經濟學與總體經濟學。
5.某科技大學把一年級的經濟學課程，分別稱為個體經濟學與總體經濟學。我請教何故，他們回答：「因為學生在高職就學過經濟學啦！所以當然要命名為個體經濟學與總體經濟學。」-- 如果有人能證明，該校學生轉學後，可以拿該校大一個體經濟學與總體經濟學，抵免新學校大二的個體經濟學與總體經濟學，我願輸NTD1,000！難道說，不用大腦思考、撈過界的白癡，不是個案，竟是常態？！
6.老一輩常引用(out of the context, perhaps)陳之籓筆下的「專家，只是訓練有素的狗。」寫到此，我有一比喻：捨貓不用，用狗抓鼠，有效嗎？
7.有人或許會說：誰會想修個體經濟學與總體經濟學啊？好說！想修的人數超過10，我都不會相信。但是請問：很多學生會說不喜歡經濟學、統計學。這一事實，會讓研究所(當然不是文藻的研究所)不想考經濟學、統計學嗎？門都沒有！這樣的白話，夠清楚吧。高年級同學應該聽我說過(也很可能已經忘記)，在交大求學時，我自己的大一經濟課程，是老師施捨60分過關，一直到大三下，為準備升學，才逼自己重新唸經濟學、半年後竟愛上經濟學，現在依然如此。我拿自己曾是邊緣生的例子，說明學生不喜歡的，有時會成為學生需要的。大學開選修課，不是在看人氣排行榜，應該是看，我們能為學生，提供怎樣的資源。高層是否不願意面對：「高年級同學究竟在補習班耗去多少時間？」，這一類的尷尬問題？很多年前，我的一位好友，當時擔任某工程學系系主任。談到圖書館的紙本期刊閱覽率低的議題，他竟說：「應該在期刊內裝置電子感應器，閱覽率低的期刊，逕予停訂。」當時還沒有流行「白目」這名詞，所以我是用更難聽的話回應。
歡迎全貌轉寄、文責自負。身為知識份子，這點擔當，還是有的
1.目的：有意升學的 UB1 & UB2 同學應把握機會修讀，98學年度新生適用的國際企業管理系報部課表，已經刪除原本國際企業系課表中的(大二)選修課：個體經濟學與總體經濟學。
2.發言人背景：從 1985到現在，由美國到台灣，我教過大一到大四、碩士班、博士班與經濟學相關的課程，日夜間部都有，由高教體系至技職體系。將近十年前，教育部政策大轉彎，讓各校自擇夜間部轉型類別，熟悉這段歷史的真正第一線教育工作者，應該知道進修部與日間部的課表，為何會存在「必要的差異」。我從不敢說自己是優良教師，但也沒人敢說我不能勝任。與所謂「官大學問大」、連夜間部授課時段都霧煞煞的外行專家相較，我確實有話要說。理直就氣壯，當著評鑑委員面前，也是一字不改。
3.目前UB1 的個體經濟學原理 (Principles of Microeconomics)，比高教體系大學的經濟學(原理)(上)，深度與廣度都要差一截。理由很明顯：考慮我們學生背景的差異、堅持採用英文教材的取捨 (trade-off)。UB1 的總體經濟學原理 (Principles of Macroeconomics)，與高教體系大學的經濟學(原理)(下)之差別，同一道理。誠然，本系不(能)以輔導升學為教育目標，但是教師有責任，提醒同學：我們的大一經濟訓練，與轉學考試、公職考試、商管類研究所筆試的標準，確有落差。原先設計的(大二)選修個體經濟學(Microeconomics)與總體經濟學(Macroeconomics)，用意在此。我們之所以隔年開課，也是不希望浪費開課成本。
4.個體經濟學原理，當然可以改名為經濟學(一)；總體經濟學原理，當然可以改名為經濟學(二)。問題是，依據傳統二分法，經濟學這個百年老店，常被拆成個體經濟學與總體經濟學。如此一來，國際企業管理系一年級的經濟學(一)，是否會被誤會、甚至譏笑是自我膨脹為大二程度？在美國、在國內一般正常的商管學系，大一修的是經濟學原理一與二(或上與下)，大二則是(必修或選修的)個體經濟學與總體經濟學。
5.某科技大學把一年級的經濟學課程，分別稱為個體經濟學與總體經濟學。我請教何故，他們回答：「因為學生在高職就學過經濟學啦！所以當然要命名為個體經濟學與總體經濟學。」-- 如果有人能證明，該校學生轉學後，可以拿該校大一個體經濟學與總體經濟學，抵免新學校大二的個體經濟學與總體經濟學，我願輸NTD1,000！難道說，不用大腦思考、撈過界的白癡，不是個案，竟是常態？！
6.老一輩常引用(out of the context, perhaps)陳之籓筆下的「專家，只是訓練有素的狗。」寫到此，我有一比喻：捨貓不用，用狗抓鼠，有效嗎？
7.有人或許會說：誰會想修個體經濟學與總體經濟學啊？好說！想修的人數超過10，我都不會相信。但是請問：很多學生會說不喜歡經濟學、統計學。這一事實，會讓研究所(當然不是文藻的研究所)不想考經濟學、統計學嗎？門都沒有！這樣的白話，夠清楚吧。高年級同學應該聽我說過(也很可能已經忘記)，在交大求學時，我自己的大一經濟課程，是老師施捨60分過關，一直到大三下，為準備升學，才逼自己重新唸經濟學、半年後竟愛上經濟學，現在依然如此。我拿自己曾是邊緣生的例子，說明學生不喜歡的，有時會成為學生需要的。大學開選修課，不是在看人氣排行榜，應該是看，我們能為學生，提供怎樣的資源。高層是否不願意面對：「高年級同學究竟在補習班耗去多少時間？」，這一類的尷尬問題？很多年前，我的一位好友，當時擔任某工程學系系主任。談到圖書館的紙本期刊閱覽率低的議題，他竟說：「應該在期刊內裝置電子感應器，閱覽率低的期刊，逕予停訂。」當時還沒有流行「白目」這名詞，所以我是用更難聽的話回應。
歡迎全貌轉寄、文責自負。身為知識份子，這點擔當，還是有的
Wednesday, June 17, 2009
Self-disclosure or signaling? 文藻一位班導師與同學的互動記實
序幕 (班導師傳送下列 MSN offline message 給全班同學)
important announcements: 1. 期末獎勵又到了，自認應被記嘉獎或小功者，請簡述理由。2. 又到了評定操行成績的時刻。尊重個人差異與自愛，每人自己覺得操行分數應該是幾分，請一週內以簡訊告知。格式範例：梅仁緣99、理由：狗腿一號、家長捐款千萬。如果我打的分數與同學的建議，誤差在上下五分以上，我會說明理由、公告於 blog 徵信。criteria 對全班事務之貢獻與團隊精神之發揮與配合度。(Note: 曾經對第一屆畢業生，採同樣方式。極少數同學誇張要分，也將提供未來雇主參考)
結果
XX涵 70分 理由:缺礦不多，表現平平。[班導師之說明：有錯字，與操行無關。謙虛是美德。實得 85]
XX菁 75分 原因:1、本學期的班會、朝會、系學會本人皆有到場(有簽到和證人)，且撐到最後一秒才離場(不管場合有多無聊無趣)。相較於本班許多人未參加蹺場的情況下，我覺得此分數合理 2、本學期並無重大破壞班上秩序的惡行(至少到目前為止沒有，沒有打同學也沒有打老師) [謙虛是美德，打架有刑責。系座談會未缺席。有錯字。實得 84]
XX慧，80分，非緊急狀況不早退、不打亂上課秩序。[謙虛是美德，系座談會未缺席。實得 85]
XX碩，90分 理由:對待師長有禮貌，不論是否本科系教師。系上必修甚少缺曠，也會邀約同學參與對就業有利的學程培訓。上課認真聽講、關心環保議題，隨身攜帶環保筷，反盜版。熱心助人，曾擔任今年文藻優秀青年候選人-英文系3A蕭同學推薦人，誠心致詞後順利當選。另於寒假參加校院青年企劃師培訓期間任第七組組長，本著領導即服務之原則、盡忠職守，至學期結束前都不吝給予組員各方面協助。[青年企劃師培訓之表現，另議。「上課認真聽講 …」係每位都該做的，非關操行。同學嚴重違反本系的選課輔導規定、期末師生座談會缺席、屢次出現在課指組缺曠課線上通報名單。實得 80分]
important announcements: 1. 期末獎勵又到了，自認應被記嘉獎或小功者，請簡述理由。2. 又到了評定操行成績的時刻。尊重個人差異與自愛，每人自己覺得操行分數應該是幾分，請一週內以簡訊告知。格式範例：梅仁緣99、理由：狗腿一號、家長捐款千萬。如果我打的分數與同學的建議，誤差在上下五分以上，我會說明理由、公告於 blog 徵信。criteria 對全班事務之貢獻與團隊精神之發揮與配合度。(Note: 曾經對第一屆畢業生，採同樣方式。極少數同學誇張要分，也將提供未來雇主參考)
結果
XX涵 70分 理由:缺礦不多，表現平平。[班導師之說明：有錯字，與操行無關。謙虛是美德。實得 85]
XX菁 75分 原因:1、本學期的班會、朝會、系學會本人皆有到場(有簽到和證人)，且撐到最後一秒才離場(不管場合有多無聊無趣)。相較於本班許多人未參加蹺場的情況下，我覺得此分數合理 2、本學期並無重大破壞班上秩序的惡行(至少到目前為止沒有，沒有打同學也沒有打老師) [謙虛是美德，打架有刑責。系座談會未缺席。有錯字。實得 84]
XX慧，80分，非緊急狀況不早退、不打亂上課秩序。[謙虛是美德，系座談會未缺席。實得 85]
XX碩，90分 理由:對待師長有禮貌，不論是否本科系教師。系上必修甚少缺曠，也會邀約同學參與對就業有利的學程培訓。上課認真聽講、關心環保議題，隨身攜帶環保筷，反盜版。熱心助人，曾擔任今年文藻優秀青年候選人-英文系3A蕭同學推薦人，誠心致詞後順利當選。另於寒假參加校院青年企劃師培訓期間任第七組組長，本著領導即服務之原則、盡忠職守，至學期結束前都不吝給予組員各方面協助。[青年企劃師培訓之表現，另議。「上課認真聽講 …」係每位都該做的，非關操行。同學嚴重違反本系的選課輔導規定、期末師生座談會缺席、屢次出現在課指組缺曠課線上通報名單。實得 80分]
Saturday, June 13, 2009
Resume (in Chinese)
衛忠欣 (Jong-Shin Wei)
文藻外語學院國際企業系 (07) 342-6031 ext.6222
高雄市三民區民族一路900號 (80793) 行動電話 0912-604-341
93001@mail.wtuc.edu.tw jsw12011958@gmail.com
學歷
美國普度大學經濟學博士 1988年12月
(Purdue University, West Lafayette, Indiana, U.S.A.)
國立交通大學海運管理工學士 1980年6月
專任經歷
文藻外語學院國際企業系副教授 (2007秋季～)
講授課程：個體經濟學原理(部份英語授課)、總體經濟學原理(部份英語授課)、個體經濟學
管理數學、微積分、應用賽局、訊息與談判實作、專題報告寫作、國際文化經濟(支援國交所碩士在職專班)
文藻外語學院國際企業系副教授兼首任系主任 (2004秋季～2007春季)
講授課程：經濟學(英語授課)、專業英文研究寫作(英語授課；支援英文系)、經濟學(支援資管傳系)、個體經濟學、管理數學、微積分、訊息與談判實作
樹德科技大學金融保險系所副教授 (2002春季～2004春季)
講授課程：個體經濟(日夜四技一)、總體經濟(日夜四技一)、貨幣銀行學(日夜四技選修)
保險經濟(研究所選修)、訊息與談判實作(研究所選修)
逢甲大學經濟系所副教授 (1992秋季～2001秋季)
研究所授課含：個體經濟理論、數量方法、應用賽局、個經理論專題
大學部開課有：個體經濟學、經濟數學、賽局與經濟、訊息與決策、經濟學、公共選擇
美國佛羅里達國際大學經濟學系助理教授 (1988～1991)
博士班授課含：個經理論Ⅰ與Ⅱ、數量方法、個經理論專題
大學部開課有：個體經濟學、初級個經、賽局、產業經濟學、數理經濟學、個經專題
美國普度大學管理學院(博士生)講師 (1984～1986；1987～1988)
獨立授課：大二個體經濟學
教學興趣
個體經濟學(任一程度)、應用賽局、訊息與不確定性、訊息與談判實作、
商管(中英文)論文寫作、管理數學、經濟數學、公共經濟學、產業經濟學
研究興趣
應用賽局、訊息與談判、產業經濟、公共經濟、數理經濟、經濟教學方法論
開發新課程 (New courses development)
應用賽局 (美國佛羅里達國際大學、逢甲大學)
訊息與決策、公共選擇 (逢甲大學經濟學系)
賽局與社會科學、公共選擇、訊息與策略 (東海大學社會學系)
保險經濟、訊息與談判實作、貨幣銀行學 (樹德科技大學金融保險系所)
訊息與談判實作 (文藻外語學院國際企業系)
學術著作 [中括弧針對期刊納入文獻索引資料庫之加註，雖俗不可耐，個人無力抗拒]
Cheng, Su-Yin, Jong-Shin Wei, and Han Hou (2008): “A Cointegration Analysis on
Purchasing Power Parity and Country Risk,” forthcoming in International Journal of Business and Economics
Wei, Jong-Shin (2008): "Moral Hazard and Adverse Selection," International Encyclopedia of Public Policy, Vol.2: Economic Policy, edited by Phillip O’Hara, pp.437-442 (refereed on-line publication) [download]
Wei, Jong-Shin (2008): "Having Fun with Organized Kissing: A Pedagogical Note,"
International Journal of Business and Economics, vol.7, no.1, pp.53-59 [download] [EconLit indexed]
Wei, Jong-Shin (2007): ”Book Review – World Investment Prospects to 2010 – Boom or Backlash?” International Journal of Business and Economics, vol.6, no.2, pp.179-180 [EconLit indexed] [download]
Wei, Jong-Shin (2005): ”Book Review – Doing Business in 2004: Understanding
Regulation,” International Journal of Business and Economics, vol.4, no.2, pp.173-175 [EconLit indexed] [download] [also cited at a conference in France]
Wei, Jong-Shin and Chwen-Chi Liu (2003): ”Structure, Conduct, and Performance on
Principal-Agent Models: An Overview,” International Journal of Business and Economics, vol.2, no.3, pp.177-178 [EconLit indexed] [download]
Wei, Jong-Shin (2001): "Review on Economic Games and Strategic Behaviour (by Frank Stahler, 1998)," Kyklos, vol.54, fasc.1, pp.164-166
[SSCI and EconLit indexed]
衛忠欣、許翠珍、黃秀蓉 (1999)：「大學校園研究室的分配問題與拍賣」，
公平交易季刊，第七卷第三期，pp.99-112 (行政院公平交易委員會出版)
[TSSCI indexed]
Wei, Jong-Shin (1999): "Why Two Indifference Curves Cannot Intersect," Atlantic Economic Journal, vol.27, no.1, pp.114-114 [EconLit indexed]
Wei, Jong-Shin (1998): "Review on Fair Division (by S.J. Brams and A.D. Taylor, 1996)," Kyklos, vol.51, fasc.1, pp.132-133 [SSCI and EconLit indexed]
Wei, Jong-Shin (1996): "Review on Game-Theoretic Methods in General Equilibrium Analysis (edited by J.-F. Mertens and S. Sorin, 1994)," Southern Economic Journal, vol.63, no.1, pp.288-289 [SSCI and EconLit indexed]
Wei, Jong-Shin (1994): "A Sufficient Condition for Buying Full Insurance Against Risk," Atlantic Economic Journal, vol.22, no.4, pp.74-74 [EconLit indexed]
Wei, Jong-Shin (1991): "Auctions and Auctioneers" in Magill's Survey of Social Science: Economics, pp.95-100. CA: Salem Press
Wei, Jong-Shin (1990): "An Example of Preference Quasi-games: Asymmetry and Nash Equilibrium Characterization," Modeling and Simulation, vol.21, pp.321-325 [edited conference volume; not a journal]
近三年之會議論文
蔡長暐、衛忠欣、郭瑪琍亞 (2005)：非專業知識(如第一印象、星座)對行銷人
員的重要性，發表於『2005年21世紀管理理論與實務研討會』，大葉大學，06/10/2005
李俊昌、衛忠欣 (2005)：由交友網站論金融商品媒介平台之可行性，發表於『2005管理學術研討會』，立德管理學院，05/26/2005
學術榮譽、研究計劃、學術歷練、專案執行、學術服務與研習
主編 (Editor) (2006～)：International Journal of Business and Economics
副主編 (Co-Editor) (2004～2006)：International Journal of Business and Economics
執行編輯 (Managing Editor) (2002～2003)：International Journal of Business and
Economics (ISSN 1607-0704; indexed in EconLit)，2002年發行創刊號。(籌備工作始於2000年)
常務理事(選任；2008～)：高雄市財富規劃顧問協會
提案與計畫主持人：就業學程：『娛樂服務業國際化經營學程』，(NTD450,000；
職訓局與文藻外語學院各負擔一半。執行期間08/01/2007-07/31/2008) 已結案
提案與計畫主持人：「國際文化商務推展員」學程認證班，(高雄市政府經費NTD153,600；執行期間07/01/2007-09/15/2007）。已結案
提案與計畫主持人：『94年提昇學校師生創造力教育專案子計畫：創意文藻人 --
結合外語專區、經管與創造力』(教育部經費NTD360,000；執行期間03/01/2005-
12/10/2005)。已結案
提案人與計畫共同主持人：『國際物流證照南區種子師資培訓班』(教育部經費
NTD296,857；執行期間03/01/2006-12/10/2006)。吳德華老師為共同主持人。已
結案
Wei, Jong-Shin (2006): "On Relative Preferences and Strategic Interaction a la Cournot and Stackelberg," March, 文藻外語學院補助教師專題研究計畫(NTD30,000；執行期間04/20/2006-12/31/2006)，已結案
Wei, Jong-Shin (2006): “On Competing Agents to Wake up a Sleeping Tiger -- First
Movers (Dis-)Advantage in Fund-seeking Related to the World Games,”屬於『臺灣
與世界休閒產業文化研究』之子計畫。文藻外語學院補助 (NTD24,000；執行期
間01/01/2006-12/31/2006)。也是『臺灣與世界休閒產業文化研究』三位協同主
持人之一。已結案。研究成果之前半部，已被International Encyclopedia of Public Policy接受，2008正式刊登
吳德華、衛忠欣 (2007): "Potential Problems on the Advance Pricing Agreement Program," 文藻外語學院補助教師專題研究計畫 (NTD30,000；執行期間01/01/2007-12/31/2007)，已結案
『訊息與談判實作』課程：通過文藻外語學院『網路教材製作獎勵』初審與複審
(NTD30,000；執行期間02/01/2008-07/31/2008)
『個體經濟學』課程：獲得文藻外語學院『網路教材製作獎勵』初審與複審
(NTD30,000；執行期間08/01/2007-12/31/2007)
『個體經濟學原理、微積分』課程：獲得文藻外語學院『運用網路教學平台輔助
教學』獎勵 (12/31/2007)
『經濟學(上)』：獲得文藻外語學院『教師教學資訊科技能力整合教育訓練計畫
第一階段網路學園課程數位教材評鑑』優良作品 (12/31/2005)
『文藻外語學院國際企業系與浩宏管理顧問有限公司產學合作案』之(無給職)
顧問 (03/08/2006-02/28/2007)
共同創辦高雄市政府與文藻外語學院聯合辦理之「國際事務暨文化交流學程」與
協助規劃高雄市政府公教人力發展局95071「國際事務暨文化交流研習班」(課程共140小時) (11/01/2005-09/30/2006)，合作備忘錄簽署於11/25/2005
無償規劃高雄市政府公教人力發展局94212「公務英文加強班」與94236「公務學習工作坊」，課程共36小時 (11/01/2005-12/16/2005)，合作備忘錄簽署於10/25/2005
「高雄市財富規劃顧問協會」之共同發起人與常務理事
研習證書：文藻外語學院第一階段教師『教學資訊科技能力整合』教育訓練課程，
課程共16小時 (09/07/2004-02/03/2005)
參加外交部主辦『第一期外交研習營』，南元休閒農場 (03/07/2005-03/08/2005)
高勝國際管理顧問股份有限公司(無給職)顧問 (2005～)
主辦人：1993年個體經濟國際學術研討會 (逢甲主辦，國科會與教育部贊助)
參加之學者含H. Moulin，W. Thomson，D.E. Campbell，E. Hoffman，T. Saijo，
胡勝正，朱敬一，巫和懋，麥朝成與楊建成 (奉楊濬中校長核定記功二次)
校方代表：逢甲大學係西方經濟學會之團體會員，奉歷任院長指派為該會在逢
甲的代表 (1997-2001)
國科會研究計畫主持人，Weakly Unilaterally Competitive Games and Nash
Equilibrium Selection: A Synthesis，NSC84-2415-H-035-015
國科會研究計畫主持人，Graphical and Functional Properties of Expected Utility
Models，NSC88-2415-H-035-004
Wei, Jong-Shin (2003): "Nash Equilibrium versus Solitary Equilibrium: An Inquiry into New Concepts and Classroom Experiments," May, 樹德科技大學校內研究計畫 (編號：校研-14；NTD25,000；執行期間08/01/2002-01/31/2003)
David Ross 論文寫作獎學金：普度大學 (08/1986 - 07/1987)
全額博士生獎學金：普度大學 (08/1983-07/1986; 08/1987-07/1988)
登入Marquis的世界名人錄 (1997，第十四版；獲學界前輩推薦即入、實非殊榮)
Beta Sigma Honor Society之會員 (在普度大學入會)
『語文與國際研究』(Languages, Literary Studies and International Studies:
An International Journal) (ISSN 1811-4717) 編輯委員 (08/01/2005-07/31/2009)
『樹德科技大學學報』編審委員 (08/01/2002-07/31/2004)
兼任授課經歷
樹德科技大學金融保險學系兼任副教授 (2004秋季)
講授課程：訊息與談判實作 (研究所選修)
東海大學社會學系兼任副教授 (1999秋季～2000秋季)
講授課程：賽局與社會科學 (1999秋季)、公共選擇 (2000春季)
訊息與策略 (2000秋季)
近四年之校外學術演講、技術服務、實務講習與短期授課
March 19, 2009. 國立教育廣播電台高雄分台約訪錄音，「教育電影『天之驕子』vs.『我和我的小鬼們』」。播出日：March 31, 2009
December 25, 2008. 國立教育廣播電台高雄分台約訪錄音，「從電影『竊聽風暴』聊談判策略」。播出日：January 20, 2009
December 29, 2008. 專題演講「由學院派思維看專業經理人之基本素養(一)」，高雄市財富規劃顧問協會
April~May 2008. Stratford University的IMBA密集課程International Economics (4.5 credit hours)
March 2008. 實踐大學歐洲研究中心負責的MBA (International Business with Focus on Asia or Central and Eastern Europe) 密集
課程Business Strategies and Negotiation Skills (2 credit hours全英語授課)
2007. 擔任實踐大學96學年度國際企業系系務發展咨詢與課程規劃外聘委員
December 2006. 擔任實踐大學95學年度自我評鑑訪評委員
12/26/2007. General lecture on 「如何閱讀英文教科書」，實踐大學內門校區
12/20/2007. General lecture on 「形象包裝」，實踐大學四維分部
07/21/2006; 08/17/2005; 08/22/2006; 09/01/2006. 擔任高雄市政府公教人力發展局95071「國際事務暨文化交流研習班」講座
12/07/2005; 12/16/2005. 擔任高雄市政府公教人力發展局94212「公務英文加強班」講座
12/14/2005. 擔任高雄市政府公教人力發展局94236「公務學習工作坊」講座
12/05/2005. Seminar speaker on “A Short Course on the Writing Style of Research Papers for Social Sciences,”樹德科技大學金融保險研究所『金融保險潮流專題演講』系列
11/28/2005. Seminar speaker on “Fun to Think Strategically,” 樹德科技大學金融保險研究所『金融保險潮流專題演講』系列
08/12/2005. 擔任「旗津美力贏者圈社造專案 -- 總體計畫」之『高雄D.C.美力觀光休憩輔導團』顧問。執行單位：高雄市政府公教人力發展局
12/01/2004. 擔任「英語多元學習系列」專題講座。屬於『教育部93年度提升學生外語能力專案補獎助計畫』。執行單位：永達技術學院
11/30/2004; 12/07/2004; 12/14/2004. 擔任高雄市政府公教人力發展局93341「國際事務菁英班」講座。(9小時全英語授課)
11/04/2004. 擔任「英語教學方法」專題講座。屬於『教育部93年度提升學生外語能力專案補獎助計畫』。執行單位：永達技術學院
08/16/2004. 演講：「另類的檔案管理」。文藻外語學院93學年度職員教育訓練課程第一場
09/15/2003. 演講：「檔案管理」。保誠人壽台南分公司
(校內專業領域之學術演講與座談會，不在此列舉)
碩士論文指導
網頁資訊透明化之落實程度--以金融業、樹德科大、朝陽科大、嶺東科大與清雲科大為例 (樹德科技大學 張媛茹，2006)
第一印象對金融行銷人員的影響 -- 取樣與質性分析
(樹德科技大學 蔡長瑋，2006)
由交友網站論金融商品媒介平台之可行性 (樹德科技大學 李俊昌，2005)
剖析「自我選擇」模型之最適解 (逢甲大學 許翠珍，2000)
由計費方式論保險需求的經濟分析 (逢甲大學 詹志明，1996)
品質保證之經濟分析 (逢甲大學 鍾孟維，1996)
(純粹擔任碩士論文考試口試委員，不在此列舉。四技生之畢業專題指導，亦略)
任職文藻期間之校內服務
國際企業系系主任：2004秋季～2007春季
代表國際企業系規劃與執行95學年度獎勵大學教學卓越計畫之各項細部計畫 (經費：NTD2,200,000)
代表國際企業系與高雄市政府公教人力發展局吳英明局長簽署官學合作備忘錄，
負責規劃「公務英文加強班」與「公務學習工作坊」(10/25/2005簽約)
代表國際企業系與國際事務系劉主任、高雄市政府公教人力發展局吳英明局長簽署官學合作備忘錄，協同創辦「國際事務暨文化交流學程」(11/25/2005簽約)
代表國際企業系與國際事務系劉主任、韓國首爾科技整合大學 (aSSIST) 簽署國際學術交流合作協議書 (09/23/2005簽約)
代表國際企業系與錠嵂保險經紀人公司郭士榮經理簽署產學合作協議書
(06/13/2007簽約)。該公司已於2007年暑假，提供2週的實習與研習營
代表國際企業系與三商美邦人壽張榮展經理簽署產學合作協議書 (05/19/2006
簽約)。該公司已於2006年暑假，提供實習機會
代表國際企業系與聖偉機械有限公司黃興國總經理簽署產學合作協議書
(07/01/2007簽約)。本系蔡同學已於2007年暑假，完成11週實習
撰寫「95年度教育部辦理技專校院提昇系科教學品質專案計畫：發展系本位
課程數位化教學暨證照模擬環境之實驗室建構」計畫書 (經費需求：NTD4,800,000)
撰寫95年度教育部技專校院發展學校重點特色：「專業經理人培訓中心」
之設置專案補助計畫書 (經費需求：NTD1,914,800)
國際企業系主任導師：2004秋季～2007春季
國際企業系班級導師：2004秋季～2008春季
96學年度文藻外語學院產學合作推行委員會委員：(08/01/2007～07/31/2008)
96學年度文藻外語學院資訊發展委員會委員：(08/01/2007～07/31/2008)
96學年度文藻外語學院教師評鑑辦法修訂會議代表 (無聘書)
95學年度文藻外語學院全人發展委員會委員：(08/01/2006～07/31/2007)
95學年度文藻外語學院職工評審委員會委員：(06/10/2006～07/31/2007)
93至97學年度教師圖書館委員會委員
94學年度日本語文系校內自我評鑑委員 (04/19/2006發聘)
94與95學年度歐盟園區教育發展委員會委員
文藻圖書館2005年擴充工程規劃委員 (01/01/2005發聘)
93與94學年度經濟商管學生會(AIESEC)指導老師
94學年度經費稽核委員會委員 (無聘書)
94年校外協助招生活動 -- 全國技職院校南區博覽會(在南台科技大學
06/03/2005)、左營高中
93年校外協助招生活動 -- 天主教大學校院博覽會(在台南德光女中)
(尚有擔任各類當然委員、考試命題委員、書面審查委員或口試委員、校內活動主持人或評論人，皆不宜在此列舉)
審查中的學術著作
Wei, Jong-Shin (2008): "On Teaching Point Elasticity of Demand and Change in
Revenue due to Price Change,” Feb., mimeo, Wenzao Ursuline College of
Languages
近兩年執行之國際學術交流活動
2007春季：邀請短期客座教授 Professor Cem Karayalcin (Florida International University, U.S.A.)。Associate Editor for International Journal of Business and Economics. 經費：教育部教學卓越計畫，NTD150,000
2008春季：邀請短期客座教授 Professor Tatsuyoshi Saijo (西條辰義Osaka University, Japan)。Associate Editor for International Economic Review, Review of Economic Design, Experimental Economics, and Economics Bulletin. 經費：教育部教學卓越計畫，NTD100,000
休閒著作
衛忠欣 (2000)：“請回答：「論文是否抄襲？」”，自由時報，意見廣場，六月十八日 (筆名：亦雲)
衛忠欣 (1977)：“驕陽下”，中央日報，副刊，九月一日 (筆名：亦雲)
個人資料
男性，曾嗜好籃球，富幽默感與正義心，1958年12月1日生於左營。海軍
陸戰隊第30期預官，1982年八月退伍，即赴美國羅徹斯特大學 (University of
Rochester) 就讀碩士班，次年轉入普度大學攻讀博士。身高173公分、血型
A，大學時受洗為基督徒，無任何政黨活動
專業雜記部落格： http://jsw12011958.blogspot.com
(last updated on May 31, 2009)
文藻外語學院國際企業系 (07) 342-6031 ext.6222
高雄市三民區民族一路900號 (80793) 行動電話 0912-604-341
93001@mail.wtuc.edu.tw jsw12011958@gmail.com
學歷
美國普度大學經濟學博士 1988年12月
(Purdue University, West Lafayette, Indiana, U.S.A.)
國立交通大學海運管理工學士 1980年6月
專任經歷
文藻外語學院國際企業系副教授 (2007秋季～)
講授課程：個體經濟學原理(部份英語授課)、總體經濟學原理(部份英語授課)、個體經濟學
管理數學、微積分、應用賽局、訊息與談判實作、專題報告寫作、國際文化經濟(支援國交所碩士在職專班)
文藻外語學院國際企業系副教授兼首任系主任 (2004秋季～2007春季)
講授課程：經濟學(英語授課)、專業英文研究寫作(英語授課；支援英文系)、經濟學(支援資管傳系)、個體經濟學、管理數學、微積分、訊息與談判實作
樹德科技大學金融保險系所副教授 (2002春季～2004春季)
講授課程：個體經濟(日夜四技一)、總體經濟(日夜四技一)、貨幣銀行學(日夜四技選修)
保險經濟(研究所選修)、訊息與談判實作(研究所選修)
逢甲大學經濟系所副教授 (1992秋季～2001秋季)
研究所授課含：個體經濟理論、數量方法、應用賽局、個經理論專題
大學部開課有：個體經濟學、經濟數學、賽局與經濟、訊息與決策、經濟學、公共選擇
美國佛羅里達國際大學經濟學系助理教授 (1988～1991)
博士班授課含：個經理論Ⅰ與Ⅱ、數量方法、個經理論專題
大學部開課有：個體經濟學、初級個經、賽局、產業經濟學、數理經濟學、個經專題
美國普度大學管理學院(博士生)講師 (1984～1986；1987～1988)
獨立授課：大二個體經濟學
教學興趣
個體經濟學(任一程度)、應用賽局、訊息與不確定性、訊息與談判實作、
商管(中英文)論文寫作、管理數學、經濟數學、公共經濟學、產業經濟學
研究興趣
應用賽局、訊息與談判、產業經濟、公共經濟、數理經濟、經濟教學方法論
開發新課程 (New courses development)
應用賽局 (美國佛羅里達國際大學、逢甲大學)
訊息與決策、公共選擇 (逢甲大學經濟學系)
賽局與社會科學、公共選擇、訊息與策略 (東海大學社會學系)
保險經濟、訊息與談判實作、貨幣銀行學 (樹德科技大學金融保險系所)
訊息與談判實作 (文藻外語學院國際企業系)
學術著作 [中括弧針對期刊納入文獻索引資料庫之加註，雖俗不可耐，個人無力抗拒]
Cheng, Su-Yin, Jong-Shin Wei, and Han Hou (2008): “A Cointegration Analysis on
Purchasing Power Parity and Country Risk,” forthcoming in International Journal of Business and Economics
Wei, Jong-Shin (2008): "Moral Hazard and Adverse Selection," International Encyclopedia of Public Policy, Vol.2: Economic Policy, edited by Phillip O’Hara, pp.437-442 (refereed on-line publication) [download]
Wei, Jong-Shin (2008): "Having Fun with Organized Kissing: A Pedagogical Note,"
International Journal of Business and Economics, vol.7, no.1, pp.53-59 [download] [EconLit indexed]
Wei, Jong-Shin (2007): ”Book Review – World Investment Prospects to 2010 – Boom or Backlash?” International Journal of Business and Economics, vol.6, no.2, pp.179-180 [EconLit indexed] [download]
Wei, Jong-Shin (2005): ”Book Review – Doing Business in 2004: Understanding
Regulation,” International Journal of Business and Economics, vol.4, no.2, pp.173-175 [EconLit indexed] [download] [also cited at a conference in France]
Wei, Jong-Shin and Chwen-Chi Liu (2003): ”Structure, Conduct, and Performance on
Principal-Agent Models: An Overview,” International Journal of Business and Economics, vol.2, no.3, pp.177-178 [EconLit indexed] [download]
Wei, Jong-Shin (2001): "Review on Economic Games and Strategic Behaviour (by Frank Stahler, 1998)," Kyklos, vol.54, fasc.1, pp.164-166
[SSCI and EconLit indexed]
衛忠欣、許翠珍、黃秀蓉 (1999)：「大學校園研究室的分配問題與拍賣」，
公平交易季刊，第七卷第三期，pp.99-112 (行政院公平交易委員會出版)
[TSSCI indexed]
Wei, Jong-Shin (1999): "Why Two Indifference Curves Cannot Intersect," Atlantic Economic Journal, vol.27, no.1, pp.114-114 [EconLit indexed]
Wei, Jong-Shin (1998): "Review on Fair Division (by S.J. Brams and A.D. Taylor, 1996)," Kyklos, vol.51, fasc.1, pp.132-133 [SSCI and EconLit indexed]
Wei, Jong-Shin (1996): "Review on Game-Theoretic Methods in General Equilibrium Analysis (edited by J.-F. Mertens and S. Sorin, 1994)," Southern Economic Journal, vol.63, no.1, pp.288-289 [SSCI and EconLit indexed]
Wei, Jong-Shin (1994): "A Sufficient Condition for Buying Full Insurance Against Risk," Atlantic Economic Journal, vol.22, no.4, pp.74-74 [EconLit indexed]
Wei, Jong-Shin (1991): "Auctions and Auctioneers" in Magill's Survey of Social Science: Economics, pp.95-100. CA: Salem Press
Wei, Jong-Shin (1990): "An Example of Preference Quasi-games: Asymmetry and Nash Equilibrium Characterization," Modeling and Simulation, vol.21, pp.321-325 [edited conference volume; not a journal]
近三年之會議論文
蔡長暐、衛忠欣、郭瑪琍亞 (2005)：非專業知識(如第一印象、星座)對行銷人
員的重要性，發表於『2005年21世紀管理理論與實務研討會』，大葉大學，06/10/2005
李俊昌、衛忠欣 (2005)：由交友網站論金融商品媒介平台之可行性，發表於『2005管理學術研討會』，立德管理學院，05/26/2005
學術榮譽、研究計劃、學術歷練、專案執行、學術服務與研習
主編 (Editor) (2006～)：International Journal of Business and Economics
副主編 (Co-Editor) (2004～2006)：International Journal of Business and Economics
執行編輯 (Managing Editor) (2002～2003)：International Journal of Business and
Economics (ISSN 1607-0704; indexed in EconLit)，2002年發行創刊號。(籌備工作始於2000年)
常務理事(選任；2008～)：高雄市財富規劃顧問協會
提案與計畫主持人：就業學程：『娛樂服務業國際化經營學程』，(NTD450,000；
職訓局與文藻外語學院各負擔一半。執行期間08/01/2007-07/31/2008) 已結案
提案與計畫主持人：「國際文化商務推展員」學程認證班，(高雄市政府經費NTD153,600；執行期間07/01/2007-09/15/2007）。已結案
提案與計畫主持人：『94年提昇學校師生創造力教育專案子計畫：創意文藻人 --
結合外語專區、經管與創造力』(教育部經費NTD360,000；執行期間03/01/2005-
12/10/2005)。已結案
提案人與計畫共同主持人：『國際物流證照南區種子師資培訓班』(教育部經費
NTD296,857；執行期間03/01/2006-12/10/2006)。吳德華老師為共同主持人。已
結案
Wei, Jong-Shin (2006): "On Relative Preferences and Strategic Interaction a la Cournot and Stackelberg," March, 文藻外語學院補助教師專題研究計畫(NTD30,000；執行期間04/20/2006-12/31/2006)，已結案
Wei, Jong-Shin (2006): “On Competing Agents to Wake up a Sleeping Tiger -- First
Movers (Dis-)Advantage in Fund-seeking Related to the World Games,”屬於『臺灣
與世界休閒產業文化研究』之子計畫。文藻外語學院補助 (NTD24,000；執行期
間01/01/2006-12/31/2006)。也是『臺灣與世界休閒產業文化研究』三位協同主
持人之一。已結案。研究成果之前半部，已被International Encyclopedia of Public Policy接受，2008正式刊登
吳德華、衛忠欣 (2007): "Potential Problems on the Advance Pricing Agreement Program," 文藻外語學院補助教師專題研究計畫 (NTD30,000；執行期間01/01/2007-12/31/2007)，已結案
『訊息與談判實作』課程：通過文藻外語學院『網路教材製作獎勵』初審與複審
(NTD30,000；執行期間02/01/2008-07/31/2008)
『個體經濟學』課程：獲得文藻外語學院『網路教材製作獎勵』初審與複審
(NTD30,000；執行期間08/01/2007-12/31/2007)
『個體經濟學原理、微積分』課程：獲得文藻外語學院『運用網路教學平台輔助
教學』獎勵 (12/31/2007)
『經濟學(上)』：獲得文藻外語學院『教師教學資訊科技能力整合教育訓練計畫
第一階段網路學園課程數位教材評鑑』優良作品 (12/31/2005)
『文藻外語學院國際企業系與浩宏管理顧問有限公司產學合作案』之(無給職)
顧問 (03/08/2006-02/28/2007)
共同創辦高雄市政府與文藻外語學院聯合辦理之「國際事務暨文化交流學程」與
協助規劃高雄市政府公教人力發展局95071「國際事務暨文化交流研習班」(課程共140小時) (11/01/2005-09/30/2006)，合作備忘錄簽署於11/25/2005
無償規劃高雄市政府公教人力發展局94212「公務英文加強班」與94236「公務學習工作坊」，課程共36小時 (11/01/2005-12/16/2005)，合作備忘錄簽署於10/25/2005
「高雄市財富規劃顧問協會」之共同發起人與常務理事
研習證書：文藻外語學院第一階段教師『教學資訊科技能力整合』教育訓練課程，
課程共16小時 (09/07/2004-02/03/2005)
參加外交部主辦『第一期外交研習營』，南元休閒農場 (03/07/2005-03/08/2005)
高勝國際管理顧問股份有限公司(無給職)顧問 (2005～)
主辦人：1993年個體經濟國際學術研討會 (逢甲主辦，國科會與教育部贊助)
參加之學者含H. Moulin，W. Thomson，D.E. Campbell，E. Hoffman，T. Saijo，
胡勝正，朱敬一，巫和懋，麥朝成與楊建成 (奉楊濬中校長核定記功二次)
校方代表：逢甲大學係西方經濟學會之團體會員，奉歷任院長指派為該會在逢
甲的代表 (1997-2001)
國科會研究計畫主持人，Weakly Unilaterally Competitive Games and Nash
Equilibrium Selection: A Synthesis，NSC84-2415-H-035-015
國科會研究計畫主持人，Graphical and Functional Properties of Expected Utility
Models，NSC88-2415-H-035-004
Wei, Jong-Shin (2003): "Nash Equilibrium versus Solitary Equilibrium: An Inquiry into New Concepts and Classroom Experiments," May, 樹德科技大學校內研究計畫 (編號：校研-14；NTD25,000；執行期間08/01/2002-01/31/2003)
David Ross 論文寫作獎學金：普度大學 (08/1986 - 07/1987)
全額博士生獎學金：普度大學 (08/1983-07/1986; 08/1987-07/1988)
登入Marquis的世界名人錄 (1997，第十四版；獲學界前輩推薦即入、實非殊榮)
Beta Sigma Honor Society之會員 (在普度大學入會)
『語文與國際研究』(Languages, Literary Studies and International Studies:
An International Journal) (ISSN 1811-4717) 編輯委員 (08/01/2005-07/31/2009)
『樹德科技大學學報』編審委員 (08/01/2002-07/31/2004)
兼任授課經歷
樹德科技大學金融保險學系兼任副教授 (2004秋季)
講授課程：訊息與談判實作 (研究所選修)
東海大學社會學系兼任副教授 (1999秋季～2000秋季)
講授課程：賽局與社會科學 (1999秋季)、公共選擇 (2000春季)
訊息與策略 (2000秋季)
近四年之校外學術演講、技術服務、實務講習與短期授課
March 19, 2009. 國立教育廣播電台高雄分台約訪錄音，「教育電影『天之驕子』vs.『我和我的小鬼們』」。播出日：March 31, 2009
December 25, 2008. 國立教育廣播電台高雄分台約訪錄音，「從電影『竊聽風暴』聊談判策略」。播出日：January 20, 2009
December 29, 2008. 專題演講「由學院派思維看專業經理人之基本素養(一)」，高雄市財富規劃顧問協會
April~May 2008. Stratford University的IMBA密集課程International Economics (4.5 credit hours)
March 2008. 實踐大學歐洲研究中心負責的MBA (International Business with Focus on Asia or Central and Eastern Europe) 密集
課程Business Strategies and Negotiation Skills (2 credit hours全英語授課)
2007. 擔任實踐大學96學年度國際企業系系務發展咨詢與課程規劃外聘委員
December 2006. 擔任實踐大學95學年度自我評鑑訪評委員
12/26/2007. General lecture on 「如何閱讀英文教科書」，實踐大學內門校區
12/20/2007. General lecture on 「形象包裝」，實踐大學四維分部
07/21/2006; 08/17/2005; 08/22/2006; 09/01/2006. 擔任高雄市政府公教人力發展局95071「國際事務暨文化交流研習班」講座
12/07/2005; 12/16/2005. 擔任高雄市政府公教人力發展局94212「公務英文加強班」講座
12/14/2005. 擔任高雄市政府公教人力發展局94236「公務學習工作坊」講座
12/05/2005. Seminar speaker on “A Short Course on the Writing Style of Research Papers for Social Sciences,”樹德科技大學金融保險研究所『金融保險潮流專題演講』系列
11/28/2005. Seminar speaker on “Fun to Think Strategically,” 樹德科技大學金融保險研究所『金融保險潮流專題演講』系列
08/12/2005. 擔任「旗津美力贏者圈社造專案 -- 總體計畫」之『高雄D.C.美力觀光休憩輔導團』顧問。執行單位：高雄市政府公教人力發展局
12/01/2004. 擔任「英語多元學習系列」專題講座。屬於『教育部93年度提升學生外語能力專案補獎助計畫』。執行單位：永達技術學院
11/30/2004; 12/07/2004; 12/14/2004. 擔任高雄市政府公教人力發展局93341「國際事務菁英班」講座。(9小時全英語授課)
11/04/2004. 擔任「英語教學方法」專題講座。屬於『教育部93年度提升學生外語能力專案補獎助計畫』。執行單位：永達技術學院
08/16/2004. 演講：「另類的檔案管理」。文藻外語學院93學年度職員教育訓練課程第一場
09/15/2003. 演講：「檔案管理」。保誠人壽台南分公司
(校內專業領域之學術演講與座談會，不在此列舉)
碩士論文指導
網頁資訊透明化之落實程度--以金融業、樹德科大、朝陽科大、嶺東科大與清雲科大為例 (樹德科技大學 張媛茹，2006)
第一印象對金融行銷人員的影響 -- 取樣與質性分析
(樹德科技大學 蔡長瑋，2006)
由交友網站論金融商品媒介平台之可行性 (樹德科技大學 李俊昌，2005)
剖析「自我選擇」模型之最適解 (逢甲大學 許翠珍，2000)
由計費方式論保險需求的經濟分析 (逢甲大學 詹志明，1996)
品質保證之經濟分析 (逢甲大學 鍾孟維，1996)
(純粹擔任碩士論文考試口試委員，不在此列舉。四技生之畢業專題指導，亦略)
任職文藻期間之校內服務
國際企業系系主任：2004秋季～2007春季
代表國際企業系規劃與執行95學年度獎勵大學教學卓越計畫之各項細部計畫 (經費：NTD2,200,000)
代表國際企業系與高雄市政府公教人力發展局吳英明局長簽署官學合作備忘錄，
負責規劃「公務英文加強班」與「公務學習工作坊」(10/25/2005簽約)
代表國際企業系與國際事務系劉主任、高雄市政府公教人力發展局吳英明局長簽署官學合作備忘錄，協同創辦「國際事務暨文化交流學程」(11/25/2005簽約)
代表國際企業系與國際事務系劉主任、韓國首爾科技整合大學 (aSSIST) 簽署國際學術交流合作協議書 (09/23/2005簽約)
代表國際企業系與錠嵂保險經紀人公司郭士榮經理簽署產學合作協議書
(06/13/2007簽約)。該公司已於2007年暑假，提供2週的實習與研習營
代表國際企業系與三商美邦人壽張榮展經理簽署產學合作協議書 (05/19/2006
簽約)。該公司已於2006年暑假，提供實習機會
代表國際企業系與聖偉機械有限公司黃興國總經理簽署產學合作協議書
(07/01/2007簽約)。本系蔡同學已於2007年暑假，完成11週實習
撰寫「95年度教育部辦理技專校院提昇系科教學品質專案計畫：發展系本位
課程數位化教學暨證照模擬環境之實驗室建構」計畫書 (經費需求：NTD4,800,000)
撰寫95年度教育部技專校院發展學校重點特色：「專業經理人培訓中心」
之設置專案補助計畫書 (經費需求：NTD1,914,800)
國際企業系主任導師：2004秋季～2007春季
國際企業系班級導師：2004秋季～2008春季
96學年度文藻外語學院產學合作推行委員會委員：(08/01/2007～07/31/2008)
96學年度文藻外語學院資訊發展委員會委員：(08/01/2007～07/31/2008)
96學年度文藻外語學院教師評鑑辦法修訂會議代表 (無聘書)
95學年度文藻外語學院全人發展委員會委員：(08/01/2006～07/31/2007)
95學年度文藻外語學院職工評審委員會委員：(06/10/2006～07/31/2007)
93至97學年度教師圖書館委員會委員
94學年度日本語文系校內自我評鑑委員 (04/19/2006發聘)
94與95學年度歐盟園區教育發展委員會委員
文藻圖書館2005年擴充工程規劃委員 (01/01/2005發聘)
93與94學年度經濟商管學生會(AIESEC)指導老師
94學年度經費稽核委員會委員 (無聘書)
94年校外協助招生活動 -- 全國技職院校南區博覽會(在南台科技大學
06/03/2005)、左營高中
93年校外協助招生活動 -- 天主教大學校院博覽會(在台南德光女中)
(尚有擔任各類當然委員、考試命題委員、書面審查委員或口試委員、校內活動主持人或評論人，皆不宜在此列舉)
審查中的學術著作
Wei, Jong-Shin (2008): "On Teaching Point Elasticity of Demand and Change in
Revenue due to Price Change,” Feb., mimeo, Wenzao Ursuline College of
Languages
近兩年執行之國際學術交流活動
2007春季：邀請短期客座教授 Professor Cem Karayalcin (Florida International University, U.S.A.)。Associate Editor for International Journal of Business and Economics. 經費：教育部教學卓越計畫，NTD150,000
2008春季：邀請短期客座教授 Professor Tatsuyoshi Saijo (西條辰義Osaka University, Japan)。Associate Editor for International Economic Review, Review of Economic Design, Experimental Economics, and Economics Bulletin. 經費：教育部教學卓越計畫，NTD100,000
休閒著作
衛忠欣 (2000)：“請回答：「論文是否抄襲？」”，自由時報，意見廣場，六月十八日 (筆名：亦雲)
衛忠欣 (1977)：“驕陽下”，中央日報，副刊，九月一日 (筆名：亦雲)
個人資料
男性，曾嗜好籃球，富幽默感與正義心，1958年12月1日生於左營。海軍
陸戰隊第30期預官，1982年八月退伍，即赴美國羅徹斯特大學 (University of
Rochester) 就讀碩士班，次年轉入普度大學攻讀博士。身高173公分、血型
A，大學時受洗為基督徒，無任何政黨活動
專業雜記部落格： http://jsw12011958.blogspot.com
(last updated on May 31, 2009)
Monday, May 18, 2009
An Invited Entry to a Campus Publication Honoring Prof. Bosco Lee at the End of His 9-year Presidency at Wenzao
老師要的是好校長，還是對他們好的校長？
易主任來電，說是 陳副校長指定「不在行政團隊」的我，為 李校長卸任專刊奉獻小文一篇。既是「資訊不對稱」（全校有商管碩博士學位的老師漸增，但我還是懷疑對此名詞真正瞭解者有多少），只有銜命動筆了。
絕大多數讀者想必不認識我，這是好事，最好維持現狀。理由很簡單，認識我的人，很容易不喜歡我。幸好，和我同年齡的陳淑樺有一首歌「思念總在分手後開始」，令我釋懷。在 李校長卸下九年重擔之後，有些人可以回味這首歌。
初識 李校長，是在2004年春天。短暫的對話，其實沒多大印象，只是心中納悶，怎樣的農家子弟出身的教授，會取Bosco這個擲地有聲的名字？ Bosco令我想到bossy，感受到威嚴的氣氛。決定轉來文藻，歸因於校園驚豔，而後這粒帶著淡淡憂愁、不全然青澀的種子，飄去新大陸開花結果，我還是主恩滿溢地留下來，想必Bosco的魅力，真不是蓋的。
擔任系主任的第一年，心想，校長應該很洋化，禮貌請問他，是否可以Bosco稱呼。他回信爽快答應，後來發現大多數同仁並未如此稱呼他。我喜歡此名，因為它可以提醒我bossy這個單字。天主教環境，不講風水，但是大家總是血肉之軀，情緒像天氣，時好時壞，工作壓力也是主力近因。文藻開會，不是一言堂，大家說話機會不會少，只是罕見明定會議的結束時間。冗長激辯之後，主席Bosco動用表決權。有一次，情況由僵持轉為火藥味十足，表決後，Bosco 大聲說： "You are defeated." 真是可愛吧。(我在業界的老同學和學生，總愛在說話中冒出幾個（中學程度的）英文單字。不像我們在文藻開會，一瞬間就可以切換到全英語。)我的回應是： "Did it ever occur to you that maybe I just deliberately let you win on a good day?"
多年前有幸在 黃鎮台校長的領導下任教。記憶中他幾乎從不訴諸表決，他喜歡在校園走動，誤把老師認成學生，也不在意，我問他對同學說他與周星馳相像，有何感想，他笑著說，他自己覺得較像梁朝偉。讀者也許納悶，為什麼離題去寫別的校長呢？答案很明顯 -- 拖時間、湊篇幅。Bosco也長於此道，會議的空檔，他都會充分利用。看久了，我們也學起來。我和 黃校長不熟，只記得他的這些好。和Bosco熟多了，當然記得的事也多。
很多老師應該聽過，連宗輔中心的刊物也提到的一句話：「學生要的是好老師，還是對他們好的老師？」同樣地，老師要的是好校長，還是對他們好的校長？這是我的題目，答案在每位讀者（包含下一任校長）心中。檯面資料顯示，我兼任系主任三年就受不了；Bosco掌舵九年（三任校長）令人折服。沒有類似經歷的人，想必無資格評論他的政績。更何況，他面對數百位教師；每位教師則只面對一位校長。所以，換個角度看事情，想想自己對他好不好？畢業證書風波，我從反對轉而聲援他；交棒給自稱是他好友的「一陣風」過客時，不避肉麻之嫌，中肯地以「偶爾也要想到舊情人的好」來暗示他，還在2008年3月8日寫一篇英文寓言，放在我的部落格（雖然Jerry小老弟認為沒人會看，現在我也來搞一次置入性行銷）。當然，或許我可以對他更好一點，這篇小文，算是聊表心意吧。這些嘻笑怒罵、爭執遺憾，當我們完成世間工作，回到上主懷抱之時，就全不重要了。
平安榮退，就像家裡辦喜事。Bosco這九年的建樹，想必另有高人撰文，我寫的是雜記，角度自然不同。左營區有條文瑞路，倘若大家異口同聲，說成是以Bosco中文名字而命名，在眾口鑠金、媒體亂象的今天，說不定後人真會相信。紐約市以馬友友命名的街道，只有一週時間呢！也親耳聽見外賓口誤，提及「文瑞大學」，我想Bosco聽了也是蠻開心的。衷心希望，快樂的Bosco卸任後，有時間可做些以前一直沒空做的事。例如，在校園走動，問問同學最近學了些什麼，老師有何研究心得可分享。果真碰到蹺我課的同學，邀他（她）回到教室，一起看看衛忠欣的課，是否真的不值得聽。不過，求真樓的穿堂和較高樓層近廁所的走廊，下雨會滑，得小心一些。
文藻沒有新聞管制，只是文筆粗糙冗長，難保主編不會大刀一删，所以同步發行在http://jsw12011958.blogspot.com。不是自戀、自負，實在是年齡大了，得重視時間的報酬率，辛苦寫的，一定得見光啊。連帶也想起一樁小遺憾，一位著名經濟學家曾譏諷說，不少學術期刊文章的讀者只有2至3人，包括作者在內。此類專刊文章，可讀性應遠高於純學術刊物。然而，盼望下次的校長榮退紀念專刊，可以是一本研究論文集。讀者諸君，我沒忘記為「升格大學之路」著墨吧！
衛忠欣 May 18, 2009
--------------------
後記：主編 (Lady M or VP M, where VP stands for vice president, very powerful, or ...)確實一字不改，將拙文刊登於「文藻3285 瑞不可擋」一書的 pp.26-29。謹致謝意。
易主任來電，說是 陳副校長指定「不在行政團隊」的我，為 李校長卸任專刊奉獻小文一篇。既是「資訊不對稱」（全校有商管碩博士學位的老師漸增，但我還是懷疑對此名詞真正瞭解者有多少），只有銜命動筆了。
絕大多數讀者想必不認識我，這是好事，最好維持現狀。理由很簡單，認識我的人，很容易不喜歡我。幸好，和我同年齡的陳淑樺有一首歌「思念總在分手後開始」，令我釋懷。在 李校長卸下九年重擔之後，有些人可以回味這首歌。
初識 李校長，是在2004年春天。短暫的對話，其實沒多大印象，只是心中納悶，怎樣的農家子弟出身的教授，會取Bosco這個擲地有聲的名字？ Bosco令我想到bossy，感受到威嚴的氣氛。決定轉來文藻，歸因於校園驚豔，而後這粒帶著淡淡憂愁、不全然青澀的種子，飄去新大陸開花結果，我還是主恩滿溢地留下來，想必Bosco的魅力，真不是蓋的。
擔任系主任的第一年，心想，校長應該很洋化，禮貌請問他，是否可以Bosco稱呼。他回信爽快答應，後來發現大多數同仁並未如此稱呼他。我喜歡此名，因為它可以提醒我bossy這個單字。天主教環境，不講風水，但是大家總是血肉之軀，情緒像天氣，時好時壞，工作壓力也是主力近因。文藻開會，不是一言堂，大家說話機會不會少，只是罕見明定會議的結束時間。冗長激辯之後，主席Bosco動用表決權。有一次，情況由僵持轉為火藥味十足，表決後，Bosco 大聲說： "You are defeated." 真是可愛吧。(我在業界的老同學和學生，總愛在說話中冒出幾個（中學程度的）英文單字。不像我們在文藻開會，一瞬間就可以切換到全英語。)我的回應是： "Did it ever occur to you that maybe I just deliberately let you win on a good day?"
多年前有幸在 黃鎮台校長的領導下任教。記憶中他幾乎從不訴諸表決，他喜歡在校園走動，誤把老師認成學生，也不在意，我問他對同學說他與周星馳相像，有何感想，他笑著說，他自己覺得較像梁朝偉。讀者也許納悶，為什麼離題去寫別的校長呢？答案很明顯 -- 拖時間、湊篇幅。Bosco也長於此道，會議的空檔，他都會充分利用。看久了，我們也學起來。我和 黃校長不熟，只記得他的這些好。和Bosco熟多了，當然記得的事也多。
很多老師應該聽過，連宗輔中心的刊物也提到的一句話：「學生要的是好老師，還是對他們好的老師？」同樣地，老師要的是好校長，還是對他們好的校長？這是我的題目，答案在每位讀者（包含下一任校長）心中。檯面資料顯示，我兼任系主任三年就受不了；Bosco掌舵九年（三任校長）令人折服。沒有類似經歷的人，想必無資格評論他的政績。更何況，他面對數百位教師；每位教師則只面對一位校長。所以，換個角度看事情，想想自己對他好不好？畢業證書風波，我從反對轉而聲援他；交棒給自稱是他好友的「一陣風」過客時，不避肉麻之嫌，中肯地以「偶爾也要想到舊情人的好」來暗示他，還在2008年3月8日寫一篇英文寓言，放在我的部落格（雖然Jerry小老弟認為沒人會看，現在我也來搞一次置入性行銷）。當然，或許我可以對他更好一點，這篇小文，算是聊表心意吧。這些嘻笑怒罵、爭執遺憾，當我們完成世間工作，回到上主懷抱之時，就全不重要了。
平安榮退，就像家裡辦喜事。Bosco這九年的建樹，想必另有高人撰文，我寫的是雜記，角度自然不同。左營區有條文瑞路，倘若大家異口同聲，說成是以Bosco中文名字而命名，在眾口鑠金、媒體亂象的今天，說不定後人真會相信。紐約市以馬友友命名的街道，只有一週時間呢！也親耳聽見外賓口誤，提及「文瑞大學」，我想Bosco聽了也是蠻開心的。衷心希望，快樂的Bosco卸任後，有時間可做些以前一直沒空做的事。例如，在校園走動，問問同學最近學了些什麼，老師有何研究心得可分享。果真碰到蹺我課的同學，邀他（她）回到教室，一起看看衛忠欣的課，是否真的不值得聽。不過，求真樓的穿堂和較高樓層近廁所的走廊，下雨會滑，得小心一些。
文藻沒有新聞管制，只是文筆粗糙冗長，難保主編不會大刀一删，所以同步發行在http://jsw12011958.blogspot.com。不是自戀、自負，實在是年齡大了，得重視時間的報酬率，辛苦寫的，一定得見光啊。連帶也想起一樁小遺憾，一位著名經濟學家曾譏諷說，不少學術期刊文章的讀者只有2至3人，包括作者在內。此類專刊文章，可讀性應遠高於純學術刊物。然而，盼望下次的校長榮退紀念專刊，可以是一本研究論文集。讀者諸君，我沒忘記為「升格大學之路」著墨吧！
衛忠欣 May 18, 2009
--------------------
後記：主編 (Lady M or VP M, where VP stands for vice president, very powerful, or ...)確實一字不改，將拙文刊登於「文藻3285 瑞不可擋」一書的 pp.26-29。謹致謝意。
Wednesday, April 22, 2009
Solution to Midterm Exam (Macro Principles) Spring 2009
★★★★ Detailed Solution to Midterm Examination (Int'l Business, WUCL) ★★★★
Spring 2009 Instructor: 衛忠欣 (Jong-Shin Wei)
總體經濟學原理 (Principles of Macroeconomics) (07)342-6031 ext.6222
93001@mail.wtuc.edu.tw jsw12011958@gmail.com
3:10 pm ~ 4:40 pm, April 20, 2009
Open books/notes exam. 105 points in 90 minutes; absolutely no talking nor borrowing items during exams. 可使用自己的資料、字典或翻譯機。行動電話若響起，該生扣十分、以強調基本禮貌。務必工整依序作答。平時上課頻尿的極少數同學，考試時，切勿改變習慣。理由一：有害健康；理由二：迫使教師合理懷疑平時是否謊報。只是題目很多，目的在於測試是否有平日閱讀原文書之習慣。Watch your time and have fun!
Part One: 30 Multiple choice questions. [By multiple choice in an English-speaking academic environment, we mean that you must choose the most appropriate one from 4 alternatives. 依慣例，答錯不倒扣！] 75 points
1. Before taking externality into consideration, we know that demand for aluminum is P + Q = 10; supply of aluminum is 2P - Q = 8. At equilibrium, P* =
(A) 4;
(B) 6;
(C) 5;
(D) None of the above is correct.
Ans: B. [By 10 - P = 2P - 8 we have P* = 6 and Q* = 4.]
2. [continued from question 1] Q* =
(A) 4;
(B) 5;
(C) 6;
(D) None of the above is correct.
Ans: A.
3. [continued from question 1] The market allocates resources in a way that maximizes the total value to the consumers who buy and use aluminum minus the total costs to the producers who make and sell aluminum. Here, the maximized value is
(A) 12 (dollars);
(B) 10;
(C) 8;
(D) 6.
Ans: A. [Recall that CS + PS is the area of the triangle with vertex points (0, 4), (0, 10), and (4, 6), which is 4(10 - 4)/2 = 12.]
4. [continued from question 3] Here, the insight is
(A) Governments can sometimes improve market outcomes;
(B) Markets are usually a good way to organize economic activity;
(C) Sometimes we have government failure;
(D) There is no such thing as a free lunch.
Ans: B. [See p.203, text]
5. [continued from question 1] We now take negative externality into consideration. Suppose that the new supply (curve) of aluminum becomes 2P - Q = 10 while the demand for aluminum remains the same. This suggests that producing each unit of aluminum adds external cost to the society in the amount of
(A) 4 (dollars);
(B) 3;
(C) 2;
(D) 1.
Ans: D. [From P = 0.5Q + 4 to P = 0.5Q + 5]
6. [continued from question 5] The new equilibrium price is
(A) 19/3;
(B) 20/3;
(C) 6;
(D) 5.
Ans: B. [From P + Q = 10 and 2P - Q = 10 we obtain P** = 20/3 and Q** = 10/3.]
7. [continued from question 5] The new equilibrium quantity is
(A) 5;
(B) 4;
(C) 10/3;
(D) 11/3.
Ans: C.
8. [continued from question 5] Now CS + PS equals
(A) 12;
(B) 11;
(C) 10;
(D) None of the above is correct.
Ans: D. [It is (10/3)(10 - 5)/2 = 25/3.]
9. [continued from question 5] The social planner can achieve the optimal outcome (i.e., less aluminum at higher price) by
(A) subsidizing aluminum producers;
(B) increasing the number of aluminum producers;
(C) taxing aluminum producers;
(D) letting the invisible hand take full charge.
Ans: C. [See p.207, text]
10. Examples of internalizing the externality do not include
(A) 教師優先向授課中途尿遁的同學提問；
(B) 教師優先向授課中途伏案沉思的同學提問；
(C) 教師故意找勇於發言(even not appropriate sometimes)的同學提問；
(D) 班代呼籲同學在 red vs. green 加分題 (see the extra credits question)，一致採取某一行動。
Ans: D.
*11. Professors are hired by universities to provide teaching service for students who pay the tuition and fees in advance. Under such a contract, university administration also legitimately reviews professors’ performance based on teaching evaluations made by students. The resulting externalities do not include
(A) Professors tend to inflate grades, hence lower the reputation of the university;
(B) Students tend to demand easy grades (and easy courses) from professors;
(C) Professors with better evaluation scores may get a pay raise;
(D) Professors tend to put more effort on their own research and outside connection.
Ans: C. [Recall the definition of externalities]
*12. 如果宣導兩性(平權)教育的校外公益團體，在活動中免費發送保險套。其「外部性」包含
(A) 節省同學 (those who are sexually active) 的開支；
(B) 導致若干同學產生性衝動、嘗試性行為；
(C) 活動相關人員因此受懲處；
(D) 未婚懷孕案件數目下降。
Ans: B. [誰說經濟學很抽象？]
13. 如果學校禁止「身上有煙味、有狐臭、香水味道過重、剛吃完大蒜」的人員，使用電梯，此一規定
(A) 愚蠢；
(B) 反映對「外部性」之處理；
(C) 符合成本效益原則；
(D) 弘揚教義。
Ans: A. [Obvious]
14. The social planner recognizes the positive externalities in education. Hence, the planner will draw the demand curve by shifting up the original demand curve while keeping the supply curve unchanged. This justifies
(A) private schools being superior to public schools;
(B) public schools being superior to private schools;
(C) heavy subsidization made by governments;
(D) heavy taxation made by governments.
Ans: C. [See p.207, text]
15. If governments suddenly reduce subsidies in education, the initial impact will not include
(A) (average) price of education falls;
(B) level of education (in terms of the number of students receiving education) falls;
(C) positive externalities of education are diminishing;
(D) the economy achieves social optimum.
Ans: D. [See pp.207-8, text]
16. Ever wonder why most people do not litter? There are laws against it, yet these laws are not vigorously enforced. The old saying, “Do unto others as you would have them do unto you,” actually
(A) does not make sense to economists;
(B) is a good example of internalizing externalities as a private solution;
(C) is the opposite of internalizing externalities;
(D) shows the failure of government operation.
Ans: B. [See p.209, text]
*17. Bob owns a dog who barks at night and drives his neighbor Cindy crazy. Suppose that Bob gets $500 benefit from having that dog; Cindy bears $800 cost from the barking. Which one of the following is incorrect?
(A) Since cost (800) exceeds benefit (500), Bob should get rid of that dog, leading to social optimum;
(B) If Bob has the legal right to keep a barking dog while Cindy does not have the right to have a quiet night, then Cindy can pay Bob to get rid of that dog, leading to social optimum;
(C) If Cindy has legal right to have a quiet night while Bob does not have the right to keep a barking dog, then Bob must get rid of his dog, leading to social optimum;
(D) If Bob does not have the legal right to keep a barking dog and Cindy does not have the right to have a quiet night, then Cindy can still pay Bob to get rid of that dog, leading to social optimum.
Ans: A. [See pp.210-211, text. The key is Coase theorem.]
18. Question 17 illustrates a major contribution by R. Coase, namely,
(A) Cost-benefit analysis always works;
(B) Bargaining always works even at the presence of transaction costs;
(C) At zero transaction cost, private parties can bargain and lead to social optimum regardless of the initial distribution of property rights;
(D) Different initial distributions of property rights have no influence over final outcomes.
Ans: C. [See pp.210-211, text]
19. Economists argue that clean air and clean water
(A) obey the law of demand and have positive income effect;
(B) obey the law of demand and have negative income effect;
(C) violate the law of demand but have positive income effect;
(D) violate the law of demand and have negative income effect.
Ans: A. [See p.219, text]
20. Goods that are excludable but not rival in consumption include
(A) fish in the ocean;
(B) singing at KTV;
(C) using cable TV service;
(D) driving on congested toll roads.
Ans: C. [See p.224, text]
21. What public goods and common resources have in common is
(A) non-excludability;
(B) rivalry in consumption;
(C) low price;
(D) violating the law of demand.
Ans: A. [See p.224, text]
22. What common resources and private goods have in common is
(A) excludability;
(B) rivalry in consumption;
(C) low price;
(D) violating the law of demand.
Ans: B. [See p.224, text]
23. The free rider problem occurs with
(A) public goods but not with common resources;
(B) common resources but not with public goods;
(C) both public goods and common resources;
(D) goods that are non-rival in consumption.
Ans: C. [Non-excludability is the key]
24. 在全面點名的現況下，如果眾多同學任意翹課，事後(因為沒有擔當而)請假，教師不得已開始嚴格核假，此乃
(A) 莫非定律；
(B) 骨牌效應；
(C) 月暈效應；
(D) the tragedy of the commons.
Ans: D. [See p.231, text]
25. “What is common to many is taken least care of, for all men have greater regard for what is their own than for what they process in common with others,” was said by
(A) Socrates;
(B) Aristotle;
(C) Plato;
(D) V. Pareto.
Ans: B. [See p.230, text. Just want to find out who did not read the text page by page.]
26. A nice example of avoiding or resolving the tragedy of the commons is
(A) 國人習於構築籬笆或矮牆，圍成私人庭院；
(B) 系辦公室中午不開放；
(C) 系資源教室中午不開放；
(D) 社區球場夜間不開放。
Ans: A. [See p.231, text]
27. Last year Henry bought a made-in-Taiwan air-conditioner. It was included in the computation of last year’s GDP, along with
(A) Henry’s income tax collected by the government;
(B) Henry’s spending on building a new plant for a business at which he is an entrepreneur;
(C) Henry’s payment for speeding tickets;
(D) Henry’s mortgage loan payment.
Ans: B. [GDP := C + I + G.]
28. Find the correct statement about 消費券。
(A) The English term is consumption ticket;
(B) The English term is spending bonus;
(C) It increased the aggregate consumption (demand);
(D) It increased the money supply.
Ans: C. [Consumption voucher is the correct term.]
29. The circular flow diagram does not explain
(A) how prices are determined;
(B) what are in GDP;
(C) why economists often say that it takes two to tango;
(D) how savings and investment are related.
Ans: A. [It is called a fixed-price model.]
30. Pigovian tax may be inferior to setting up the pollution permit if
(A) producers have self-interest in mind;
(B) producers do not care about externalities;
(C) reducing pollution is costly;
(D) governments do not know the demand for pollution.
Ans: D.
Part Two: Analytical questions. [注意字體工整、邏輯順暢與不要出現錯別字或注音(與火星文)！如果字跡難以辨認，視同未答。畫蛇添足、答非所問、不知所云、自曝其短，將不利得分。教師也有權公告具有特色之作答。] 30 points
31. There are three industrial firms in Smog Valley, A, B, and C. The initial pollution level for A is 70 units; for B is 80 units; for C is 50 units. Under the current technology, the cost of reducing pollution by one unit is $30 for A; $25 for B; $10 for C. At present, the government gives each firm 50 tradable pollution permits.
Firm C proposes to sell 20 units of permits to firm A; sell 30 units of permits to B. For each permit sold, firm C has for $20. Explain why A and B agree to trade with C. Will this trading be socially optimal? Carefully justify your answers.
Ans: For A, -400 > -600; for B, -600 > -750; for C, 500 > 0. That is, two trades proposed by C will make each of these three firms better off. Since the total pollution level is still kept at 150, we can call it socially optimal.
32. 如果國家公園 (e.g., Grand Canyon) 一方面大幅提高門票價格，也同時提供當地居民優惠入場。理由為何？
Ans: skipped.
33. 文藻要求所有課程皆要點名，其立意是要求同學養成認真到課之好習慣。
(i) 此規定有那些「外部性」？
(ii) 針對你(妳)在 (i) 的一個答案，提出 “internalizing the externality” 之具體作法。
Ans: skipped.
Extra credits question (bonus range: 0 ~ 6 points)
red vs. green -- 選紅球呢？還是選綠球？規則如下：
如果在你(妳)以外的相對多數選的是紅球，你(妳)正好也選紅球，你(妳)會被加 5分。
如果在你(妳)以外的相對多數選的是綠球，你(妳)正好也選綠球，你(妳)會被加 2分。
如果在你(妳)以外的相對多數選的是紅球，而你(妳)卻選綠球，你(妳)會被加6 分。
如果在你(妳)以外的相對多數選的是綠球，而你(妳)卻選紅球，你(妳)會被加0 分。
Now make your pick.
Result: 40 GREENs and 14 REDs. In a way, we can say that we have the so-called prisoners’ dilemma here.
(撰寫試題無著作權；歡迎全貌下載流傳。)
Spring 2009 Instructor: 衛忠欣 (Jong-Shin Wei)
總體經濟學原理 (Principles of Macroeconomics) (07)342-6031 ext.6222
93001@mail.wtuc.edu.tw jsw12011958@gmail.com
3:10 pm ~ 4:40 pm, April 20, 2009
Open books/notes exam. 105 points in 90 minutes; absolutely no talking nor borrowing items during exams. 可使用自己的資料、字典或翻譯機。行動電話若響起，該生扣十分、以強調基本禮貌。務必工整依序作答。平時上課頻尿的極少數同學，考試時，切勿改變習慣。理由一：有害健康；理由二：迫使教師合理懷疑平時是否謊報。只是題目很多，目的在於測試是否有平日閱讀原文書之習慣。Watch your time and have fun!
Part One: 30 Multiple choice questions. [By multiple choice in an English-speaking academic environment, we mean that you must choose the most appropriate one from 4 alternatives. 依慣例，答錯不倒扣！] 75 points
1. Before taking externality into consideration, we know that demand for aluminum is P + Q = 10; supply of aluminum is 2P - Q = 8. At equilibrium, P* =
(A) 4;
(B) 6;
(C) 5;
(D) None of the above is correct.
Ans: B. [By 10 - P = 2P - 8 we have P* = 6 and Q* = 4.]
2. [continued from question 1] Q* =
(A) 4;
(B) 5;
(C) 6;
(D) None of the above is correct.
Ans: A.
3. [continued from question 1] The market allocates resources in a way that maximizes the total value to the consumers who buy and use aluminum minus the total costs to the producers who make and sell aluminum. Here, the maximized value is
(A) 12 (dollars);
(B) 10;
(C) 8;
(D) 6.
Ans: A. [Recall that CS + PS is the area of the triangle with vertex points (0, 4), (0, 10), and (4, 6), which is 4(10 - 4)/2 = 12.]
4. [continued from question 3] Here, the insight is
(A) Governments can sometimes improve market outcomes;
(B) Markets are usually a good way to organize economic activity;
(C) Sometimes we have government failure;
(D) There is no such thing as a free lunch.
Ans: B. [See p.203, text]
5. [continued from question 1] We now take negative externality into consideration. Suppose that the new supply (curve) of aluminum becomes 2P - Q = 10 while the demand for aluminum remains the same. This suggests that producing each unit of aluminum adds external cost to the society in the amount of
(A) 4 (dollars);
(B) 3;
(C) 2;
(D) 1.
Ans: D. [From P = 0.5Q + 4 to P = 0.5Q + 5]
6. [continued from question 5] The new equilibrium price is
(A) 19/3;
(B) 20/3;
(C) 6;
(D) 5.
Ans: B. [From P + Q = 10 and 2P - Q = 10 we obtain P** = 20/3 and Q** = 10/3.]
7. [continued from question 5] The new equilibrium quantity is
(A) 5;
(B) 4;
(C) 10/3;
(D) 11/3.
Ans: C.
8. [continued from question 5] Now CS + PS equals
(A) 12;
(B) 11;
(C) 10;
(D) None of the above is correct.
Ans: D. [It is (10/3)(10 - 5)/2 = 25/3.]
9. [continued from question 5] The social planner can achieve the optimal outcome (i.e., less aluminum at higher price) by
(A) subsidizing aluminum producers;
(B) increasing the number of aluminum producers;
(C) taxing aluminum producers;
(D) letting the invisible hand take full charge.
Ans: C. [See p.207, text]
10. Examples of internalizing the externality do not include
(A) 教師優先向授課中途尿遁的同學提問；
(B) 教師優先向授課中途伏案沉思的同學提問；
(C) 教師故意找勇於發言(even not appropriate sometimes)的同學提問；
(D) 班代呼籲同學在 red vs. green 加分題 (see the extra credits question)，一致採取某一行動。
Ans: D.
*11. Professors are hired by universities to provide teaching service for students who pay the tuition and fees in advance. Under such a contract, university administration also legitimately reviews professors’ performance based on teaching evaluations made by students. The resulting externalities do not include
(A) Professors tend to inflate grades, hence lower the reputation of the university;
(B) Students tend to demand easy grades (and easy courses) from professors;
(C) Professors with better evaluation scores may get a pay raise;
(D) Professors tend to put more effort on their own research and outside connection.
Ans: C. [Recall the definition of externalities]
*12. 如果宣導兩性(平權)教育的校外公益團體，在活動中免費發送保險套。其「外部性」包含
(A) 節省同學 (those who are sexually active) 的開支；
(B) 導致若干同學產生性衝動、嘗試性行為；
(C) 活動相關人員因此受懲處；
(D) 未婚懷孕案件數目下降。
Ans: B. [誰說經濟學很抽象？]
13. 如果學校禁止「身上有煙味、有狐臭、香水味道過重、剛吃完大蒜」的人員，使用電梯，此一規定
(A) 愚蠢；
(B) 反映對「外部性」之處理；
(C) 符合成本效益原則；
(D) 弘揚教義。
Ans: A. [Obvious]
14. The social planner recognizes the positive externalities in education. Hence, the planner will draw the demand curve by shifting up the original demand curve while keeping the supply curve unchanged. This justifies
(A) private schools being superior to public schools;
(B) public schools being superior to private schools;
(C) heavy subsidization made by governments;
(D) heavy taxation made by governments.
Ans: C. [See p.207, text]
15. If governments suddenly reduce subsidies in education, the initial impact will not include
(A) (average) price of education falls;
(B) level of education (in terms of the number of students receiving education) falls;
(C) positive externalities of education are diminishing;
(D) the economy achieves social optimum.
Ans: D. [See pp.207-8, text]
16. Ever wonder why most people do not litter? There are laws against it, yet these laws are not vigorously enforced. The old saying, “Do unto others as you would have them do unto you,” actually
(A) does not make sense to economists;
(B) is a good example of internalizing externalities as a private solution;
(C) is the opposite of internalizing externalities;
(D) shows the failure of government operation.
Ans: B. [See p.209, text]
*17. Bob owns a dog who barks at night and drives his neighbor Cindy crazy. Suppose that Bob gets $500 benefit from having that dog; Cindy bears $800 cost from the barking. Which one of the following is incorrect?
(A) Since cost (800) exceeds benefit (500), Bob should get rid of that dog, leading to social optimum;
(B) If Bob has the legal right to keep a barking dog while Cindy does not have the right to have a quiet night, then Cindy can pay Bob to get rid of that dog, leading to social optimum;
(C) If Cindy has legal right to have a quiet night while Bob does not have the right to keep a barking dog, then Bob must get rid of his dog, leading to social optimum;
(D) If Bob does not have the legal right to keep a barking dog and Cindy does not have the right to have a quiet night, then Cindy can still pay Bob to get rid of that dog, leading to social optimum.
Ans: A. [See pp.210-211, text. The key is Coase theorem.]
18. Question 17 illustrates a major contribution by R. Coase, namely,
(A) Cost-benefit analysis always works;
(B) Bargaining always works even at the presence of transaction costs;
(C) At zero transaction cost, private parties can bargain and lead to social optimum regardless of the initial distribution of property rights;
(D) Different initial distributions of property rights have no influence over final outcomes.
Ans: C. [See pp.210-211, text]
19. Economists argue that clean air and clean water
(A) obey the law of demand and have positive income effect;
(B) obey the law of demand and have negative income effect;
(C) violate the law of demand but have positive income effect;
(D) violate the law of demand and have negative income effect.
Ans: A. [See p.219, text]
20. Goods that are excludable but not rival in consumption include
(A) fish in the ocean;
(B) singing at KTV;
(C) using cable TV service;
(D) driving on congested toll roads.
Ans: C. [See p.224, text]
21. What public goods and common resources have in common is
(A) non-excludability;
(B) rivalry in consumption;
(C) low price;
(D) violating the law of demand.
Ans: A. [See p.224, text]
22. What common resources and private goods have in common is
(A) excludability;
(B) rivalry in consumption;
(C) low price;
(D) violating the law of demand.
Ans: B. [See p.224, text]
23. The free rider problem occurs with
(A) public goods but not with common resources;
(B) common resources but not with public goods;
(C) both public goods and common resources;
(D) goods that are non-rival in consumption.
Ans: C. [Non-excludability is the key]
24. 在全面點名的現況下，如果眾多同學任意翹課，事後(因為沒有擔當而)請假，教師不得已開始嚴格核假，此乃
(A) 莫非定律；
(B) 骨牌效應；
(C) 月暈效應；
(D) the tragedy of the commons.
Ans: D. [See p.231, text]
25. “What is common to many is taken least care of, for all men have greater regard for what is their own than for what they process in common with others,” was said by
(A) Socrates;
(B) Aristotle;
(C) Plato;
(D) V. Pareto.
Ans: B. [See p.230, text. Just want to find out who did not read the text page by page.]
26. A nice example of avoiding or resolving the tragedy of the commons is
(A) 國人習於構築籬笆或矮牆，圍成私人庭院；
(B) 系辦公室中午不開放；
(C) 系資源教室中午不開放；
(D) 社區球場夜間不開放。
Ans: A. [See p.231, text]
27. Last year Henry bought a made-in-Taiwan air-conditioner. It was included in the computation of last year’s GDP, along with
(A) Henry’s income tax collected by the government;
(B) Henry’s spending on building a new plant for a business at which he is an entrepreneur;
(C) Henry’s payment for speeding tickets;
(D) Henry’s mortgage loan payment.
Ans: B. [GDP := C + I + G.]
28. Find the correct statement about 消費券。
(A) The English term is consumption ticket;
(B) The English term is spending bonus;
(C) It increased the aggregate consumption (demand);
(D) It increased the money supply.
Ans: C. [Consumption voucher is the correct term.]
29. The circular flow diagram does not explain
(A) how prices are determined;
(B) what are in GDP;
(C) why economists often say that it takes two to tango;
(D) how savings and investment are related.
Ans: A. [It is called a fixed-price model.]
30. Pigovian tax may be inferior to setting up the pollution permit if
(A) producers have self-interest in mind;
(B) producers do not care about externalities;
(C) reducing pollution is costly;
(D) governments do not know the demand for pollution.
Ans: D.
Part Two: Analytical questions. [注意字體工整、邏輯順暢與不要出現錯別字或注音(與火星文)！如果字跡難以辨認，視同未答。畫蛇添足、答非所問、不知所云、自曝其短，將不利得分。教師也有權公告具有特色之作答。] 30 points
31. There are three industrial firms in Smog Valley, A, B, and C. The initial pollution level for A is 70 units; for B is 80 units; for C is 50 units. Under the current technology, the cost of reducing pollution by one unit is $30 for A; $25 for B; $10 for C. At present, the government gives each firm 50 tradable pollution permits.
Firm C proposes to sell 20 units of permits to firm A; sell 30 units of permits to B. For each permit sold, firm C has for $20. Explain why A and B agree to trade with C. Will this trading be socially optimal? Carefully justify your answers.
Ans: For A, -400 > -600; for B, -600 > -750; for C, 500 > 0. That is, two trades proposed by C will make each of these three firms better off. Since the total pollution level is still kept at 150, we can call it socially optimal.
32. 如果國家公園 (e.g., Grand Canyon) 一方面大幅提高門票價格，也同時提供當地居民優惠入場。理由為何？
Ans: skipped.
33. 文藻要求所有課程皆要點名，其立意是要求同學養成認真到課之好習慣。
(i) 此規定有那些「外部性」？
(ii) 針對你(妳)在 (i) 的一個答案，提出 “internalizing the externality” 之具體作法。
Ans: skipped.
Extra credits question (bonus range: 0 ~ 6 points)
red vs. green -- 選紅球呢？還是選綠球？規則如下：
如果在你(妳)以外的相對多數選的是紅球，你(妳)正好也選紅球，你(妳)會被加 5分。
如果在你(妳)以外的相對多數選的是綠球，你(妳)正好也選綠球，你(妳)會被加 2分。
如果在你(妳)以外的相對多數選的是紅球，而你(妳)卻選綠球，你(妳)會被加6 分。
如果在你(妳)以外的相對多數選的是綠球，而你(妳)卻選紅球，你(妳)會被加0 分。
Now make your pick.
Result: 40 GREENs and 14 REDs. In a way, we can say that we have the so-called prisoners’ dilemma here.
(撰寫試題無著作權；歡迎全貌下載流傳。)
Solution to Midterm Exam (Math for Mgmt) Spring 2009
★★★ Detailed Solution to Midterm Examination (Int’l Business, WUCL) ★★★
Spring 2009 Instructor: 衛忠欣 (Jong-Shin Wei)
管理數學 (Mathematics for Management) (07)342-6031 ext.6222
93001@mail.wtuc.edu.tw jsw12011958@gmail.com
3:10 pm ~ 4:40 pm, April 22, 2009
Open books/notes exam. 110 points in 90 minutes; absolutely no talking nor borrowing items during exams. 可使用自己的資料、字典或翻譯機。行動電話若響起，該生扣十分、以強調基本禮貌。務必工整依序作答。平時上課頻尿的極少數同學，考試時，切勿改變習慣。理由一：有害健康；理由二：迫使教師合理懷疑平時是否謊報。只是題目很多，目的在於測試是否有平日閱讀英文資料之習慣。Watch your time and have fun!
Part One: 30 Multiple choice questions. [By multiple choice in an English-speaking academic environment, we mean that you must choose the most appropriate one from 4 alternatives. 依慣例，答錯不倒扣！] 90 points (別懷疑，看看誰是實力派！)
1. Once upon a time in Utopia a small kingdom was ruled by The Mighty King Richard (李察王). The actual weight of King Richard was way over 80 kg but he insisted that his weight was only 60 kg. One day, John, who was his prime minister, joked about it, “My Lord, I have no problem with your weight record. Yet, if your weight is 60 kg, some child might have zero in weight.” Since the King was also good in mathematics, he immediately found a flaw in John’s statement. Which of the following made the King detect the flaw?
(A)E = mc2;
(B)畢氏定理；
(C)兩條平行線永不相交；
(D)A:B = C:D.
Ans: D. [Recall lectures. Now we can see who actually paid attention to lectures.]
2. There are twenty basketball teams. Each team must play exactly one game with the rest 19 teams. How many games will be played in total?
(A) 200;
(B) 190;
(C) 400;
(D) None of the above is correct.
Ans: B. [Recall lectures. Note that (20)(20 - 1)/2 = 190.]
3. Let f be a function mapping from R to R, defined by f(x) := x(superscript 3). Find the incorrect statement.
(A) The graph is convex-shaped;
(B) It has no local minimum;
(C) It has no local maximum;
(D) df(x)/dx = 0 at x = 0 only;
Ans: A. [For non-negative x, it is convex-shaped; for non-positive x, it is concave-shaped.]
4. Let f be a function mapping from R to R, defined by f(x) := x(superscript 3).
(A) d(superscrpt 2)f(x)/dx(superscript 2) < 0 for all x;
(B) d(superscrpt 2)f(x)/dx(superscript 2) ≧ 0 for all x;
(C) d(superscrpt 2)f(x)/dx(superscript 2) = 0 only when x = 0;
(D) d(superscrpt 2)f(x)/dx(superscript 2) is not defined at x = 0.
Ans: C. [Obviously, d2f(x)/dx2 > 0 for all x > 0; d(superscrpt 2)f(x)/dx(superscript 2) < 0 for all x < 0; d(superscrpt 2)f(x)/dx(superscript 2) = 0 when x = 0.]
5. Let f be a function mapping from R to R, defined by f(x) := ∣x∣. The graph of f
(A) looks like the English letter V;
(B) is a straight line;
(C) looks like the putting the letter V upside down;
(D) is not in one piece.
Ans: A.
6. Let f be a function mapping from R to R, defined by f(x) := ∣x∣. We know that d2f(x)/dx2
(A) > 0 for all x > 0;
(B) < 0 for all x < 0;
(C) = 0 when x = 0;
(D) = 0 for all non-zero x.
Ans: D. [The function is not differentiable at x = 0.]
7. Let f be a function mapping from R to R, defined by f(x) := ∣x∣.
(A) f has a local minimum but no global minimum;
(B) f has a global minimum but no local minimum;
(C) f has neither local minimum nor global minimum;
(D) None of the above is correct.
Ans: B. [Clearly, f(0) < f(x) for all x ≠ 0.]
8. Recall that a relation can be a function. Which of the following is the graph of some function?
(A) {(a, 1), (b, 2), (a, 2), (c, 3)};
(B) {(1, (0, 0)), (2, (0, 1)), (3, (0, 2), …};
(C) {(x, y) of R (superscript 2): x (superscript 2) + y (superscript 2) = 1};
(D) {(x, y) of R (superscript 2): y = x or y = -x}.
Ans: B. [Recall lectures]
9. English teacher asks each student to pick his/her favorite English first name. This is a well-known way of illustrating the notion of functions. Here
(A) the set of all students is the domain of this function;
(B) the set of all English first names is the domain of this function;
(C) the graph of this function has more elements than the domain has;
(D) this function is a real-valued function.
Ans: A. [Recall lectures]
10. Which of the following cannot serve as an application of equation x + y = 1?
(A) price-taking consumer’s budget line;
(B) production possibility frontier;
(C) demand curve;
(D) money supply curve.
Ans: D.
*11. Let f be a function mapping from R to R, defined by f(x) := 1 if x is rational (有理數); -1 if x is irrational (無理數).
(A) The function f is continuous but not differentiable;
(B) For any real number x, f(x) is either a global maximum or a global minimum (but not both);
(C) For any real number x, f(x) is either a local maximum or a local minimum (but not both);
(D) Neither global maximum nor global minimum exist for this function.
Ans: B.
12. Let f be a function defined as follows. f(x) := A if x belongs to [80, 100]; f(x) := B if x belongs to [70, 79]; f(x) := C if x belongs to [60, 69]; f(x) := F if x belongs to [0, 59]. Here,
(A) the domain of f is R;
(B) the range of f is R;
(C) f is not a real-valued function;
(D) f has a (global) maximum.
Ans: C.
13. On the x-y space, if we draw the graph of some function in a “continuous” way (一筆畫出來), then this function
(A) must be differentiable;
(B) must be continuous;
(C) must have at least one local maximum;
(D) must have the global maximum.
Ans: B. [Trivial]
14. The demand schedule is given as follows, P = 1, Q = 9; P = 2, Q = 8; P = 3, Q = 7; P = 4, Q = 6; P = 5, Q = 5; P = 6, Q = 4. We know nothing else. The price elasticity of demand
(A) is -1 at P = 5;
(B) is 1 at P = 5;
(C) is increasing as P goes up;
(D) is not defined here.
Ans: D. [Recall lectures]
15. Let f be a function mapping from an open interval in R to R such that d2f(x)/dx2 < 0 holds for all x. We know that
(A) df(x)/dx < 0 holds for all x;
(B) df(x)/dx > 0 holds for all x;
(C) df(x)/dx ≠ 0 holds for all x;
(D) df(x)/dx is a decreasing function of x.
Ans: D.
*16. Let f be a function mapping from an open interval in R to R such that
d(superscrpt 2)f(x)/dx(superscript 2) ≦ 0 holds for all x (in the domain). We know that
(A) if f has a local maximum at x*, then f(x*) is the global maximum;
(B) f must have at least one local maximum;
(C) f can be maximized;
(D) f cannot have any local minimum.
Ans: A. [Note that (B) and (C) are false in light of the case where df(x)/dx > 0. We eliminate (D) by considering the case where f is a constant function.]
*17. Let f be a function mapping from an open interval in R to R such that (1)
df(x)/dx = 0 at some x* in the domain, and (2) d(superscrpt 2)f(x)/dx(superscript 2)≦ 0 holds for all x. We know that
(A) f cannot have a local minimum at x*;
(B) f(x*) cannot be the global minimum;
(C) there exists no x** satisfying x** ≠ x* and df(x)/dx = 0 holds for x**;
(D) f has a local maximum at x* and that f(x*) is the global maximum.
Ans: D.
18. Let f be a function mapping from the set of non-negative real numbers to R, defined by f(x) := (x) (superscript 0.5) for all x. Then
(A) df(x)/dx > 0 for all x in the domain;
(B) df(x)/dx is defined everywhere but at x = 0;
(C) d2f(x)/dx2 < 0 for all x in the domain;
(D) f is not concave-shaped.
Ans: B. [是在幫忙複習微積分嗎？ Well, it is on the house.]
19. Let f be a function mapping from the set of non-negative real numbers to R, defined by f(x) := 2x + 3 for all x. Then
(A) df(x)/dx > 0 for all x in the domain;
(B) f cannot be minimized;
(C) d(superscrpt 2)f(x)/dx(superscript 2) = 0 for all x in the domain;
(D) f cannot be maximized.
Ans: D.
20. Let f be a function mapping from the set of non-negative real numbers to R, defined by f(x) := Min{x, 100} for all x. Then
(A) df(x)/dx > 0 for all x > 0;
(B) f cannot be minimized;
(C) d(superscrpt 2)f(x)/dx(superscript 2) = 0 for all x > 0 and x ≠ 100;
(D) f cannot be maximized.
Ans: C.
21. Let f be a function mapping from the set of non-negative real numbers to R, defined by f(x) := Max{x, 100} for all x. Then
(A) df(x)/dx = 1 for all x > 0;
(B) f cannot be minimized;
(C) d(superscrpt 2)f(x)/dx(superscript 2) is not defined for all x > 0;
(D) f cannot be maximized.
Ans: D.
22. Let the graph of some function f be {(x, y): x can be either man or woman; y = 1 if x is a man; y = 0 if x is a woman}. We know that
(A) the domain of f is {0, 1};
(B) f can be both maximized and minimized;
(C) f has a local maximum;
(D) f is continuous.
Ans: B. [The maximum of f is 1; the minimum of f is 0. See slide no.9 of Lecture 1.]
23. The derivation of delta TR/TR = n*(delta P/Po)(square) + (1 + n*)(delta P/Po) is mainly for
(A) estimating the price elasticity of demand;
(B) maximizing total revenue;
(C) using the rate of change in price to find the rate of change in total revenue;
(D) using the change of price to find the change of total revenue.
Ans: C. [Recall handout]
24. Let the demand curve be P(square)Q = 9 defined for all P > 0.
(A) The price elasticity of demand is -1 when P = 5;
(B) The price elasticity of demand is -1 when P = 3;
(C) The price elasticity of demand is -1 when P = 1;
(D) None of the above is correct.
Ans: D. [Straightforward]
25. Let the demand curve be downward-sloping, continuous (in shape) but not linear. Suppose that the demand function is not in the form of f(P) := P (superscript -0.5) for all P > 0.
(A) Total revenue can be maximized;
(B) Total revenue will rise when we increase the price;
(C) Total revenue will rise when we decrease the price;
(D) None of the above is correct.
Ans: D. [See Proposition 3]
26. Let the demand curve be given by Q = P(superscript -1) for all P > 0.
(A) Total revenue can be minimized;
(B) Total revenue will rise when we increase the price;
(C) Total revenue will rise when we decrease the price;
(D) None of the above is correct.
Ans: A. [Obvious]
27. If the demand curve is linear and downward-sloping. Currently n* = -0.5 and total revenue is 1,200. If we double the price, the total revenue will be
(A) 1,000;
(B) 2,400;
(C) 1,200;
(D) None of the above is correct.
Ans: C. [By TR/TR = n*(delta P/Po)(square) + (1 + n*)(delta P/Po) we know that delta TR/TR = 0.]
28. If the demand curve is linear and downward-sloping. Currently n* = -2 and total revenue is 1,000. If we cut the price by one-half, the total revenue will be
(A) 525;
(B) 625;
(C) 1,000;
(D) None of the above is correct.
Ans: C. [Note TR/TR = n*(delta P/Po)(square) + (1 + n*)(delta P/Po) = (-2)(-0.5)(square) + (1 - 2)(superscript -0.5) = 0.]
29. If the demand curve is linear and downward-sloping. At any point with n* < -1,
(A) any increase in price will increase total revenue;
(B) any increase in price will decrease total revenue;
(C) any reduction in price will increase total revenue;
(D) total revenue remains constant regardless of the price change.
Ans: B. [See Proposition 1 and related discussion]
30. 以上29題選擇題的正確答案中，出現最頻繁的是
(A) A;
(B) B;
(C) C;
(D) D.
Ans: D. [There are 5 As, 8 Bs, 6 Cs, and 10 Ds. Have you ever seen a weird question like this one? – I can picture that many of you are looking up the word weird at the moment. I doubt but I am shamelessly proud of my design here. Now think strategically why I made this question.]
Part Two: Analytical questions. [注意字體工整、邏輯順暢與不要出現錯別字或注音(與火星文)！如果字跡難以辨認，視同未答。畫蛇添足、答非所問、不知所云、自曝其短，將不利得分。教師也有權公告具有特色之作答。] 20 points
31. Let f be a continuous function mapping from R to R. It has a local maximum at x = 1. It has another local maximum at x = 3. It has the global maximum at x = 1 only. It has no local minimum. Furthermore, it is differentiable everywhere but at x = 2. Now you are asked to carefully sketch the graph of f to satisfy all these conditions listed above.
Ans: (to be given on the chalkboard at our next meeting)
32. By now you should have read, with great care, my handout on price elasticity, which is also on e-learning. 請扼要陳述此份講義的特色與貢獻。
Ans: (trivial and skipped here)
Extra credits question (bonus range: 0 ~ 6 points)
red vs. green -- 選紅球呢？還是選綠球？規則如下：
如果在你(妳)以外的相對多數選的是紅球，你(妳)正好也選紅球，你(妳)會被加 5分。
如果在你(妳)以外的相對多數選的是綠球，你(妳)正好也選綠球，你(妳)會被加 2分。
如果在你(妳)以外的相對多數選的是紅球，而你(妳)卻選綠球，你(妳)會被加6 分。
如果在你(妳)以外的相對多數選的是綠球，而你(妳)卻選紅球，你(妳)會被加0 分。
Now make your pick.
(歡迎全貌下載流傳。)
Spring 2009 Instructor: 衛忠欣 (Jong-Shin Wei)
管理數學 (Mathematics for Management) (07)342-6031 ext.6222
93001@mail.wtuc.edu.tw jsw12011958@gmail.com
3:10 pm ~ 4:40 pm, April 22, 2009
Open books/notes exam. 110 points in 90 minutes; absolutely no talking nor borrowing items during exams. 可使用自己的資料、字典或翻譯機。行動電話若響起，該生扣十分、以強調基本禮貌。務必工整依序作答。平時上課頻尿的極少數同學，考試時，切勿改變習慣。理由一：有害健康；理由二：迫使教師合理懷疑平時是否謊報。只是題目很多，目的在於測試是否有平日閱讀英文資料之習慣。Watch your time and have fun!
Part One: 30 Multiple choice questions. [By multiple choice in an English-speaking academic environment, we mean that you must choose the most appropriate one from 4 alternatives. 依慣例，答錯不倒扣！] 90 points (別懷疑，看看誰是實力派！)
1. Once upon a time in Utopia a small kingdom was ruled by The Mighty King Richard (李察王). The actual weight of King Richard was way over 80 kg but he insisted that his weight was only 60 kg. One day, John, who was his prime minister, joked about it, “My Lord, I have no problem with your weight record. Yet, if your weight is 60 kg, some child might have zero in weight.” Since the King was also good in mathematics, he immediately found a flaw in John’s statement. Which of the following made the King detect the flaw?
(A)E = mc2;
(B)畢氏定理；
(C)兩條平行線永不相交；
(D)A:B = C:D.
Ans: D. [Recall lectures. Now we can see who actually paid attention to lectures.]
2. There are twenty basketball teams. Each team must play exactly one game with the rest 19 teams. How many games will be played in total?
(A) 200;
(B) 190;
(C) 400;
(D) None of the above is correct.
Ans: B. [Recall lectures. Note that (20)(20 - 1)/2 = 190.]
3. Let f be a function mapping from R to R, defined by f(x) := x(superscript 3). Find the incorrect statement.
(A) The graph is convex-shaped;
(B) It has no local minimum;
(C) It has no local maximum;
(D) df(x)/dx = 0 at x = 0 only;
Ans: A. [For non-negative x, it is convex-shaped; for non-positive x, it is concave-shaped.]
4. Let f be a function mapping from R to R, defined by f(x) := x(superscript 3).
(A) d(superscrpt 2)f(x)/dx(superscript 2) < 0 for all x;
(B) d(superscrpt 2)f(x)/dx(superscript 2) ≧ 0 for all x;
(C) d(superscrpt 2)f(x)/dx(superscript 2) = 0 only when x = 0;
(D) d(superscrpt 2)f(x)/dx(superscript 2) is not defined at x = 0.
Ans: C. [Obviously, d2f(x)/dx2 > 0 for all x > 0; d(superscrpt 2)f(x)/dx(superscript 2) < 0 for all x < 0; d(superscrpt 2)f(x)/dx(superscript 2) = 0 when x = 0.]
5. Let f be a function mapping from R to R, defined by f(x) := ∣x∣. The graph of f
(A) looks like the English letter V;
(B) is a straight line;
(C) looks like the putting the letter V upside down;
(D) is not in one piece.
Ans: A.
6. Let f be a function mapping from R to R, defined by f(x) := ∣x∣. We know that d2f(x)/dx2
(A) > 0 for all x > 0;
(B) < 0 for all x < 0;
(C) = 0 when x = 0;
(D) = 0 for all non-zero x.
Ans: D. [The function is not differentiable at x = 0.]
7. Let f be a function mapping from R to R, defined by f(x) := ∣x∣.
(A) f has a local minimum but no global minimum;
(B) f has a global minimum but no local minimum;
(C) f has neither local minimum nor global minimum;
(D) None of the above is correct.
Ans: B. [Clearly, f(0) < f(x) for all x ≠ 0.]
8. Recall that a relation can be a function. Which of the following is the graph of some function?
(A) {(a, 1), (b, 2), (a, 2), (c, 3)};
(B) {(1, (0, 0)), (2, (0, 1)), (3, (0, 2), …};
(C) {(x, y) of R (superscript 2): x (superscript 2) + y (superscript 2) = 1};
(D) {(x, y) of R (superscript 2): y = x or y = -x}.
Ans: B. [Recall lectures]
9. English teacher asks each student to pick his/her favorite English first name. This is a well-known way of illustrating the notion of functions. Here
(A) the set of all students is the domain of this function;
(B) the set of all English first names is the domain of this function;
(C) the graph of this function has more elements than the domain has;
(D) this function is a real-valued function.
Ans: A. [Recall lectures]
10. Which of the following cannot serve as an application of equation x + y = 1?
(A) price-taking consumer’s budget line;
(B) production possibility frontier;
(C) demand curve;
(D) money supply curve.
Ans: D.
*11. Let f be a function mapping from R to R, defined by f(x) := 1 if x is rational (有理數); -1 if x is irrational (無理數).
(A) The function f is continuous but not differentiable;
(B) For any real number x, f(x) is either a global maximum or a global minimum (but not both);
(C) For any real number x, f(x) is either a local maximum or a local minimum (but not both);
(D) Neither global maximum nor global minimum exist for this function.
Ans: B.
12. Let f be a function defined as follows. f(x) := A if x belongs to [80, 100]; f(x) := B if x belongs to [70, 79]; f(x) := C if x belongs to [60, 69]; f(x) := F if x belongs to [0, 59]. Here,
(A) the domain of f is R;
(B) the range of f is R;
(C) f is not a real-valued function;
(D) f has a (global) maximum.
Ans: C.
13. On the x-y space, if we draw the graph of some function in a “continuous” way (一筆畫出來), then this function
(A) must be differentiable;
(B) must be continuous;
(C) must have at least one local maximum;
(D) must have the global maximum.
Ans: B. [Trivial]
14. The demand schedule is given as follows, P = 1, Q = 9; P = 2, Q = 8; P = 3, Q = 7; P = 4, Q = 6; P = 5, Q = 5; P = 6, Q = 4. We know nothing else. The price elasticity of demand
(A) is -1 at P = 5;
(B) is 1 at P = 5;
(C) is increasing as P goes up;
(D) is not defined here.
Ans: D. [Recall lectures]
15. Let f be a function mapping from an open interval in R to R such that d2f(x)/dx2 < 0 holds for all x. We know that
(A) df(x)/dx < 0 holds for all x;
(B) df(x)/dx > 0 holds for all x;
(C) df(x)/dx ≠ 0 holds for all x;
(D) df(x)/dx is a decreasing function of x.
Ans: D.
*16. Let f be a function mapping from an open interval in R to R such that
d(superscrpt 2)f(x)/dx(superscript 2) ≦ 0 holds for all x (in the domain). We know that
(A) if f has a local maximum at x*, then f(x*) is the global maximum;
(B) f must have at least one local maximum;
(C) f can be maximized;
(D) f cannot have any local minimum.
Ans: A. [Note that (B) and (C) are false in light of the case where df(x)/dx > 0. We eliminate (D) by considering the case where f is a constant function.]
*17. Let f be a function mapping from an open interval in R to R such that (1)
df(x)/dx = 0 at some x* in the domain, and (2) d(superscrpt 2)f(x)/dx(superscript 2)≦ 0 holds for all x. We know that
(A) f cannot have a local minimum at x*;
(B) f(x*) cannot be the global minimum;
(C) there exists no x** satisfying x** ≠ x* and df(x)/dx = 0 holds for x**;
(D) f has a local maximum at x* and that f(x*) is the global maximum.
Ans: D.
18. Let f be a function mapping from the set of non-negative real numbers to R, defined by f(x) := (x) (superscript 0.5) for all x. Then
(A) df(x)/dx > 0 for all x in the domain;
(B) df(x)/dx is defined everywhere but at x = 0;
(C) d2f(x)/dx2 < 0 for all x in the domain;
(D) f is not concave-shaped.
Ans: B. [是在幫忙複習微積分嗎？ Well, it is on the house.]
19. Let f be a function mapping from the set of non-negative real numbers to R, defined by f(x) := 2x + 3 for all x. Then
(A) df(x)/dx > 0 for all x in the domain;
(B) f cannot be minimized;
(C) d(superscrpt 2)f(x)/dx(superscript 2) = 0 for all x in the domain;
(D) f cannot be maximized.
Ans: D.
20. Let f be a function mapping from the set of non-negative real numbers to R, defined by f(x) := Min{x, 100} for all x. Then
(A) df(x)/dx > 0 for all x > 0;
(B) f cannot be minimized;
(C) d(superscrpt 2)f(x)/dx(superscript 2) = 0 for all x > 0 and x ≠ 100;
(D) f cannot be maximized.
Ans: C.
21. Let f be a function mapping from the set of non-negative real numbers to R, defined by f(x) := Max{x, 100} for all x. Then
(A) df(x)/dx = 1 for all x > 0;
(B) f cannot be minimized;
(C) d(superscrpt 2)f(x)/dx(superscript 2) is not defined for all x > 0;
(D) f cannot be maximized.
Ans: D.
22. Let the graph of some function f be {(x, y): x can be either man or woman; y = 1 if x is a man; y = 0 if x is a woman}. We know that
(A) the domain of f is {0, 1};
(B) f can be both maximized and minimized;
(C) f has a local maximum;
(D) f is continuous.
Ans: B. [The maximum of f is 1; the minimum of f is 0. See slide no.9 of Lecture 1.]
23. The derivation of delta TR/TR = n*(delta P/Po)(square) + (1 + n*)(delta P/Po) is mainly for
(A) estimating the price elasticity of demand;
(B) maximizing total revenue;
(C) using the rate of change in price to find the rate of change in total revenue;
(D) using the change of price to find the change of total revenue.
Ans: C. [Recall handout]
24. Let the demand curve be P(square)Q = 9 defined for all P > 0.
(A) The price elasticity of demand is -1 when P = 5;
(B) The price elasticity of demand is -1 when P = 3;
(C) The price elasticity of demand is -1 when P = 1;
(D) None of the above is correct.
Ans: D. [Straightforward]
25. Let the demand curve be downward-sloping, continuous (in shape) but not linear. Suppose that the demand function is not in the form of f(P) := P (superscript -0.5) for all P > 0.
(A) Total revenue can be maximized;
(B) Total revenue will rise when we increase the price;
(C) Total revenue will rise when we decrease the price;
(D) None of the above is correct.
Ans: D. [See Proposition 3]
26. Let the demand curve be given by Q = P(superscript -1) for all P > 0.
(A) Total revenue can be minimized;
(B) Total revenue will rise when we increase the price;
(C) Total revenue will rise when we decrease the price;
(D) None of the above is correct.
Ans: A. [Obvious]
27. If the demand curve is linear and downward-sloping. Currently n* = -0.5 and total revenue is 1,200. If we double the price, the total revenue will be
(A) 1,000;
(B) 2,400;
(C) 1,200;
(D) None of the above is correct.
Ans: C. [By TR/TR = n*(delta P/Po)(square) + (1 + n*)(delta P/Po) we know that delta TR/TR = 0.]
28. If the demand curve is linear and downward-sloping. Currently n* = -2 and total revenue is 1,000. If we cut the price by one-half, the total revenue will be
(A) 525;
(B) 625;
(C) 1,000;
(D) None of the above is correct.
Ans: C. [Note TR/TR = n*(delta P/Po)(square) + (1 + n*)(delta P/Po) = (-2)(-0.5)(square) + (1 - 2)(superscript -0.5) = 0.]
29. If the demand curve is linear and downward-sloping. At any point with n* < -1,
(A) any increase in price will increase total revenue;
(B) any increase in price will decrease total revenue;
(C) any reduction in price will increase total revenue;
(D) total revenue remains constant regardless of the price change.
Ans: B. [See Proposition 1 and related discussion]
30. 以上29題選擇題的正確答案中，出現最頻繁的是
(A) A;
(B) B;
(C) C;
(D) D.
Ans: D. [There are 5 As, 8 Bs, 6 Cs, and 10 Ds. Have you ever seen a weird question like this one? – I can picture that many of you are looking up the word weird at the moment. I doubt but I am shamelessly proud of my design here. Now think strategically why I made this question.]
Part Two: Analytical questions. [注意字體工整、邏輯順暢與不要出現錯別字或注音(與火星文)！如果字跡難以辨認，視同未答。畫蛇添足、答非所問、不知所云、自曝其短，將不利得分。教師也有權公告具有特色之作答。] 20 points
31. Let f be a continuous function mapping from R to R. It has a local maximum at x = 1. It has another local maximum at x = 3. It has the global maximum at x = 1 only. It has no local minimum. Furthermore, it is differentiable everywhere but at x = 2. Now you are asked to carefully sketch the graph of f to satisfy all these conditions listed above.
Ans: (to be given on the chalkboard at our next meeting)
32. By now you should have read, with great care, my handout on price elasticity, which is also on e-learning. 請扼要陳述此份講義的特色與貢獻。
Ans: (trivial and skipped here)
Extra credits question (bonus range: 0 ~ 6 points)
red vs. green -- 選紅球呢？還是選綠球？規則如下：
如果在你(妳)以外的相對多數選的是紅球，你(妳)正好也選紅球，你(妳)會被加 5分。
如果在你(妳)以外的相對多數選的是綠球，你(妳)正好也選綠球，你(妳)會被加 2分。
如果在你(妳)以外的相對多數選的是紅球，而你(妳)卻選綠球，你(妳)會被加6 分。
如果在你(妳)以外的相對多數選的是綠球，而你(妳)卻選紅球，你(妳)會被加0 分。
Now make your pick.
(歡迎全貌下載流傳。)
Tuesday, April 21, 2009
homework 2 (Workshop on Informationa and Negotiation)
★★★ Homework #2 ★★★
Spring 2009
訊息與談判實作 (Workshop on Information and Negotiations)
Due: 11:59 pm, Monday, April 20, 2009 (以TA電郵收件記錄為準。拒收遲交作業)
Turn in your homework as a Word file (size limit: two pages) to be sent as an email attachment to the TA (not to me). Her email address was given on the chalkboard on March 17, 2009. She will confirm the delivery. 勿抄題，本課程之作業格式與檔案命名規則，已詳載於 Homework #1。
一位明星高中英文男老師游辛基日前於收信匣中，收到一封經網友轉寄極具毀謗意涵的匿名信件，內容是關於校內另一位高一女同學冷如花的不實指控及毀謗。經層層抽絲剝繭的追查，游辛基得知發佈此封信件的人，竟是同校一名高二的男學生梅仁原。梅同學平日個性較沈默，對於電腦相關知識甚為熱衷。前陣子因感情問題與冷如花發生爭執，事後挾怨報復，利用自己所學的電腦相關技術及網路公共資源的方便，快速散播關於冷如花同學的不實謠言，以達詆毀女同學名譽之效果，並將自己網路BBS (and MSN)上之別名，更改為“如花如花冷bitch”…...游老師於知悉此事情的來龍去脈之後，自覺事態之嚴重並認為此風不可長，學生一時的情緒發洩，殊不知己觸及毀謗名譽的罪行，學生間的耳語不斷，謠傳亦不斷推陳出新，游老師認為應找機會向學生來個機會教育。
次日上英文課，游老師於發完考卷下課休息，第二節上課後發現此次考試成績最優的郝瑾璋同學，竟在下課休息時間蹺課出去玩了。由於郝同學平日上課認真且從不遲到早退，今日之蹺課難免引起同學的揣測，一時之間同學的笑鬧帶動謠言，有的同學說「哎唷 ～ 郝瑾璋成績考這麼高， 當然不用上課了啦」；另又有同學笑鬧說「哎唷 ～ 她是運氣好才會考這麼高啦！！」游老師深知謠言之可怕，見機不可失，便向同學提起前陣子在網路上所流傳關於冷同學的謠傳，並信手捻來，借郝同學之名向同學舉例欲說明：
「同學，無論郝同學是不是因為運氣好才會考這麼好還是有其他因素。沒錯，這次月考選擇題占80%，有人會把運氣扯進來。 … 然而…你們一時的討論可能只是一個開玩笑的舉動，但此舉對於最高分的郝同學來說，可能會造成某一程度的傷害。班上大部份同學應該都有使用電腦上網的習慣，大家都知道網路是無遠弗界的，今日你們的玩笑話被有心人士所利用並穿鑿附會在網路上散播關於郝同學的不實傳言，可能編纂說郝同學今日的蹺課是因為成績表現的好而不屑上課……更甚者就像是前陣子一位你們不認識的男同學，在網路上直接以惡意取別名的方式，辱罵一位女同學是bitch等不堪入耳的言語。(游老師隨手在黑板寫下 ~ 瑾璋瑾璋好bitch ~) 你們說，像這類惡意中傷的言語在網路上一旦經有心人士散播，是不是會造成莫大的傷害呢？這種網路散播的謠言一旦觸及人身攻擊，極可能構成民法上的毀謗罪。所以，同學在使用網路資源的同時，務必要遵守網路的禮節與法律。好吧！今天的課就上到這裡……不敬禮下課，同學回家要溫習今天所教的課程。」
翌晨，郝同學到校上課，同學一見到她就譏諷的對她說「昨天發完考卷後就蹺課吼……跟妳說個小八卦，你不要跟別人講是我講的哦！！」郝同學一頭霧水的點了頭，同學接著說「好像有人說你考得好只是因為運氣好而己啦……老師竟也沒幫妳辯解耶，而且老師還趁妳不在時說妳就像是上次網路流傳的那個……那個什麼bitch的……哎呀！我在打瞌睡大概只聽到這些啦……嗯～妳自己看著辦吧！！」 “bitch …… bitch”……這個字猛然在郝瑾璋頭上一擊，這個字是什麼意思呢？於是翻了字典才知此字義之粗鄙……郝瑾璋心中暗自生起一個疑問「老師為什麼要這樣說我呢？難道是氣我翹課嗎？」回家和媽媽提起此事，當然不會傻到提及自己翹課去看電影一事。媽媽自然是怒不可遏，隨後歇斯底里的打電話到教務處投訴說「女兒在學校成績表現得好，竟被老師說成是運氣好而己！他還說我女兒是bitch ～ 天呀！我生的女兒竟被說成是bitch……，叫游老師出來說清楚講明白啦！否則老娘是不會放過他的。」面對郝媽媽的投訴，教務主任柳華韮老師(是一位年過半百假道學的學究，曾經接受廠商招待喝花酒)只覺得莫名其妙，在電話當中承諾郝媽媽，會立即傳喚游老師來問清楚。待聯絡到游老師，柳主任劈頭就問道「游老師，你怎麼會在課堂當中使用不當的言語辱罵女學生呢？」游老師一時也搞不清楚是什麼情況，於是柳主任又接著說「同學指證你在課堂當中說郝同學是婊子(即bitch)，有沒有這件事，有還是沒有，就一句話！？」面對教務主任的指責，游老師才想起那天在課堂上所講的話與情境，自是百口莫辯……想要解釋時，柳主任卻不想聽，直接放話說「我才不管怎麼處理梅仁原和冷如花的事，現在家長郝媽媽找到學校來了，你自己看著辦吧！認錯賠罪 … 還是聽候校方處置！」
面對此一莫須有的事件，若您是案例中的游老師，您會如何處理呢？重點在於所謂的班級經營與談判藝術裡的 damage control。
Note:
I used this scenario (credit: 若干年前研究生陳美惠小姐協助編撰，錯別字已修正)
as a case study in last year’s teaching. All students were required to leave comments on the “discussion room (網路學園討論區)”. To my regret, none of those students did a good job.
Solution
有此一說，有水準的個案研究，至少有一種「結局」，就如同一部電影，該有它的結局。當然，認真的觀眾在觀賞後，心中也可能有自己想像的（更佳）結局。以下是此一個案之結局或後續。
游老師猛然想起，教務主任一直在等待落井下石的機會。「什麼年代了，哪有人公然以bitch稱呼別人的？更何況是一位成績優秀的女學生！這種用詞，也只有教務主任這種假道學的老學究才會想到吧！」有此一警覺，游老師心中已有對策。
首先，他找來郝同學，確定談話場合不是非常公開的，但是有一位教師在旁，他刻意以誠懇關懷的態度，向郝同學致歉，也不責備她蹺課之事。然後，當著郝同學的面，他打電話給郝太太，同樣地道歉，並蓄意誇讚她女兒在校之傑出表現。
次週上課時，游老師平靜地向全班同學，緩緩重述梅同學之惡行，完全不提郝同學缺課或同學之八卦、斷章取義。接著，語氣一轉，自責教師未能有效注意同學之出席，很狗腿地感謝教務主任之提醒。「所以，自即日起，每節課必點名一次，請同學多體諒！」游老師也順便提到，選擇題免不了有運氣(good luck or bad luck)之成分，為了讓大家心服口服，爾後考試皆以申論、問答題型為主。當天的這番規定，游老師在講桌下，悄悄以錄音機全程側錄下來。
日子一天一天過去，漸漸這班同學孤立郝同學，甚至語出怨言，因為每節都點名，蹺課之途已斷。郝同學整個變成另一人，其他老師對這班也敬而遠之。期末考之後，郝同學意外地名次落到中段。那位八卦、斷章取義的同班同學，心理自然是放下一塊大石頭。柳主任竊笑不已，也沒再過問這班學生。
至於導火線梅仁原同學之惡行，冷如花同學之委屈，似乎沒人理會。他們之間的感情糾葛，是否後續有潑鹽酸、有無未婚懷孕，皆不得而知，數年後，游老師把這段過程，寫成一篇小品文，刊登在某大報紙副刊。數日後，柳主任與郝太太分別意外在郵筒中，見到這篇文章之影本。心臟病、高血壓，就不必多說啦。
Note：推薦三部電影：天之驕子、風流教師霹靂妹、我和我的小鬼們。大家可將此個案與一般企管課程之個案教學做一比較。Have fun!
Spring 2009
訊息與談判實作 (Workshop on Information and Negotiations)
Due: 11:59 pm, Monday, April 20, 2009 (以TA電郵收件記錄為準。拒收遲交作業)
Turn in your homework as a Word file (size limit: two pages) to be sent as an email attachment to the TA (not to me). Her email address was given on the chalkboard on March 17, 2009. She will confirm the delivery. 勿抄題，本課程之作業格式與檔案命名規則，已詳載於 Homework #1。
一位明星高中英文男老師游辛基日前於收信匣中，收到一封經網友轉寄極具毀謗意涵的匿名信件，內容是關於校內另一位高一女同學冷如花的不實指控及毀謗。經層層抽絲剝繭的追查，游辛基得知發佈此封信件的人，竟是同校一名高二的男學生梅仁原。梅同學平日個性較沈默，對於電腦相關知識甚為熱衷。前陣子因感情問題與冷如花發生爭執，事後挾怨報復，利用自己所學的電腦相關技術及網路公共資源的方便，快速散播關於冷如花同學的不實謠言，以達詆毀女同學名譽之效果，並將自己網路BBS (and MSN)上之別名，更改為“如花如花冷bitch”…...游老師於知悉此事情的來龍去脈之後，自覺事態之嚴重並認為此風不可長，學生一時的情緒發洩，殊不知己觸及毀謗名譽的罪行，學生間的耳語不斷，謠傳亦不斷推陳出新，游老師認為應找機會向學生來個機會教育。
次日上英文課，游老師於發完考卷下課休息，第二節上課後發現此次考試成績最優的郝瑾璋同學，竟在下課休息時間蹺課出去玩了。由於郝同學平日上課認真且從不遲到早退，今日之蹺課難免引起同學的揣測，一時之間同學的笑鬧帶動謠言，有的同學說「哎唷 ～ 郝瑾璋成績考這麼高， 當然不用上課了啦」；另又有同學笑鬧說「哎唷 ～ 她是運氣好才會考這麼高啦！！」游老師深知謠言之可怕，見機不可失，便向同學提起前陣子在網路上所流傳關於冷同學的謠傳，並信手捻來，借郝同學之名向同學舉例欲說明：
「同學，無論郝同學是不是因為運氣好才會考這麼好還是有其他因素。沒錯，這次月考選擇題占80%，有人會把運氣扯進來。 … 然而…你們一時的討論可能只是一個開玩笑的舉動，但此舉對於最高分的郝同學來說，可能會造成某一程度的傷害。班上大部份同學應該都有使用電腦上網的習慣，大家都知道網路是無遠弗界的，今日你們的玩笑話被有心人士所利用並穿鑿附會在網路上散播關於郝同學的不實傳言，可能編纂說郝同學今日的蹺課是因為成績表現的好而不屑上課……更甚者就像是前陣子一位你們不認識的男同學，在網路上直接以惡意取別名的方式，辱罵一位女同學是bitch等不堪入耳的言語。(游老師隨手在黑板寫下 ~ 瑾璋瑾璋好bitch ~) 你們說，像這類惡意中傷的言語在網路上一旦經有心人士散播，是不是會造成莫大的傷害呢？這種網路散播的謠言一旦觸及人身攻擊，極可能構成民法上的毀謗罪。所以，同學在使用網路資源的同時，務必要遵守網路的禮節與法律。好吧！今天的課就上到這裡……不敬禮下課，同學回家要溫習今天所教的課程。」
翌晨，郝同學到校上課，同學一見到她就譏諷的對她說「昨天發完考卷後就蹺課吼……跟妳說個小八卦，你不要跟別人講是我講的哦！！」郝同學一頭霧水的點了頭，同學接著說「好像有人說你考得好只是因為運氣好而己啦……老師竟也沒幫妳辯解耶，而且老師還趁妳不在時說妳就像是上次網路流傳的那個……那個什麼bitch的……哎呀！我在打瞌睡大概只聽到這些啦……嗯～妳自己看著辦吧！！」 “bitch …… bitch”……這個字猛然在郝瑾璋頭上一擊，這個字是什麼意思呢？於是翻了字典才知此字義之粗鄙……郝瑾璋心中暗自生起一個疑問「老師為什麼要這樣說我呢？難道是氣我翹課嗎？」回家和媽媽提起此事，當然不會傻到提及自己翹課去看電影一事。媽媽自然是怒不可遏，隨後歇斯底里的打電話到教務處投訴說「女兒在學校成績表現得好，竟被老師說成是運氣好而己！他還說我女兒是bitch ～ 天呀！我生的女兒竟被說成是bitch……，叫游老師出來說清楚講明白啦！否則老娘是不會放過他的。」面對郝媽媽的投訴，教務主任柳華韮老師(是一位年過半百假道學的學究，曾經接受廠商招待喝花酒)只覺得莫名其妙，在電話當中承諾郝媽媽，會立即傳喚游老師來問清楚。待聯絡到游老師，柳主任劈頭就問道「游老師，你怎麼會在課堂當中使用不當的言語辱罵女學生呢？」游老師一時也搞不清楚是什麼情況，於是柳主任又接著說「同學指證你在課堂當中說郝同學是婊子(即bitch)，有沒有這件事，有還是沒有，就一句話！？」面對教務主任的指責，游老師才想起那天在課堂上所講的話與情境，自是百口莫辯……想要解釋時，柳主任卻不想聽，直接放話說「我才不管怎麼處理梅仁原和冷如花的事，現在家長郝媽媽找到學校來了，你自己看著辦吧！認錯賠罪 … 還是聽候校方處置！」
面對此一莫須有的事件，若您是案例中的游老師，您會如何處理呢？重點在於所謂的班級經營與談判藝術裡的 damage control。
Note:
I used this scenario (credit: 若干年前研究生陳美惠小姐協助編撰，錯別字已修正)
as a case study in last year’s teaching. All students were required to leave comments on the “discussion room (網路學園討論區)”. To my regret, none of those students did a good job.
Solution
有此一說，有水準的個案研究，至少有一種「結局」，就如同一部電影，該有它的結局。當然，認真的觀眾在觀賞後，心中也可能有自己想像的（更佳）結局。以下是此一個案之結局或後續。
游老師猛然想起，教務主任一直在等待落井下石的機會。「什麼年代了，哪有人公然以bitch稱呼別人的？更何況是一位成績優秀的女學生！這種用詞，也只有教務主任這種假道學的老學究才會想到吧！」有此一警覺，游老師心中已有對策。
首先，他找來郝同學，確定談話場合不是非常公開的，但是有一位教師在旁，他刻意以誠懇關懷的態度，向郝同學致歉，也不責備她蹺課之事。然後，當著郝同學的面，他打電話給郝太太，同樣地道歉，並蓄意誇讚她女兒在校之傑出表現。
次週上課時，游老師平靜地向全班同學，緩緩重述梅同學之惡行，完全不提郝同學缺課或同學之八卦、斷章取義。接著，語氣一轉，自責教師未能有效注意同學之出席，很狗腿地感謝教務主任之提醒。「所以，自即日起，每節課必點名一次，請同學多體諒！」游老師也順便提到，選擇題免不了有運氣(good luck or bad luck)之成分，為了讓大家心服口服，爾後考試皆以申論、問答題型為主。當天的這番規定，游老師在講桌下，悄悄以錄音機全程側錄下來。
日子一天一天過去，漸漸這班同學孤立郝同學，甚至語出怨言，因為每節都點名，蹺課之途已斷。郝同學整個變成另一人，其他老師對這班也敬而遠之。期末考之後，郝同學意外地名次落到中段。那位八卦、斷章取義的同班同學，心理自然是放下一塊大石頭。柳主任竊笑不已，也沒再過問這班學生。
至於導火線梅仁原同學之惡行，冷如花同學之委屈，似乎沒人理會。他們之間的感情糾葛，是否後續有潑鹽酸、有無未婚懷孕，皆不得而知，數年後，游老師把這段過程，寫成一篇小品文，刊登在某大報紙副刊。數日後，柳主任與郝太太分別意外在郵筒中，見到這篇文章之影本。心臟病、高血壓，就不必多說啦。
Note：推薦三部電影：天之驕子、風流教師霹靂妹、我和我的小鬼們。大家可將此個案與一般企管課程之個案教學做一比較。Have fun!
homework 1 (Workshop on Informationa and Negotiation)
★ Homework #1 ★
Spring 2009
訊息與談判實作 (Workshop on Information and Negotiations)
Due: 11:59 pm, Monday, March 23, 2009 (以TA電郵收件記錄為準。拒收遲交作業)
Turn in your homework as a Word file (two pages) to be sent as an email attachment to the TA (not to me). Her email address was given on the chalkboard on March 17, 2009. She will confirm the delivery.
1. 提供全身彩色近照一張，約占一頁的A4篇幅。解析度應高，衣著正式，顯示國企系畢業生之專業形象。無需說明。
2. 提供全身彩色近照一張，約占一頁的A4篇幅。解析度應高，此照片應最能表現你(妳)的個人特質與優勢，遮掩缺點與劣勢。附上三十字以內的說明。
本課程作業格式如下
★ Homework #1 ★
Spring 2009
訊息與談判實作 (Workshop on Information and Negotiations)
學生姓名：吳明士
學號：s123456789
Email: abcdef@yahoo.com.tw
1.
……
2.
……
Spring 2009
訊息與談判實作 (Workshop on Information and Negotiations)
Due: 11:59 pm, Monday, March 23, 2009 (以TA電郵收件記錄為準。拒收遲交作業)
Turn in your homework as a Word file (two pages) to be sent as an email attachment to the TA (not to me). Her email address was given on the chalkboard on March 17, 2009. She will confirm the delivery.
1. 提供全身彩色近照一張，約占一頁的A4篇幅。解析度應高，衣著正式，顯示國企系畢業生之專業形象。無需說明。
2. 提供全身彩色近照一張，約占一頁的A4篇幅。解析度應高，此照片應最能表現你(妳)的個人特質與優勢，遮掩缺點與劣勢。附上三十字以內的說明。
本課程作業格式如下
★ Homework #1 ★
Spring 2009
訊息與談判實作 (Workshop on Information and Negotiations)
學生姓名：吳明士
學號：s123456789
Email: abcdef@yahoo.com.tw
1.
……
2.
……
Monday, July 07, 2008
Students Performance in Spring 2008
Students Performance (Int’l Business, WUCL)
Spring 2008
總體經濟學原理 (Principles of Macroeconomics) 58 students 必修
Average: 63.1
Highest-lowest: 87-51
Failure ratio: 29%
Final Exam
adjustment: (x + 8)(1.2)
average: 52.4
highest-lowest: 86-24
Midterm Exam
adjustment: (x + 5)(1.2); (x)(1.1)
average: 57
highest-lowest: 90-45
*****************************************************
管理數學 (Mathematics for Management) 58 students 必修
Average: 62.8
Highest-lowest: 85-49
Failure ratio: 33%
Final Exam
adjustment: (x +5)(1.2)
average: 48.9
highest-lowest: 84-35
Midterm Exam
adjustment: (x + 15)(1.2); (x + 5)(1.2)
average: 65.4
highest-lowest: 100-45
*****************************************************
訊息與談判實作 42 students 必修
No exam
Average: 80
Highest-lowest: 88-54
Failure ratio: 2.4%
*****************************************************
UB4 畢業專題研究 10 students (畢業班)
No exam
Average: 87.2
highest-lowest: 94-80
Failure ratio: 0%
*****************************************************
UB3 畢業專題研究 12 students
No exam
Average: 84.1
highest-lowest: 86-80
Failure ratio: 0%
Spring 2008
總體經濟學原理 (Principles of Macroeconomics) 58 students 必修
Average: 63.1
Highest-lowest: 87-51
Failure ratio: 29%
Final Exam
adjustment: (x + 8)(1.2)
average: 52.4
highest-lowest: 86-24
Midterm Exam
adjustment: (x + 5)(1.2); (x)(1.1)
average: 57
highest-lowest: 90-45
*****************************************************
管理數學 (Mathematics for Management) 58 students 必修
Average: 62.8
Highest-lowest: 85-49
Failure ratio: 33%
Final Exam
adjustment: (x +5)(1.2)
average: 48.9
highest-lowest: 84-35
Midterm Exam
adjustment: (x + 15)(1.2); (x + 5)(1.2)
average: 65.4
highest-lowest: 100-45
*****************************************************
訊息與談判實作 42 students 必修
No exam
Average: 80
Highest-lowest: 88-54
Failure ratio: 2.4%
*****************************************************
UB4 畢業專題研究 10 students (畢業班)
No exam
Average: 87.2
highest-lowest: 94-80
Failure ratio: 0%
*****************************************************
UB3 畢業專題研究 12 students
No exam
Average: 84.1
highest-lowest: 86-80
Failure ratio: 0%
Subscribe to:
Posts (Atom)
