Students learn the economic theoretical foundations of European integration and discuss current issues of European economic policy Knowledge of European integration; examination of the possibilities and limits of European economic policy in the field of tension between communitarisation, harmonisation, coordination, national sovereignty and diversity Faculty of Social Science RUB main campus Week1: Introduction Week2: followed by Week3 to the Final Week Dr. Joan Serra 35 (Places for 4 guest students available) Master 2nd semester; Takes place in summer semester Type of the course: Lecture / Seminar Will be communicated to students at the first meeting. marcus.reinecke@rub.de / eelp@rub.de https://www.ruhr-uni-bochum.de/ecue/studium/faecher_cv.html.en

The seminar will start with an introduction to economic ethics and will then study problem areas and problems of economic ethics and focus on selected topics of the current debate. We will work with essays representing different and controversial viewpoints on the topics of the seminar. Ability to make analytically differentiated conceptual distinctions, knowledge of basic lines of European history of ideas and of concepts of ethics and morals Faculty of Social Science RUB main campus Week1: Introduction Week2: followed by Week3 to the Final Week Prof. Dr. Klaus Steigleder 35 (Places for 2 guest students available) Master 2nd semester; Takes place in summer semester Type of the course: Seminar Will be communicated to students at the first meeting. marcus.reinecke@rub.de / eelp@rub.de https://www.ruhr-uni-bochum.de/ecue/studium/faecher_cv.html.en

Transportation planning is the fundamental step for transportation-related construction and policy making. This course aims to inculcate the students with the underlying concept of the planning process to address the complexity of transportation systems. The course covers both the traditional (popularly used) approaches and the challenges for transportation engineers nowadays, which involve the perspectives of social and environmental concerns. In addition to the planning process, operational and managerial contexts of a transportation system are further clarified and discussed. By the end of this course, the students should be equipped with theoretical understanding of the important issues in transportation planning and be capable of practically dealing with relevant real-world problems in a holistic and integrated manner.

This course is highly discussion-oriented. Class participation is strongly recommended (required).
College of Social Engineering Main Campus *Majors-only (including minor and double major students).
*Restrict to 3rd-year and above, graduate students, and Ph.D. students.
Yu-Ting Hsu 25 Wednesday 7,8,9 CIE7021 3 Half Department of Civil Engineering, Graduate Institute of Civil Engineering, Transporation Engineering Division http://www.ce.ntu.edu.tw/ce_eng/

Spatial thinking has become increasingly significant in the field of cultural geography because it allows us to pay attention to trans-regional cultural flows and their effects on a range of different scales, as well as how similar cultural phenomena bear different cultural implications in diverse local contexts. More importantly, various forms of cultural logic underlying the power mechanism of space have bearing on the subject formations of different identities; for example, we might consider the power effects of familial space on queer subjects, or the implications of urban gentrification on homeless people. To understand how the power mechanism works, it is important to attend to the complexity of the ways in which politics, economics, culture and society are interwoven in the production of space. Based on the conceptual framework, this course covers four main themes: a theoretical introduction, landscape and representation, identity politics and trans-border cultural flows/geopolitics. The first two sections will give students an understanding of the epistemology and methodology of space, with an emphasis on ways of mapping meanings in landscapes and rethinking the nature/culture divide, in order to reveal the importance of space and geography. The section covering identity politics will then introduce important issues concerning the questions of identity organized around gender/sexuality, race, and class to emphasize how identity politics are always situated in different local social contexts. The last section of this course focuses on trans-border cultural flows and geopolitics to help students comprehend the links between geography, state territoriality, world power politics and popular culture. Some readings in the class are quite complex; however, for those who are interested in learning spatial thinking and cultural politics, these readings will help them cultivate cultural sensitivity in analyzing the issues of identity and space in everyday life. College of Science 1. Class Participation (10%): Students are expected to read the designated readings before class and participate in class discussions. 2. Group Presentations (20%): Each team has a minimum of 15 minutes for each presentation. 3. Final Report (70%): A reflection on the theoretical concepts that we have discussed in class or a case study taken from everyday life (the report can be written in English or Chinese) should be submitted by the end of the semester. HUANG TSUNG YI Thursday 789 Geog5051 3 The upper limit of the number of non-majors: 25.

Spatial thinking has become increasingly significant in the field of cultural geography because it allows us to pay attention to trans-regional cultural flows and their effects on a range of different scales, as well as how similar cultural phenomena bear different cultural implications in diverse local contexts. More importantly, various forms of cultural logic underlying the power mechanism of space have bearing on the subject formations of different identities; for example, we might consider the power effects of familial space on queer subjects, or the implications of urban gentrification on homeless people. To understand how the power mechanism works, it is important to attend to the complexity of the ways in which politics, economics, culture and society are interwoven in the production of space. Based on the conceptual framework, this course covers four main themes: a theoretical introduction, landscape and representation, identity politics and trans-border cultural flows/geopolitics. The first two sections will give students an understanding of the epistemology and methodology of space, with an emphasis on ways of mapping meanings in landscapes and rethinking the nature/culture divide, in order to reveal the importance of space and geography. The section covering identity politics will then introduce important issues concerning the questions of identity organized around gender/sexuality, race, and class to emphasize how identity politics are always situated in different local social contexts. The last section of this course focuses on trans-border cultural flows and geopolitics to help students comprehend the links between geography, state territoriality, world power politics and popular culture. Some readings in the class are quite complex; however, for those who are interested in learning spatial thinking and cultural politics, these readings will help them cultivate cultural sensitivity in analyzing the issues of identity and space in everyday life. College of Science 1. Class Participation (10%): Students are expected to read the designated readings before class and participate in class discussions. 2. Group Presentations (20%): Each team has a minimum of 15 minutes for each presentation. 3. Final Report (70%): A reflection on the theoretical concepts that we have discussed in class or a case study taken from everyday life (the report can be written in English or Chinese) should be submitted by the end of the semester. HUANG TSUNG YI Thursday 789 Geog5051 3 The upper limit of the number of non-majors: 25.

＊For more information, please visit CEIBA of this course. ＊Registration/Authorization Code If you wish to take this class but have not registered, please come to the TA’s office at room No.1804 (NTU College of Law, Tsai Lecture Hall, 8th floor) on Feb.22 (Wed.) during 1:20~5:20pm. and fill in and take the authorization code. If you have any questions, feel free to come in 1804 during 1:20~5:20 pm. and talk to the TA, Ming-Chan(Jack), Hsieh or contact me via r05a21106@ntu.edu.tw. Thank you. TA ：謝明展(HSIEH, MING-CHAN) E-mail ：r05a21106@ntu.edu.tw >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> This course explores the basic principles governing private lawsuits for damages for wrongs that are noncontractual, including consideration of intentional torts, negligence, and strict liability. The course will concentrate on injuries involving physical harms, although mental disturbance in connection with these physical harms will also be considered. Most of the coverage will involve American tort law, but there will be occasional references to British cases and applications. At the completion of this section of the course, students should be able to: 1)identify and describe major theories of Anglo-American tort law; 2)analyze and understand common law case decisions; 3)apply legal reasoning to factual situations; 4)understand how tort law fits within the framework of the US legal system College of Law Main Campus The class requires active, regular participation in and preparation for classroom discussions. Much of the class will be conducted through what is known as a “Socratic dialogue,” in which the professor will lead students through a series of questions and answers, based on the assigned cases and other materials. I hope to learn from you about tort law in the Republic of China and elsewhere in Asia, just as you learn about tort law in the United States of America and other nations applying Anglo-Saxon common law principles. Please read and analyze all of the assigned materials before class to facilitate discussions. Regular and punctual attendance will be required, as mastery of the written material alone will be insufficient to master the subject-matter. The examination will be an open-book exam. Students who wish to use laptops on the exam may do so. Robert M. Ackerman 60 Intensive courses LAW7608 (A21EM1800) 1 (College of Law) Graduate Institute of Law http://www.law.ntu.edu.tw/main.php?site_id=1

This course will provide students with a basic introduction to the American Constitution. Topics will include: the American Constitutional and governmental structures (Article I: Legislative Branch, Article II: Executive Branch, Article III: Judiciary), representative government, fundamental rights, federalism, criminal justice, and nondiscrimination. The Bill of Rights and key amendments (1st Amendment, 2nd Amendment, criminal procedure amendments, 14th Amendment) will also be discussed at an appropriate level of depth. Additional topics will include presidential elections and connections between economic law and the Constitution. Additionally, students will also be introduced to the American system of legal education and opportunities for graduate study of law in the United States. Students should be prepared to actively participate in in-class discussion, do numerous short writing assignments, and take the final exam. The teaching style of this course will: A) Be student-centered B) Comprehensive, and C) Consider why and how, not only what the law is. The professor will encourage students to think about challenging societal and legal problems, give their own ideas, and consider international perspectives. Three main goals: 1) Understand the US Constitution and key cases in US domestic context. 2) Think independently about the universality of constitutional issues. 3) Do both of the above at a high level of reading, writing, listening, and speaking English fluency. College of Law Main Campus Prerequisite:
LAW1060 (A01 131A0)Constitution.

Proficient English, law major and some comparative law experience preferred but not required Charles Wharton 50 Monday 3,4 LAW5070 (A21EU1290) 2 (College of Law) Graduate Institute of Law,
(College of Law) Department of Law
*Registration eligibility: juniors and above.
http://www.law.ntu.edu.tw/main.php?site_id=1

For Islamic architecture part, the condition of characteristic monument such as mosque, madrasa (university), and mausoleum etc. in Asia will be analyzed and discussed. Since there are hardly any religious rules for architecture in Islam, the typical example among various kinds of buildings in each area and times will be shown in class. As for the colonial architecture part, we will see several important monuments such as government office, temple and fortification etc. by each European and Japanese Colonies in Asia. Schedule Feb 23 No.1: Introduction (1) Islamic architecture Mar 2 No.2 outline of Islam-1 Mar 9 No.3 Before Umayyad Mar 16 No.4 Abbasid & Egypt Mar 23 No.5 North Africa & Iberia Mar 30 No.6 Seljuk/Mongolian Apr 6 No.7 Timurid Apr 13 No.8 The Early India Apr 20 No.9 Ottoman Apr 27 No.10 Safavid May 4 No.11 Mughal May 11 No.12 Southeast Asia Colonial architecture May 18 No.13 Portuguese & Sapanish May 25 No.14 Dutch June 1 No.15 French June 8 No.16 British June 15 No.17 Japanese 1. Formation of the basic knowledge of Southeast Asia, an important neighbor of Taiwan. 2. Understanding of the historical condition of making Asian cultures throughout Islamic & Colonial architecture. 3. Giving a wide point of view for geographical area of Asia as a cultural soft unity. College of Liberal Arts Main Campus Basic knowledge of Asian geography and history Takashi Sakai 100 Thursday 3,4,5 ARHY1007 (141E10700) 3 Non-degree Program: Art and Design Program,
Non-degree Program: Asian Art Program http://homepage.ntu.edu.tw/~artcy/

Objective: Understanding the Asian cultures, mainly South and Southeast Asia, through the introduction of the World Cultural Heritage (WCH) inscribed UNESCO. Although the system for the inscription of WCH is based on European thinking to preservation of cultural heritage, undoubtedly it is the easiest way to know different cultures in Asia. Schedule: Feb 22 No.1: Introduction: Basic Concept of World Cultural Heritage Mar 1 No.2: Prehistorical Culture in South/Southeast Asia (Sangiran, Bhimbetka, Ban Chiang, Cordilleras, Moenjodaro) Mar 8 No.3: Buddhist Culture 1 (India: Ajanta, Sanchi, Lumbini, Bodh Gaya) Mar 15 No.4: Buddhist Culture 2 (Pakistan & Sri Lanka: Takhti Bahi, Taxila, Anuradhapura, Sigiriya, Polonnaruwa) Mar 22 No.6: Buddhist Culture 3 (Indonesia, Lao & Myanmar: Borobudur, Luang Phabang, Bagan) Mar 29 No.7: Buddhist Culture 4 (Thailand: Sukhothai, Ayutthaya) Apr 12 No.8: Hindu Culture 1 (India 1: Ellora, Elephanta, Mahabalipuram, Patthadakal, Kanarak) Apr 19 No.9: Hindu Culture 2 (India 2: Hampi, Khajuraho, Chola) Apr 26 No.10: Hindu Culture 3 (Cambodia: Angkor, Pereah Vihear) May 3 No.11: Hindu Culture 4 (Lao, Vietnam & Indonesia: Wat Phou, My Son, Prambanan) May 10 No.12: Islamic Culture 1 (India & Pakistan 1: Agra, Taj Mahal, Haumayun, Faterpur Sikri, Rhotas, Thatta) May 17 No.13: Islamic Culture 2 (India & Pakistan 2: Qutub Minar, Chapaner, Red Fort, Lahore) May 24 No.14: Islamic Culture 3 (Malaysia & Indonesia: Malacca, Kampung Laut, Banten, Demak, Kudus) May 31 No.15: Chinese Influenced Culture (Vietnam & Malaysia: Hue, Hoi An, Penang) June 7 No.16: Colonial Culture 1 (India: Goa, Mountain Railway, Shivaji Terminus) June 14 No.17: Colonial Culture 2 (Sri Lanka & Philippines: Galle, Baroque Churches, Vigan) June 21 No.18: Special topics (problems of World Heritage; ownership issue & tourism issue) By the introduction of 67 inscribed WCH in Southeast and South Asia, conditions of multiplicity of cultural standard in Asia will be learned in the class. College of Liberal Arts Main Campus The class will be lectured in English. The students attending who want to join into this course should confirm the basic geographical and historical knowledge of Asian region. Takashi Sakai 15 Wednesday 3,4,5 ARHY7072 (141EM1300) 3 (College of Liberal Arts) Graduate Institute of Art History http://homepage.ntu.edu.tw/~artcy/

The brutal struggle between free will of humanity and historical force has long been a controversial and intriguing subject in the discussions of literature. The point, however, lies not in which side wins eventually, but in exploring what happens in the process of struggle. Viewed from the perspective of literary development, it is quite clear that each different literary movement in postwar Taiwan provides their own unique understanding of the relationship between man and history, between social agency and historical transformation, and ultimately between history and fiction. This course will be divided into four parts, and each of them dealing with specific historical issues or events. Historical Figures Fictionalized, the first part, deals with how historical figures, such as Song Qingling [宋慶齡] and Chen Yi [陳儀], are treated in fiction. History and (Post-)Colonialsim, the second part, as well as History and Politics, the third part, both try to discuss how past experiences have been represented from different ideological point of view by different writers. Finally, History and Social Movements, the fourth part, will take a close look at how writers explain the failure (or success) of certain social movements after they have long perished. In short, all the four parts try to explore the complicated interactions among history, human experience, and literary mind. This course is designed, first of all, to make students better-informed and to understand better the national history of R.O.C. in both the mainland and Taiwan. Therefore, a variety of historical events happened in prewar Mainland China will be dealt with, for example, the Hsin-hai Revolution [辛亥革命] and its aftermath, the May Fourth Movement [五四運動], and the First and Second Chinese Civil Wars [國共戰]. Furthermore, although the course tries to examine the historical tragedies of Japanese Colonialism in Taiwan, it does not necessarily exclude the possibilities of reconciliation, especially in “A Pilgrimage to the Mountains” [〈朝山〉], the story written by aboriginal writer It Ta-os [伊替達歐索]. Besides the May Fourth Movements, the two major social movements to be discussed are the Protect Diaoyutai Island Movement [保釣運動] and the Sunflower Movement [太陽花運動], as reflected and recounted from the perspectives provided by writers like Chang Hsi-guo [張系國], Ping Lu [平路], and Chou Fen-ling [周芬伶]. A list of possible questions to be discussed and polemicized might include: What is the relationship between history and literary fiction? What is the nature of writers’ historical vision? What is the role played by individuals in history? Can they resist the socio-political and economic forces of history? If these questions are answerable, hopefully historical fiction will be made more understandable, and also more valuable. College of Liberal Arts Main Campus 1. Class attendance is always important, and unexcused absences will affect grades. 2. Grades will be computed according to the following: mid-term paper (30%), final paper (30%), oral presentation and class participation (40%). 3. All participants are required to submit midterm and final papers with the minimum length of 3 pages of typed A 4 paper (single-spaced, 5 pages maximum). 4. In most cases, midterm and final papers are written on the basis of oral presentations, but the writing should follow the academic format with which the students are the most familiar (for example, MLA or APA). 5. The frequency of oral presentations will depend on the number of the students who are enrolled in. Rong-Bin Chen 30 Monday 3,4 TwLit1034 (145E10440) 2 http://www.gitl.ntu.edu.tw/main.php?lang=en&Trad2Simp=n

Course Description: This proposed MA seminar engages with key moments in the development of Asian American critical discourses. It takes as its starting point Chih-ming Wang’s contention that much of the Asian American critical work that has been produced in Taiwan so far has downplayed or neglected the interdisciplinary and internationalist character of Asian American studies. We will ask: what, then, would constitute an adequate form of engagement with Asian American critical discourses and texts? The working hypothesis of this seminar will be that Asian American culture is not a stable pre-constituted object awaiting excavation and recovery; we will instead approach it as a process of contestation and critical reformulation that is not yet settled. Our starting point will be critical accounts of the Asian American movement including the 1968-1969 student strikes at San Francisco State College and UC Berkeley. We will then examine other key moments including but not limited to the following: the controversy over the canonization of Maxine Hong Kingston’s The Woman Warrior; “the fall of the International Hotel” in San Francisco; the murder of Vincent Chin in Detroit; the heated debates surrounding Ronald Takaki’s popular history Strangers from a Different Shore; the politics of ethnicity; the near implosion of the Association for Asian American Studies following the granting。スand rescinding。スof a book award for Lois-Ann Yamanaka’s novel Blu’s Hanging; debates concerning the internationalization of Asian American studies; and the stakes involved in reading Asian American literature after the catastrophic events in Japan on March 11, 2011. We will conclude our seminar by asking (following a recent forum published in the Journal of Asian American Studies): has Asian American studies failed? Students in this seminar will be expected to read widely across interdisciplinary debates and to write regularly about the texts in our course readings. Students will have a chance to learn about and use key Asian College of Liberal Arts Main Campus Assignments: * Attendance and participation 10% * In-class writing exercise 10% * Six critical responses 30% * Term paper proposal 10% * Term paper 40% * Total 100% Please note that these assignments are subject to change as the instructor fine-tunes the syllabus. Guy Beauregard 12 Monday 5,6,7 FL7254 (122EM2830) 3 (College of Liberal Arts) Graduate Institute of Foreign Languages and Literature http://www.forex.ntu.edu.tw/main.php?lang=en

Course Description This course investigates the encounter between east and west in two related dimensions: narrative and material, with five foci。スlandscape gardening, porcelain, tea, opium, and The Arabian Nights. The period of study is concentrated on the 18th and 19th centuries, when the east-west interaction becomes intensified. Course Objectives This course is designed to lead students to delve into the east-west “contact zone.” The material culture and ramifications in narrative will be learned in their historical contexts and with the help of theoretical insights mainly drawn from Thing Theory, etc. College of Liberal Arts Main Campus Requirements: Students are to read the assigned materials beforehand. Weekly reading notes, reflection and questions are to be sent to the instructor before the day of the class. Each student is to lead 2 discussions in the form of presentation (50 min) with Power Point slides, and to produce a term paper around 18-20 pages in MLA style. Ya-Feng Wu 12 Thursday 2,3,4 FL7303 (122EM3730) 3 *Registration eligibility: graduate students
.(College of Liberal Arts) Graduate Institute of Foreign Languages and Literature,
(College of Liberal Arts) Graduate Institute of Drama and theatre http://www.forex.ntu.edu.tw/main.php?lang=en