Outline

I. Symmetry & Bonding

Molecular Geometry, Symmetry Elements & Operations, Point Groups,

Representation & Character Tables, Applications to Spectroscopies

Symmetry-adapted Linear Combinations

Linear Combination of Atomic Orbitals

Molecular Orbital Theory for ABn Type Molecules

Tanabe and Sugano Diagrams, Walsh Diagrams

II. Transition Metal Chemistry

Electronic Configuration, Spectroscopy, Magnetism

Coordination Chemistry

Bonding, Structures, Reactivity & Reaction Mechanisms

III. Main Group Chemistry

Ionic & Covalent Bond, Chemical Forces, H-Bonding & Acid-Base

Chemistry

Structures & Reactivity

Supramolecular Chemistry & Organometallic Chemistry

A Brief Introduction on Modern Development


Bonding, Structure, Reactivity, Mechanism, and Applications of Inorganic Compounds College of Science Main Campus *Majors-only (including minor and double major students).
*Restrict to graduate students. Kong Kien Voon 50 Wednesday 6,7,8 Chem7029 3 Half Division of Chemistry http://www.ch.ntu.edu.tw/english/en_index.htm

This course examines the history, social significance, and musical style of jazz. It focuses particularly on two of the central periods in the development of jazz: the Swing era (ca. 1930-45), which saw the rise of the “big bands” and the emergence of jazz as a great national popular music of America; and the Bebop era (ca. 1945-60), during which jazz became self-consciously difficult in the manner of so-called art music. We will immerse ourselves in intensive description of the music in order to understand better the extraordinary fusion of spontaneous creativity and careful intellectual structuring that characterizes jazz. We will also give in-depth consideration to socio-cultural dimensions of the music such as racial identity, American identity, and the impact of economic and technological factors. – to gain an appreciation of the richness and variety of jazz through close study of a representative selection of pieces
– to think critically about basic aspects of musical creation and production such as composition, arrangement, improvisation, and the function(s) of notation
– to develop an awareness of the complex interrelationships between the arts and cultural/ideological attitudes concerning society, property, etc. V14 College of Liberal Arts Main Campus Ren-Yan Chen 50 Tuesday 7,8,9 Music3018 3 Half Graduate Institute of Musicology http://www.gim.ntu.edu.tw/default_eng.aspx

This graduate course has no written tests and no fixed textbook. Much of the written work will be collective in nature.

The literary material for this course is ancient, medieval, and modern oral poems, including Beowulf, English and Scottish ballads, Middle and Modern English sayings, contemporary US spoken word poets (poetry slam poets), and translations from the worlds greatest oral poems and laws. Each student will construct his or her own virtual (oral) book of poetry.

The methodology of this course is partly performative: each class meeting will consist of an operational discussion of orality–learning and jamming oral poemsas well as a theoretical discussion of orality. In other words, we will read theories of orality and ethnopoetics for the sake of putting them into practice and testing them as performance, and we will perform as a way to understand the ahistorical processes of orality, so often misrecognized in modernity. Guest speakers from other faculties will be invited to educate us on the brain and memory; the relationship of music, voice, and text; and performance. Individually and as a group we shall build a repertoire, a living corpus of intangible culture. We will also watch and describe performances of oral poetry from around the world, including the South African ibongi, the Argentine payador, and American poetry slams.

The theoretical foundations of this course include cognitive approaches to literature, oral theory, and ethnopoetics. Subthemes include memory and participatory knowledge.
1. Learn about and master pre-modern texts, especially English-language ballads, Middle English poetry.
2. Learn oral theory, and see how orality is part of even hyper-literate societies.
3. Develop a more sophisticated understanding of history and historical change.
4. Apply oral theory and performance theory not only to texts but to the study process.

5. Write publishable, collaborative essays or prepare collaborative conference presentations.
College of Liberal Arts Main Campus Michael Mcglynn 12 Monday 6,7,8 FL7270 3 Half Graduate Institute of Foreign Languages and Literatures http://www.forex.ntu.edu.tw/main.php?lang=en

Sophocles Antigone is one of the most widely studied, taught, performed and adapted ancient Greek tragedy in the modern world. Unfortunately, most of the approaches have paid more attention to modern theoretical constructs of literature, rather than to the social context within which this play was originally produced. In this course we will try to recover the meaning of the play for its original audience. To do so we will examine fundamental issues of classical Athenian society (like the representation of Thebes as a negative model of Athens; funeral, religious and wedding rituals; and the political ideology of Athenian Democracy). In the final weeks of the course, equipped with an understanding of the original meaning of the play, we will examine some of the most influential interpretations of the play with a view to discover to what extent they illuminate its meaning and to what extent they distort it in an attempt to appropriate its prestige.

Syllabus

Week 1 Introduction: Antigone and Antigones, Context, Meaning and Literature

Week2 Anti-Athens: Thebes in Athenian Myth-making

Week3 Prologue (Antigone 1-99)

Week4 Women in Athens, Ismene and Antigone as types of Athenian Women

Week5 Chorus Entrance and First Episode (Antigone 100-331)

Week6 Funeral Rites, Women and Athenian State Interference

Week7 First Choral Song and Second Episode (Antigone 332-581)

Week8 Religion, Prophecy and Omens in Athenian Society

Week9 Second Choral Song and Third Episode (Antigone 582-780)

Week10 Citizen Duties in Athenian Democracy

Week11 Third Choral Song and Fourth Episode (Antigone 781-943)

Week12 Wedding Rites in Athens

Week13 Fourth Choral Song and Fifth Episode (Antigone 944-1114)

Week14Public Advice and Collective Decisions in Athenian Democracy

Week15Fifth Choral Song and Finale (Antigone 1115-1352)

Week16 Hegel, Dialectics and Antigone

Week17 Lacan, Psychoanalysis and Antigone

Week18 Feminist Criticism and Antigone

It is expected that the course will help students

build a methodology for understanding and interpreting other cultures;

enable them realize the importance of social context in literary criticism;

foster a critical attitude towards theories and interpretations. College of Liberal Arts Main Campus *Restrict to graduate students.
Vasileios Vagios 12 Thursday 2,3,4 FL7140 3 Half Graduate Institute of Foreign Languages and Literatures
http://www.forex.ntu.edu.tw/main.php?lang=en

This course is the fourth (in fact, the last) of the series of tutorial based courses on fundamental topics in the philosophy of language and logic. As I have remarked in the introduction to the series, I have chosen as the starting point the course ‘Theories of Reference’, and then two courses The Concept of Existence and Theories of Truth follow. I would then expect that the interested student may have already had a nodding acquaintance with the philosophical concepts of reference, truth, and existence, and related issues. In particular, the student should have some brief ideas about what a theory of reference/truth/existence is intended to do and may have some background knowledge of the main theses of and disputes between different philosophers/schools with regard to the philosophical issues related to these concepts. The main concern of this course is to pay further attention to the most fundamental issue: Granted that a sentence is true, what does the sentence mean when it is stated, or asserted? From a philosophical point of view, to answer a question of this kind, we need to have clear picture of what the concept of meaning is. It is the main burden of this course to give a brief introduction to a variety of conceptions of meaning and to various different approaches to a theory of meaning. College of Liberal Arts Shuiyuan Campus Chin Mu Yang 15 Thursday 7,8,9 Phl7711 3 Half Graduate Institute of Philosophy http://www.philo.ntu.edu.tw/en/ann/

In the course Elementary Logic, we have already studied that a deductive system in general consists of three main parts: (i) a suitable formalized language, (ii) an appropriate semantics for the given language, and (iii) a formal system of derivations. The formal language in use consists of two components (i) a class of primitive symbols, known as alphabet, and a finite set of formation rules which tells us how to construct the basic units of linguistic expressions in use, referred to as formulae/sentences (or well-formed formula, wff). The intended semantics for the given language will give interpretations for the expressions of the language so that the truth values of formulae/sentences can be evaluated. Accordingly, the notion of validity and the entailment relations can be defined. While the main concern of a formal system is to reduce reasoningor at least a sizeable part of mathematical reasoningto a finite number of rules of inference which should be in principle mechanical.

It is striking that formal logic has flourished since 1879, and by now a great number of important and significant results (in particular, those referred to as meta-theorems, such as the compactness theorem, the soundness theorem and the completeness theorem) have been discovered and proved. In the meantime, several different ways, or styles, of constructing a formal system for a certain subject matter have been proposed. That is to say, based on a given language and the same semantics, a variety of different formal systems can be constructed, each of which is equivalent to the others. and each one has its own advantages and disadvantages. One can find that, though a particular style of formal system may serve admirably for one of the uses which a logical system may be supposed to serve, none can be at all suitable for all of the uses to which logical systems have been put.

The primary concern of this course is firstly to study, in details, formal proofs of these meta-theorems; and secondly, to study the various types of th
The aim of this course is (i) to study, in details, formal proofs of the fundamental meta-theorems for propositional logic and predicate logic; and (ii) to study a variety of types of the formulation of logic systems. College of Liberal Arts Shuiyuan Campus Chin Mu Yang 15 Friday 7,8,9 Phl7714 3 Half Graduate Institute of Philosophy http://www.philo.ntu.edu.tw/en/ann/

Do we have free will or is free will an illusion? The problem goes back at least to the Stoics. Due to developments over the last few decades in neurocience and research on the brain, it has taken central position in today’s discussion, not only in sophisticated philosophical circles but also in the popular media. The problem is related to philosophy of mind, philosophy of language, moral theory, and many other areas. In this course we will read some now almost classic essays on free will from the analytic tradition of the 20th century. We will use the book “Free Will”, second edition, edited by Gary Watson, 2003. The book has a little more than 400 pages and contains 22 essays. We will probably read one essay per week and thus not be able to read all of them. This course is not about the history of free will. It is about arguments, not about history. But the arguments have a history themselves. The course objective is to lead us to a better understanding of the problem of free will in its current debate. Free will touches on many basic problems in philosophy, such as determinism, physicalism, mind-soul identity or mind-brain identity (or duality), personal identity, and morality. We will try to arrive at a better understanding of these issues and their many ways of interconnectedness. College of Liberal Arts Shuiyuan Campus Christian Helmut Wenzel 15 Thursday A,B,C Phl7762 3 Half Graduate Institute of Philosophy http://www.philo.ntu.edu.tw/en/ann/

This course explores archaeological cultural heritage in East and Southeast Asia and how material remains of past human behavior in this broad region play an active role in shaping human perceptions of self and others in the present day. Archaeological cultural heritage as an academic field and as a profession is rapidly evolving in East and SE Asia, with governmental policy making, political motivations such as nation-building and nationalistic agendas, globalization, economic expansion and development, and many other factors shaping choices for how and why archaeological sites, objects, architecture, and landscapes are preserved, protected, and presented. This course will focus on these political roles of archaeological cultural heritage and examine them in conceptual and theoretical terms using a necessarily anthropological, interdisciplinary approach with models and methods from archaeology, critical museology, material cultural theory, postcolonial theory, and memory studies, among others. Case studies from around East and Southeast Asia, including Taiwan, mainland China, Korea, Japan, the Philippines, Thailand, Cambodia, Laos, Indonesia, and Malaysia will serve to provide insight into the relationship between archaeological heritage and nationalism and allow us to explore such related issues as the domination of Eurocentrism in heritage practice and theory (and see new alternatives arising); heritage’s role in identity and ideology; contested ownership; commodification and value; memorialization and “dark heritage” (e.g., post-conflict or post-trauma sites); indigenous and minority rights and stakeholding; the impact of looting and the illicit antiquities trade; and heritage tourism.

This course is open to upper-level undergraduates and MA students (學士班高年級及碩士班). This course is conducted in English, with English-language readings and written assignments. This seminar-style course will familiarize upper-level undergraduate and Masters students with current issues in archaeological cultural heritage in East and Southeast Asia. Through case studies from the region, students will become familiar with key concepts and issues in the region and gain a critical understanding of the interrelationships between political motivations in the present and the reconstruction and presentation of the archaeological past(s) as cultural heritage. College of Liberal Arts Shuiyuan Campus *Restrict to 3rd-year and above and graduate students. David Cohen 10 Tuesday 7,8,9 Anth5109 3 Half Department of Anthropology,
Graduate Institute of Anthropology http://homepage.ntu.edu.tw/~anthro/english/index.htm

Information can be abstract and needs to be processed so that messages are converted to things that make sense to the receivers. Utilizing various digital tools to visualize information helps us deliver information to our target audience in an intuitive and efficient way.

This course provides an overview about the state of the art in information visualization. The course highlights the principles of producing effective visualizations and introduces practical visualization procedures, including how to visualize information with software and digital tools such as the R package , Tableau, and Google fusion tables.

Specific topics include:

1. The history and background of information visualization;

2. Design principles of information visualization;

3. Data analysis methods and hands-on applications of visualization techniques;

4. Interface design issues in information visualization;

5. Future trends in information visualization.

The course will be delivered through a combination of lectures, presentations, class activities, and discussions.
This course aims to provide students with knowledge of how to effectively visualize information and hands-on experience in visualizing different types of information. The ultimate goal of this course is to provide non-technical students with tools to process, visualize, and analyze information of their own interests (e.g., data collected for their theses).

Upon successful completion of the course, students will be able to:

1. Describe the principles of information visualization;

2. Use data analysis methods and visualization tools, such as R, to manage and analyze abstract information;

3. Identify interface design issues in visualization;

4. Apply visualization techniques to specific domains of their own interests.

College of Liberal Arts Main Campus Tien-I Tsai 30 Tuesday 2,3,4 LIS5079 3 Half Department of Library and Information Science,
Graduate Institute of Library and Information Science,
Program For Knowledge Management
http://www.lis.ntu.edu.tw/en

English Oral Training I (1) aims to develop studentss’ speaking accuracy and fluency on a range of discussion topics/ issues. Students will learn to be effective leaders and participants through various speaking activities. Specifically, students will engage in forms of communicative activities, such as interviews, games, Q & A session, presentation, and role-play. By the end of the course, students will be able to (1) employ effective discussion principles in a given setting; (2) develop practical discussion strategies on a certain topic; (3) lead and participate in classroom discussions; (4) give and discuss their opinions, and (5) express themselves confidently in their academic/professional communities.

College of Liberal Arts Main Campus *Majors-only (including minor and double major students). Chi-Chih Tseng,Mou-Lan Wong,Davies Witton,Ruey-Szu Wang 20 Monday 6,7 Thursday 6 FL1021 2 Full Department of Foreign Languages and Literatures http://www.forex.ntu.edu.tw/main.php?lang=en

This course is designed to offer an environment favorable for developing studentss’ communicative competence in the target language, viz., English. Towards this end, it provides various communicative activities in which students would need to speak strategically to achieve different purposes in realistic situations; additionally, it offers optimal opportunities for students to plan and deliver individual presentations as well as to organize and participate in formal debates. Three objectives are established for this yearlong course. Upon completion, students can expect to have developed the skills necessary:

(1) to interact with ease with interlocutors, listeners, and audiences, change elements of their presentation (such as the level of formality or abstraction) if those elements seem to be pitched wrongly, and deal with questions and other forms of feedback from their listeners,

(2) to give accounts of complex issues of current societal and academic importance, and

(3) to verbalize well-informed opinions on such issues, sustained by arguments and evidence that are the results of thoughtful engagement and relevant research.

College of Liberal Arts Main Campus *Prerequisite: English Oral Training (Ⅰ)(2)
*Majors-only (including minor and double major students). Heng-Tsung Danny Huang,Judy Wai-Kei Kwong,Chi-Chih Tseng,Davies Witton,Chi-Chih Tseng,Ann-Marie Hadzima,Heng-Tsung Danny Huang,Shao-Ting Alan Hung 18 Tuesday 6,7 FL2011 2 Full Department of Foreign Languages and Literatures http://www.forex.ntu.edu.tw/main.php?lang=en

This Business English course gives students an insight of the business world by exposing them to knowledge of the English language skills necessary to succeed. With English being the language of international communication, students will be trained to communicate in English, both written and oral, effectively to be globally competitive. In order for students to benefit from this course, they should have at least an intermediate level of English in listening, speaking, reading, and writing. Materials are carefully designed to present English language usage in a variety of contexts, including conducting meetings, negotiations, presentations, and work abroad. Practicing simulated business situations through role-play and discussions, students will gain a comprehensive business vocabulary by interacting with their co-workers, bosses, clients, or other business acquaintances. Business knowledge is not explicitly taught but is introduced along the way allowing students to learn by doing.

This course does not provide business education but aims to share tacit knowledge that allows students to develop their English skills for use in a business context. In other words, this course introduces business etiquette that helps students to survive well and ultimately succeed in the real working world regardless of their current major and intended future career.

In addition, students will be learning written and spoken business idioms through peer teaching. The purpose of this kind of activity is to allow students to realize for themselves that they do not only learn from authority figures. In todays flat world, knowledge can be gained through peers or even subordinates.

Much class time will be devoted to student-led activities allowing students to speak up in a controlled, business-like yet relaxed atmosphere. Materials will first be introduced for the general context before being framed for business situations. In and outside of class, students will have the opportunity to work individually; they will also work in groups to develop the concept of teamwork and justify the significance of team spirit to boosting productivity. College of Liberal Arts Main Campus Judy Wai-Kei Kwong 16 Tuesday 5,6 FL3030 2 Half Department of Foreign Languages and Literatures http://www.forex.ntu.edu.tw/main.php?lang=en