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

This course is designed to improve the English ability of the students through reading and writing.
1. To enhance students’ English reading skills
2. To improve students’ Writing skills
3. To engage students in intellectual debate and critical thinking
College of Liberal Arts Main Campus *Majors-only (including minor and double major students).
*Restrict to graduate students. Guy Beauregard,Duncan Chesney 8 Monday 2,3,4 FL7201 3 Half Graduate Institute of Foreign Languages and Literatures http://www.forex.ntu.edu.tw/main.php?lang=en

Overviews of food systems beyond enumerating the problems with the current food system (including problems with “alternative” food strategies) and begins to build ideas of what a sustainable food system might include. The focus on particular strategies, policies, and business arrangements that could be part of a sustainable food system in discussed in developing a sustainable future. This subject encourages multidisciplinary approach in realizing sustainable food systems. 1. Compare food systems locally and globally in terms of i) the health of students, staff and families and ii) the impacts of food choices on our community and environment. 2. Communicate about the importance of healthy and sustainable food to a variety of audiences. 3. Audit a system related to health, nutrition and food. Malaysia-Japan International Institute of Technology UTMKL Lecture and Discussion, Cooperative Learning, Group Projects; Case Study; Audit week 1, week 2 – 3, etc. Dr Shaza Eva Mohamad conditional MMJS 1343 1. HesterMan O.B. (2011) Fair Food: Growing a Healthy, Sustainable Food System for All. Public Affairs. 2. Blay-Palmer A. (Ed.)(2010) Principles of Water Imagining Sustainable Food Systems. Ashgate
Case Study (Group), Individual Assignment, Audit (Group), Role Play (Individual), Final Examination (Individual) Dr Shaza Eva Mohamad mailto:shaza@utm.my

This course aims to provide the students with an overview of the wastewater systems, treatment methods and processes. Students will be able to acquire knowledge on basic wastewater treatment and process design. Students should be skilled in the design of unit processes for conventional and advanced wastewater treatment systems such as coagulation, sedimentation, and chemical treatment. They would gain fundamental knowledge of wastewater treatment processes and operations. 1. Describe the terminology used commonly for key concepts and terms in the field of wastewater treatment system. 2. Calculate wastewater flow rates and constituent mass loadings. 3. Categorize the physical, chemical, biological and advanced unit processes in wastewater treatment. 4. Explain the degradation mechanisms of organic and inorganic constituents of chemical and biological treatment methods.5. Design a wastewater treatment plant in a group. 6. Make presentation of wastewater treatment plant design. Malaysia-Japan International Institute of Technology UTMKL Lecture and Discussion, Independent Study; Project; Presentation; Active Learning week 1 – 2, week 3, etc. Prof Dr Megat Johari conditional SMJC 4523 3 * Group 2 1. Metcalf and Eddy Inc., Tchobanoglous, G., Burton, F.L., Burton, F. and Stensel, H.D.,, 2005. Wastewater Engineering – Treatment and Reuse, McGraw-Hill Science Engineering, ISBN 13: 9780070418783 Lecture and Discussion, Independent Study; Project; Presentation; Active Learning Prof Dr Megat Johari
AP Dr Muhamad Ali Muhammad Yuzir mailto:megatj.kl@utm.my,muhdaliyuzir@utm.my

This course has two primary objectives. Firstly, it will present the theories and associated practices concerned with sustainable management, policy and governance. Concepts such as sustainable consumption and production, non-structural management, and sustainable policy making will be covered. Emphasis is placed on public and private sector governance and their different approaches to the integrated management of environmental, social and economic concerns. Secondly, current environmental policies – water, energy and waste – at both governmental and corporate levels will be analysed in relation to the theories covered in the first part of the course. Malaysian and global perspectives on these environmental policies are analysed. Furthermore, the key policy developments in the latest international sustainability reporting procedures, such as the Global Reporting Initiative (GRI) will be covered. By the end of the course, participants will be equipped to i) evaluate the effectiveness of corporate or public sustainability strategies and ii) integrate different sustainable approaches into corporate and public sector settings. Case studies will be drawn from local and international scenarios. Particular emphasis will be placed on team-work and effective communication skills so that course participants can contribute to behaviour change approaches and corporate sustainability strategies. 1. Analyze the different theories and concepts related to sustainable management, policy and governance 2. Evaluate different policy options for a specific sector or industry and give reasons for identifying the most sustainable solution 3. Clearly communicate a corporate sustainable strategy and demonstrate the environmental & economic trade-offs, strengths, weaknesses, opportunities and threats Malaysia-Japan International Institute of Technology UTMKL Lecture and Discussion, Team Assessment, Presentation, Case Study, Final Examination week 1, week 2 – 3, etc. Prof Dr Zuriati Zakaria conditional MMJS 1133 1. Choong W., Abdul Hakim, M & Mohammad Tahir Sabit, M (eds) (2012) Non- Structural Environmental Management. UTM Press. 2. Fischer J, Dyball R, Fazey I., et. al (2012). Human behavior and sustainability. Frontiers in Ecology and the Environment 10: 153–160. 3. Vlek C. and Steg L. (2007) Human Behavior and Environmental Sustainability: Problems, Driving Forces, and Research Topics. Journal of Social Issues, Vol. 63, No. 1, pp. 1-19 4. National Green Technology Policy. Kementerian Tenaga, Teknologi Hijau dan Air (KeTTHA), http://www.ktak.gov.my/template01.asp?contentid=253 5. Hitam S. (1999) Sustainable energy policy and strategies: a prerequisite for the concerted development and promotion of the renewable energy in Malaysia. www.epu.jpm.my. 6. Hezri A.A. & Hasan N. (2006). Towards sustainable development? The evolution of environmental Natural Resources Forum 30 :37–50 7. MOSTE (1998). National Policy on Biodiversity. Ministry of Science,Technology and the Environment, Kuala Lumpur. 8. MOSTE (2002). National Policy on the Environment. Ministry of Science,Technology and the Environment, Kuala Lumpur. Team Assessment (Group), Presentation (Individual), Case Study (Group), Final Examination Prof Dr Zuriati Zakaria mailto:zuriati@utm.my