This course focuses on the cultural significance and interpretation of modernity and urban space. Ever since the industrial revolution, new modes of production have led to significant changes in Western urban culture, including migration from rural to urban areas, and new formations in labor culture, consumer culture and citizen-subjects. It is through this historical process that urban space is constantly changing and being reconstituted, a process that is embedded in East-West power structures of imperialist colonial systems by rendering people from various localities with different imaginations of modernity in a global context. The modern phenomenon of urbanization has had an uneven impact on a multifarious citizenry, made up of actors with a range of identities, and therefore has contributed to the diversification of the urban experience and representations of modern life from the 19th century onward. The research topics and assigned readings, including the concept of the flâneur and urban modernity, relations between human and non-human agents, gentrification, public/private space, intimacy, and geopolitics, are interconnected, illuminating the historical trajectory of academic debates. These discussions will help us understand that the formation of modern urban life is a political process in constant flux, and to investigate how capitalism, colonial systems and the global economy shape modern urban societies, cultures and spaces as well as how the lived experiences of urban inhabitants are constantly being reshaped and represented. By studying and discussing the related scholarship, this course will critically examine ways to represent and interpret modernity and urban landscapes. The main objective is to help students gain a systematic understanding of the interrelationships between urban life and its cultural meanings, informing their critical perspectives while dissecting urban issues. This is a seminar-based discussion class. Students are required to complete all the assigned readings before class and discuss their thoughts with the instructor and peers in class. Through class participation and discussions, students are expected to come up with more critical reflections on urban issues, and acquire the critical skills of reading and analyzing texts, thereby cultivating individual research interests that build up on current scholarship. College of Science Main Campus The class will be conducted in English, but the final paper can be written in either English or Chinese. Huang Tsung Yi 15 Tuesday 7,8,9 Geog5105 (228EU3220) 3 Non-degree Program: Women and Gender Studies Certificate Program,
(College of Science) Graduate Institute of Geography,
(College of Science) Department of Geography http://www.geog.ntu.edu.tw/index.php?lang=en

Life history traits, e.g., growth rates, maturation schedules, and offspring size and number, are influenced by environmental and anthropogenic factors and in turn determine individual fitness and influence population growth rates. Because life history traits are heritable, variation in these traits tends to involve both evolutionary (genetic) and ecological (plastic) processes. Exploring life history variation provides an opportunity not only to understand the eco-evolutionary interactions that shape the observed patterns, but also to forecast population dynamics in changing environments. In this course, we design lectures to guide students to understand the concepts and theories of adaptive life history variation. In addition, we design a course project that involves field sampling and laboratory experiments with mosquitofish Gambusia affinis, allowing students to gain hands-on experience on life history research. The objectives of this course are to 1) understand the theoretical background of life history variation, and 2) explore empirical variation in growth rates, maturation schedules, and offspring size and number based on the model species, mosquitofish. 1. Understand the eco-evolutionary mechanisms underlying life history variation 2. Explore variation in growth rates, maturation schedules, and offspring size and number for the model species, mosquitofish College of Science Main Campus Hui-Yu Wang 10 Tuesday 3,4 Ocean7177 (241EM3850) 2 (College of Life Science) Institute of Life Science,
(College of Science) Graduate Institute of Oceanography, Marine Biology & Fisheries Division http://www.oc.ntu.edu.tw/?lang=en

One of the central paradigms in modern macroeconomics research is known as the real business cycle (RBC) theory. The goal of the RBC agenda is to construct macroeconomic models of the economy in which individual agents are fully rational and react to their environment by making the best possible decisions subject to perceived constraints. This idea is an application of the Arrow-Debreu general equilibrium theory to the analysis of business cycle fluctuations. Since the mid 1980’s, the RBC paradigm has become a widely used benchmark against which to measure the success of a theory of aggregate fluctuations. The methodology of intertemporal general equilibrium theory provides an important discipline to the construction of business cycle models. However, most of early studies that implement this methodology have been unnecessarily restrictive. In particular, the restriction to environments in which equilibria are necessarily efficient precludes the discussion of the role of government economic policies. In the proposed 18-hour research lectures, I will start with some basic analytical tools (3 hours), followed by discussing how prototypical RBC models are formulated and solved (3 hours). Subsequently, I will discuss my own research program that permits a non-trivial role for increasing returns-to-scale in the social production technology. In this case, competitive equilibria are sub-optimal because of market imperfections such as productive externalities and monopolistic competition. The research program is organized into two clusters: multiple equilibria in one- or two-sector RBC models (6 hours); and macroeconomic stabilization policies (6 hours). To have a complete understanding about the RBC model College of Social Sciences Main Campus Ming Jen Lin 17 Intensive courses: 2/20,2/21,2/27,2/28,3/6,3/7Monday 2,3,4 Tuesday 2,3,4 ECON7156 (323EM3210) 1 (College of Social Sciences) Graduate Institute of Economics
*Registration eligibility: graduate students. http://www.econ.ntu.edu.tw/db/new2011/index.asp?l=english

This courses aims to provide students with general knowledge in the synthesis of biomolecules, which is applied either to prepare small molecules to probe target DNA/proteins, or to develop efficient methods to study biological questions. Therefore seven weeks are used to cover the synthesis, while the remaining is to talk about famous examples. Students who want to take the course need to pass the undergraduate course of organic chemistry (two semester courses with at least 2 hours per week). It is also recommended to have basic concept in biochemistry, at least to be aware of what are the structures of amino acids, nucleic acids and sugars. College of Science Main Campus 50 Friday 2,3,4 Chem7036 (223EM1620) 3 *Registration eligibility: graduate students. http://www.ch.ntu.edu.tw/english/en_index.htm

We first summarize what we have learned in the last semester to find the Taylor expansion of a given function. This has tremendous applications in all kinds of engineering. The single variable calculus ends here. Then we move on to calculus in severable variables. The approach is similar to what we have done in the last semester: limit, derivative, optimization problem by using derivatives (Lagrange multipliers), integrals, then to ”Fundamental Theorem of Calculus.” The formulas of FTC in two and three variables in the format of Green-Stokes and Divergence Theorems is technical to explain and learn. However, it all says that the integral of a function in the interior is exactly the total change on the boundary, when interpreted in a suitable sense. 1. Taylor expansion 2. Calculus in two and three variables: limit and derivative 3. Optimization problem: Lagrange multipliers 4. Integrals in two and three variables 5. Green-Stokes and divergence theorems. College of Science Main Campus Single variable calculus: limit, derivative, integral. Idea of linear approximation. Lai, Ching-Jui 100 Wednesday 8,9,10 Friday 1,2 MATH1202 (201E101A2) 4 *Majors-only (including minor and double major students).

(College of Science) Department of Chemistry,
(College of Science) Department of Atmospheric Sciences,
(College of Science) Department of Geography,
(College of Engineering) Department of Mechanical Engineering,
(College of Engineering) Department of Chemical Engineering http://www.math.ntu.edu.tw/main.php?lang=en&Trad2Simp=n

This course provides the following basic toolds of theoretical physics: * eigenfunction methods for differential equations * special functions * partial differential equations * calculus of variations * group theory * representation theory College of Science Main Campus Kazuo Hosomichi 50 Friday 2,3,4 Phys3002 (202E30340) 3 *Registration eligibility: undergraduates.

(College of Science) Department of Physics http://www.phys.ntu.edu.tw/webeng/APHome.aspx

Effective communication is a fundamentally important skill for scientists and engineers. The goal of this class is to familiarize students with the scientific communication process and teach skills necessary to successfully present their results. An overview over several practices of scientific communication will be given, such as oral and poster presentations and preparation of written manuscripts. The process of writing a publication will be a focus of this course and many different aspects from structuring results and reviewing literature to avoiding common English mistakes and choosing a journal will be covered. Finally, hands-on experience with several important software packages to structure and display data and references will be provided. On completion of this course, students should be able to: Present a topic in form of a talk or a poster Identify and avoid common English mistakes Structure their results in a clear and concise manner Write a scientific paper Review a manuscript College of Science Main Campus Mario Hofmann 25 Thursday 7,8,9 Phys7052 (222EM5020) 3 (College of Science) Graduate Institute of Physics http://www.phys.ntu.edu.tw/webeng/APHome.aspx

In this course we will read Kant’s theory of aesthetics as presented in his third Critique, the Critique of Judgment. We will use the Cambridge Edition. The course objective is to arrive at an understanding of Kant’s theory of aesthetics, which is primarily an analysis of our faculty of making judgments of taste. Kant uses the results of this analysis to discuss various issues such as genius, beauty of nature, beauty of art, and the relationship between beauty and morality. College of Liberal Arts Shuiyuan Campus Christian Helmut Wenzel 15 Thursday A,B,C Phl7691 (124EM7360) 3 (College of Liberal Arts) Graduate Institute of Philosophy http://www.philo.ntu.edu.tw/en/ann/

The formation and development of complex societies, sometimes called “chiefdoms” and “states,” has been a key theme in archaeological studies since the 19th century. This course surveys changing theoretical approaches to social complexity and state formation in anthropological archaeology while also taking a comparative perspective, looking at Old World and New World case studies, including the origins of state-level societies in Mesopotamia, Egypt, the Indus Valley, China, and Central America (the Maya lowlands and the highlands of Mexico). As complex society arose in different parts of the world, it brought with it greater social inequalities, changes toward more specialized economies, and fundamental changes in socio-political organization, power relationships, and identity. Settlement patterns changed, and large, more densely populated urban centers emerged (“cities”): these first cities were seats of new forms of pervasive socio-political power that was frequently legitimized through new belief systems and technologies of control, such as writing. While scholars historically have approached these changes through evolutionary frameworks, none of these developments were inevitable nor were they always successful. Part 1 of this course looks at how social complexity has been studied and analyzed within social evolutionary frameworks as well as more recent reactions against evolutionist approaches: how did socio-political and cultural complexity arise? What are “chiefdoms” and how did they emerge? How did some regions develop into early “primary states” and “civilizations”? What is the nature of urbanism, how did the earliest cities emerge, and what were their functions? Part II looks at specific cases of early state-level societies in the Old and New Worlds. Part III looks at special topics related to the emergence of state-level societies, including the invention and roles of early writing systems, changes in gender roles and engendered approaches, the emergence of ethnicity and new forms of cultural identity within social interactions, and finally, socio-political collapse. We will consider all of these within changing theoretical contexts, such as from processualist to post-processualist archaeologies. This seminar-style course, which will be supplemented with lectures, will familiarize upper-level undergraduate and Masters students with key concepts, theories, and debates concerning sociopolitical complexity and the origins of state-level societies, and give them a comparative understanding of the nature of the origins of primary states in major centers in the Old and New Worlds. College of Liberal Arts Shuiyuan Campus Weekly readings and in-class discussion; seminar presentation & discussion leading, midterm examination, final paper David Cohen 10 Thursday 2,3,4 Anth5107 (125EU3000) 3 (College of Liberal Arts) Department of Anthropology,
(College of Liberal Arts) Graduate Institute of Anthropology http://homepage.ntu.edu.tw/~anthro/english/index.htm

This course trains students to construct independently reading responses that are both aesthetic and interpretive. In addition to analytical skills of reading the three major genres of literature, including short story, poetry and drama, the students will also learn how contexts are significant in appreciating a wide spectrum of meanings generated from a text. Each session will be composed of workshops, lectures and whole-class discussions. By the end of the course, each student is expected to demonstrate intermediate skills of analyzing literary works in a process of reading and the synthesizing capacity of relating a text to contexts and other texts. One is also to learn how to share and explain one’s ideas about literary works in writing, and defend them using concrete supports. College of Liberal Arts Main Campus Prerequisite:
Approaches to Literature (1).

1.Reading assignments should be done before coming to class. 2.Participate in class discussions collaboratively. 3.Attendance and participation Anyone who misses the class more than three times will not pass this course. You are encouraged to avoid chronic lateness. Anyone who misses more than one hour of the class will be counted as absent half a time. 4.You are responsible for being in time for tests. No makeup exams will be given unless under extreme circumstances. 5.Assignments are expected to be handed in on the due day. Chi-She Li 50 Monday 2,3,4 FL1014 (102E14202) 3 *Majors-only (including minor and double major students).

(College of Liberal Arts) Department of Foreign Languages and Literature http://www.forex.ntu.edu.tw/main.php?lang=en

This is a systematic introduction to the problems of phenomenology. Topics like intentionality, consciousness, perception, memory, imagination, pictures, symbols, life world, intersubjectivity will be introduced and discussed. This course aims to offer a gradual understanding of the substantial operation of the so-called phenomenological method and the necessary knowledge for comprehending the development of phenomenology as well. Fundamental concepts of phenomenology will be explicated and illustrated, and the relevance of these concepts to our contemporary human condition will be demonstrated. College of Liberal Arts Shuiyuan Campus Christian Helmut Wenzel 40 Monday 3,4,5 Phl4829 (104E48700) 3 (College of Liberal Arts) Department of Philosophy,
http://www.philo.ntu.edu.tw/en/ann/

Designed specifically for thesis-writing students (year 2 and above) in the MA program of Foreign Languages and Literatures, this course guides students through the production of a proposal for their theses. Students perform the proposal writing task in a sequence of manageable stages, from refining a research question, constructing a literature review, to eventually drafting a proposal. Students will also acquire strategies for writing and revision that can be used beyond this class. Most class sessions consist of oral presentations and writing workshops, which means learning in this class depends on intensive peer collaboration. Students are also required to work closely with their thesis advisors in developing proposals and preparing drafts. 1. Students will learn to effectively manage the thesis writing process, develop writing habits for thesis writing, and produce a proposal for the thesis. 2. Students will develop a healthy/practical attitude towards thesis writing. College of Liberal Arts Main Campus Weekly Quotations: Students should bring one quotation from a primary or secondary source to class every week, preferably written in their thesis-ideas notebook. Each class session starts with free writing on that quotation. Mini-Lessons: Each student will conduct a succinct ten-minute mini-lesson on short readings from The Elements of Academic Style, preferably with handouts or some other interactive component. Participation: Active participation is defined as volunteering to answer questions, demonstrating preparedness, staying on task in class, and in general contributing to the advancement of the learning community in this course. Oral Presentations: Students will present their own work and solicit commentary and support from peers and the professor. Clarity and succinctness of the presentation are signs of good preparation. Portfolio: The portfolio consists of an accordion-folder which contains all thesis-related writings students compiled in the semester and it exhibits the process of thesis writing and records meta-reflections that occur along the process. The contents should include weekly quotations, major drafts of the proposal, source bibliography, literature review, methodology statement, advisor’s comments, classmates’ responses and comments, thesis-idea notebook, chapter outline and drafts (if any), and other notes or reflections. Grades Participation: 25% Mini Lessons: 5% Oral Presentations: 30% Portfolio: 40% *This is a pass/fail course. To pass and to succeed, students MUST complete and submit the assignments on time and in the proper format. Shan-Yun Huang 8 Wednesday 2,3,4 FL7202 (122EM0080) 2 (College of Liberal Arts) Graduate Institute of Foreign Languages and Literature
*Majors-only (including minor and double major students).
*Registration eligibility: graduate students. http://www.forex.ntu.edu.tw/main.php?lang=en