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

This course offers students a board introductory survey of Southeast Asian history from the second half of the early modern period to the early twentieth century. The course is centered on a key problematic that characterizes the region — the tension between the region’s distinctiveness on one hand and its well-known openness to “external” influences on the other. Using updated historical scholarship on the region, the course situates Southeast Asia in the context of developments in world history. Students will learn about these key themes in Southeast Asian history: (1) indigenous social, cultural and religious systems and their interaction with “extra-regional” influences (2) intra-regional, Asian trade systems and mercantilism (3) “state” and imperial formations (4) European colonization and its effects on local societies (5) local responses to colonialism during the early twentieth century. This course has three main objectives. First, it aims to give students an updated, clear and concise introduction in Southeast Asian history. Southeast Asian historiography has made tremendous strides in recent years with Southeast Asian historians engaging the scholarship on world history. Students will gain a good general understanding of the regions history which will enable them to develop deeper interests in specific topics or countries in Southeast Asia. Second, it aims to challenge students to think critically about global historical transformations from the perspective of Southeast Asia. The region has provided us with important examples that provoke and require critical thinking of how we understand board developments in human history. For instance, women in indigenous Southeast Asian social systems enjoyed rights and freedoms that we tend to associate with modern society. In fact, modernity has abetted the marginalization of women from central roles in Southeast Asian societies. Through exploring topics unique to Southeast Asian history, this course seeks not only to expand the knowledge of students on Southeast Asia but also to encourage them to think more deeply about global historical developments and transformations. Third, this course seeks to introduce students to the English language writings of influential Southeast Asian scholars. To this end, students will get to read the writings of notable Southeast Asian historians and scholars who have made an impact on the field. College of Liberal Arts As this course will be taught in English, students should come prepared to read, discuss and write assignments in English. Once every fortnight, there will be a discussion group where students must read an assigned text before coming to class and be prepared to discuss and express their views on what they have read. The discussion group component is a crucial element of the course and serves several purposes. First, the topic of discussion complements what was covered during the class in the previous week. Lectures will provide “breadth” to the topic at hand, while the discussion group component allows the class to delve deeper into one particular aspect or country, hence giving students better “depth” of every topic. Second, given that this course is taught in English, the discussion group component enables the instructor to keep track of whether students are keeping pace with the teaching and whether the pace or workload needs to be adjusted as the course progresses. Third, the discussion group component is aimed at discouraging rote learning and shifts responsibility for learning onto the students, whether individually or as a group. Students must therefore be prepared to learn not only from the instructor but also from one another in an interactive group setting. SAI SIEW-MIN Wednesday 234 Hist2142 3

*This course will be conducted in English including lectures, class discussions, student presentations, and written assignments. Movies will be shown in original language at times with English subtitles. *Students are 100% responsible for coursework. This includes attending class, reading texts, and completing assignments. *No late work will be accepted for this course. There are no exceptions. *Taking this course indicates acceptance of the conditions in this syllabus. This course introduces students to modern Middle Eastern history from the nineteenth century to the Arab Spring in 2010. The framework for our study of the region and its peoples is political history. Starting in the early nineteenth century, European states such as France and Britain invaded the region, ushering in a new era. In response to the European threat, Ottoman, Egyptian, and Iranian governments instituted drastic military, economic, and political reforms. Inevitably these reforms also led to social and cultural transformations. World War I disrupted these states and a variety of new states including Iraq, Lebanon, Syria, Turkey and the Gulf emirates emerged from the cataclysm. We will study the efforts of these states, along with those of Egypt and Iran, to achieve independence and find a new political identity and structure for their communities. The end of World War II marked a drastic period of decolonization for Britain and France, and many Middle Eastern states now fully independent, developed military-authoritarian regimes. We will study the dynamics of these regimes, the socio-economic changes they enacted, and socio-religious groups that mobilized in protest. This course then moves toward the twenty-first century to understand the increasing wealth of the region, stagnation, and violence in the region up to the Arab Spring. This course will address a number of important themes in the lives of Middle Easterners in the past and will provide students with the vital tools and skills to conduct such an investigation. More broadly, we will seek to understand how Middle Easterners have engaged with and contribute to modernity; how traditions and customs has helped them shape and understand the world around them; and how individuals have related to society and state. The Middle East has played vital roles in international affairs today. While the study of contemporary politics is important, this is a history class and we will focus on the past that led to the present. To be productive in this class, we must set aside preconceptions about the region and keep an open mind. *Introduction to the Modern Middle East *Discussion sections (中東近代史研導/討論課) Choose One: Wednesday 9:10-10:00 or Wednesday 14:20-15:10 In addition to the main course, it is highly recommended that students enroll in one of the two discussion sections. In these small-group classes, students will have an opportunity to learn about and discuss the readings. I will also work closely with students to develop important skills of analysis, interpretation, framing, and presentation. The discussion section is worth one credit and grading will be based on the quantity and quality of participation in discussions. This course will examine a variety of historical topics: •Islamic society at the end of the premodern era •European intervention in the nineteenth and twentieth centuries •Middle Eastern military, political, economic, social, and cultural changes •Islamic revival, reform, modernism •Westernization, Europeanization, and globalization •The development of nation-states •Authoritarianism •Social movements This course will study a variety of historical concepts: •The nature and functions of modern nation-states •The disciplining, standardization, and homogenization of state and society •Encounters between “Western” states, cultures, and civilizations with “Middle Eastern” ones •The concept of modernity Students will work on a variety of skills: •The ability to read, write, and converse in English •Analyze and interpret original sources in English translation College of Liberal Arts Materials  All course materials will be in English (except for original language films). You should come to class having read and prepared each weeks readings. Readings average 50 pages a week including articles and primary sources (marked with a P). Films, shorter videoclips, and audioclips will also be shown. Attendance  This is not a typical course. To do well in the course, you must attend class regularly. Because the entire course is conducted in English, you will need to attend class to better understand what the readings argue. I will also present my explanations and interpretations that are not available in the readings. I will automatically give all students full credit (100%) for attending the classes. However, roll every class will be taken every day and will know who has not attended. This rule treats you as responsible adults: if you want to take this course and learn about this remarkable region of the world, you will be responsible and attend classes. Because I am already giving students 100% credit for attending classes, no late work will be accepted in this course _ there are no exceptions. If you miss a quiz, exam, or essay, you will not be able to take it after. Map exam _ This short exam will test for knowledge of political, topographical, and human geography. Short quizzes _ There will be ten short quizzes. Quizzes will test for factual knowledge of textbook reading assignments for that week. Quizzes will be “multiple choice” and “open book.” However, you must have read the readings in order to be able to answer the questions in the time period of the quiz (15 minutes). Because no late work will be accepted, I will only count the top eight quiz scores. Essay _ You will also have the opportunity to use English to write a final essay. This essay will require you to demonstrate knowledge of the course materials from the entire semester, make arguments and interpretations, and think about their importance. YUEN-GEN LIANG Tuesday 789 Hist2143 3

*This discussion section supplements the history lecture course: Modern Middle East 中東近代史 (Tuesdays 7, 8, 9). *To take this discussion section, you must be enrolled in the lecture course. *It is highly recommended that you take this discussion section with the lecture course. *The discussion section will be conducted entirely in English language. This discussion section supplements the history lecture course Modern Middle East (中東近代史) in important ways. Discussions will be based on readings assigned for the lecture course, including primary sources. Discussions will enable students to achieve a much stronger understanding of the history of the modern Middle East. Develop important skills including: *Discussion in English language *Critical thinking, historical interpretation, and argumentation *Oral, visual, and self-presentation *Teamwork College of Liberal Arts Attendance (10%) Discussion (60%) Presentations and other exercises (30%) YUEN-GEN LIANG Wednesday 7 Hist2048 1

A significant portion of this course will be conducted in English including lectures, discussions, readings, presentations, and written work. What is the utility of historical knowledge and the practice of history in the twenty-first century? The humanities, including history, have faced questions about their relevance, practicality, and utility in the past few years. These concerns become even more immediate as economies undergo economic changes including de-industrialization, income stagnation, and youth underemployment. And yet as new economies emerge based on knowledge, technology, and services, the humanities and history have roles to play. Technology platforms including traditional media, social media, and entertainment need content. Even more, an interdisciplinary background in the humanities trains students in vital contemporary skills including information literacy; critical analysis; creativity; textual, oral, and visual presentation; collaboration, and leadership. In a fast-paced economy characterized by constant change and disruption, these skills prepare students for future jobs that have yet to be invented. History has a particular advantage. Everyone has a past and everyone comes from a past, so that most individuals have an intuitive understanding of the importance of the past. Likewise, history is all around us: in our physical surroundings, the consumer products that shape our daily lives, the entertainment we enjoy, the fashion we put on, the tastes we cultivate  ultimately the lives and livestyles we lead all have pasts. History has immediate relevance. The challenge, then, is to understand how historical knowledge is useful, find a way to practice history that connects to a public, and articulate the value of this practice to a market. Through course readings on history, historical theory, and concept, students think about the ways and values of historical practice. Another set of readings will introduce students to basic concepts in business and business skills such as competitive strategy, leadership, networking, collaboration, etc. Students will practice both historical and business skills through exercises in self-presentation, informational interviews, market research, site visits, etc. Throughout this course, students are encouraged to be creative, expressive, and think outside of the box about history, historical partice, and their uses for the public and in the market. “If you have no doubt of your premises or your power and want a certain result with all your heart you naturally express your wishes in law and sweep away all opposition … But when men have realized that time has upset many fighting faiths, they may come to believe even more … that the ultimate good desired is better reached by free trade in ideas _ that the best test of truth is the power of the thought to get itself accepted in the competition of the market.” — Oliver Wendell Holmes (United States Supreme Court Justice), Abrams v. U.S. (250 U.S. 616, 1919), no 316. Historical practice
•Understand the difference between history and historical practice
•Identify uses of historical practice to connect with the public
•Identify the value of historical practice in the market Professionalization and business
•Learn about basic concepts in business •Learn and practice basic professionalization skills
•Undertake a team project creating a historical product
College of Liberal Arts This course consists of a number of elements
•Readings and films that address issues of history, the public, and the market
•Readings that introduce students to basic concepts in business
•Discussion and analysis of course materials
•Professionalization exercises including producing CVs/résumés, LinkedIn sites, networking and informational interviews •Independent research, site-visits, and presentations on historical sites, museums, and other projects
•Team-based semester project producing a “historical project” such as a historical site, museum, or other YUEN-GEN LIANG Wednesday 345 Hist7209 3

Ever since G. H. von Wright proposed the original idea of treating epistemic concepts, such as knowing and believing, as a kind of modal concepts in the 1950s, epistemic logic has flourished into a large family of logical systems. In particular, with the application of Kripke’s possible-worlds semantics, thanks to Jaakko Hinttikka (especially his seminal work Knowledge and Belief (1962)), numerous logical properties of related epistemic concepts can be characterized and clarified in epistemic logics. And sometimes, a well-established epistemic logic may provide a certain way of developing new philosophical views. Yet, at the moment we have already had a family of epistemic logics but the trouble is we are in no position to decide which is the correct, or the most appropriate, one insofar as a philosophical conception of knowledge/belief is concerned. Apart from this, some other misgivings remain, such as the problem of logical omniscience: The agent should know all logical consequences and all tautologies. It is thus somewhat interesting to examine the recent development of epistemic logic and to search for some treatment to deal with the problems epistemic logic may face. In this introductory course of epistemic logic, the construction of epistemic logic in general will be specified, including the language in use, the semantics and axiomatizations. Related topics are briefly mentioned, discussed, and dealt with. of course, no such a course could exhaust all topics involved, let alone the depth of such an enquiry. In this course we shall only examine a variety of logical system concerning knowledge and belief and some related concepts, as shown in the contents, which are involved in the construction of logic at the elementary level, and their philosophical implications. The main objectives of this course are: 1. To study the construction of epistemic logic in general, including the language in use, Kripke’s models and the semantics based on Kripke’s model, and some well-known axiomatizations of epistemic logic, including S5, S4, S4.2, S4.3, KB. 2. A historical survey of the development of epistemic logic and investigation into some main problems with the standard epistemic logic. 3. To study some variants of epistemic logic and their impact on related philosophical issues, such as doxastic logic, dynamic epistemic logic, information and belief revision, common knowledge and public knowledge, temporal logic, and justification logic,etc. 4. To clarify the relationship and the interaction between epistemic logic and epistemology. 5. Some recent results. College of Liberal Arts Shuiyuan Campus Every week, a chapter in the text book, or an essay will be assigned. Students should hand in by email a summary (about 2-4 pages) of the weekly assigned essay. By the end of semester, a long essay (about 3000 words, i.e., 10-12 pages double space in A4 size) is required. Chin Mu Yang 15 Friday 7,8,9 Phl7763 (124EM7390) 3 (College of Liberal Arts) Graduate Institute of Philosophy http://www.philo.ntu.edu.tw/en/ann/

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