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

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

Computer simulations have become an integral part of contemporary basic and applied physics, and have been serving as a bridge between theoretical and experimental physics. This course introduces computational methods for solving problems in physical sciences whose complexity or difficulty places them beyond analytic solution or human endurance. Fundamental programming techniques in C; Basic Mathematical Operations; Integration and Differentiation; System of Linear Equations; Matrix Operations; Differential and Integral Equations; Probability and Statistics; Monte Carlo Methods; Ising model; Lattice QCD; Partial Differential Equations. College of Science Each student is required to attend the lectures, to work out the problem sets (70%), plus a term project (30%). TING WAI CHIU Thursday 234 Phys7030 3

During the past 80 years, applied physics has pushed, inspired, and produced major high-tech industries,

fromcomputing, communication, memory, display, transportation, to energy.

This has been unprecedented in human history of science and technology.

Applied physics has played a drastically different role than the conventional paths taken by academic science and

traditional industries.

Quantum phenomena (and the related theories), new materials/atomic-scale thin films (and their fabrication tools

such as molecular beam epitaxy, atomic layer deposition, metal-organic chemical vapor deposition),

novel/high-performance devices, and atomic-scale probing tools have been intertwined and generated useful

and essential products beneficial to human being, in revolutionizing computing/communication, and drastically

improving medical diagnosis.

Very importantly, new physics/application has been discovered, such as transistors, lasers,

quantum Hall effect/fractional quantum Hall effect, fiber optics, charge-coupled devices,

2-dimensional quantum materials.

Applied physics has been strongly engaging in materials science,

electrical/electronic devices, and high-tech industries.

We have designed this new course of Advanced applied physics topics in ultimate and beyond CMOS

in the Fall Semester of 2016.

The focus will be on nano-electronics for ultimate CMOS (complementary metal oxide semiconductor) and beyond,

which needs strong understanding of solid-state and semiconductor physics and new materials

such as spintronics and topological insulators. These topics are enabling advanced devices for Taiwans industry.

In nano-electronics, the high- plus metal gate, which replaced conventional SiO2 and poly-Si

and resolved the gate leakage issue since the 45 nm node CMOS production, is one of the most important

recent innovations in semiconductor industry, and puts the dominant role of Si as the major semiconductor

into question.

The new technology of high- plus metal gate on high mobility semiconductors like Ge and InGaAs integrated

with Si will lead to faster devices with low power consumption. The present feverish world-wide research efforts

are integrating advanced research programs on nano-science, nano-materials, and nano-electronics cohesively

to enable a high performance “green” IC technology.

Spintronics and topological insulators are being feverishly studied for beyond the present

CMOS based on the charges of the electrons.
The perspective students are required and encouraged to apply their understanding in rigorous physics to tackle research topics relevant to high tech industry in Taiwan. Particularly, undergraduates of juniors and seniors are permitted and encouraged to take the course, with the assigned topics to be adjusted to suit their status in their physics understanding in their perspective years. College of Science We will spend 8 weeks in rigorously studying fundamental solid state physics with Ashcrof/Mermin

“Solid State Physics” as the textbook, and semiconductor physics/devices with Taur/Ning

“Fundamentals of Modern VLSI Devices” as the textbook.

We then spend 4 weeks in researching in the ultimate CMOS with high k + metal gates on InGaAs and Ge,

and another 4 weeks in spintronics and topological insulators. Perspective students

(Ph.D., Master, undergraduates) will be assigned topics

for their mid-term and final reports; the degree/level of the assigned research topics will depend on the perspective

students’ backgrounds. The reports will be presented in oral and written forms in English.

The mid-term orals will be given in 10 minutes with the final in 15 minutes.

The reports are not collections of information, but are required to be based on rigorous scientific knowledge.

They are encouraged to broaden their knowledge in physics to tackle the challenges in the assigned/selected topics.

Homework will be given from time to time.
HONG MING-HUI Tuesday 34 Wednesday 34 Phys7050 4 The upper limit of the number of non-majors: 2.

Introduction to Particle Physics College of Science Pre-requisit: Modern Physics and Quantum Physics Some background with Relativistic QM and QFT will be useful STATHES PAGANIS Thursday 789 Phys5013 3

This course is designed to introduce students to computational methods in Astroparicle Physics. The course begins with review of Cosmic Rays. After brief introductions to basic of computer programming, the course will cover Mote Carlo simulation and data analysis technique for cosmic rays. Through this course, students will understand air shower production, and detection mechanism. Students also will gain various practical skills in Linux operation system, C/C++ programing, and data analysis base on ROOT. The course consists of lectures and self-practice, which requires students to bring his/her own laptop computer. College of Science General Physics and Modern Physics JIWOO NAM Wednesday 789 Phys5054 3

The continuous developments in genomics, proteomics and metabomics will help to drive the uses of micro/nano sensor technologies for personalized medicine or companion medicine. This course aims to provide the necessary background knowledge for multi-disciplinary students on both sides of medical applications and engineering approaches. Prepare students for multi-disciplinary natures of micro-sensors and systems and drive for innovative approaches for medical applications. College of Engineering General background in Physics, Chemistry, Engineering mathematics. Finish reading assignments before each class and participate in active discussion. CHENG-HUNG, WU Friday 678 IE5038 3

This course examines the basic mechanisms of mechanotransduction and how it affects modulates cell and tissue behaviors. Applications utilizing physical stimulation will also be discussed. JOURNAL ARTICLES AND STUDENT PRESENTATIONS 1. Introduction – Cell Biology 2. Basics in Cell Signaling 3. Tension 4. Compression 5. Flow 6. Electric Fields 7. Osmotic Pressure 8. Intrinsic Cell Forces College of Engineering Class presentation of journal review and written as well as oral presentation of final project proposal. PENHSIU CHAO Biomed7002 1

The course requires students’ teamwork to accomplish projects of topics in response to current crop production inquires based on their accumulated knowledge taught in other courses. After taking this course, the students will have a better understanding about the current status of agriculture industries and will be better equipped with problem-solving skills. The possible project topics include (1) crop production and management, (2) crop physiology and biotechnology, (3) genetics and molecular breeding, and (4) biometrics and bioinformatics. College of Engineering The students will be grouped into teams to plan and implement the project together under instructors’ supervision. There are three progress checkpoints throughout the semester and the team members have to present their results at the end of the semester. Evaluations on the progress at three checkpoints _ 20% each; evaluations on the final project _ 40%. FENG-HUEI LIN Monday 789 Biomed5002 3

See details at the class homepage: http://www.rslabntu.net/courses/remote_sensing See details at the class homepage: http://www.rslabntu.net/courses/remote_sensing College of Bio-Resources & Agriculture KE SHENG CHENG Friday 789 BSE5019 3

This course aims at instructing a contrapuntal reading of contemporary cultural theories and contemporary English novels and films based on or inspired by novels. All lectures, readings and discussions focus on how a contested identity is formulated and manipulated in intervening our imagination and fear of the post 9/11 era. Practices in class include lectures from the lecturer, group presentation organized by students and discussion orientated by the lecturer. Course evaluation relies on students’ in class participation, assignments, and contribution to class discussion. We’ll explore contemporary British novels (since the 1980s-5) that represent different strands of fiction and legacies of history, culture, and politics. The readings and films selected engage with social and class structures, racial, ethnic, sexual, and gender relations, and questions of national identity, and they present some variety in narrative tones, style, and structure. This course put particular emphasis on class discussion that require every student take part in in-class discussion and an oral presentation. Written works include in-class discussion starter questions/comments, succinct journal entry on the assigned novel, a critical response, an exploratory essay, and a term essay (that may incorporate, revise, draw upon prior written work) on a topic and text(s) of your choice. This course attempts to 1. introduce contemporary writers, novels and issues; 2. demonstrate how ideas of national identity, transnationality, globalization and multiculturalism can be applied to the textual analysis of literature and culture and a form of identity politics; 3. ponder over possible ways to broaden the traditional literary studies with the up-to-dated issues of the world we are living now. College of Liberal Arts The course takes the form of 3-hour seminar, conducted in English. Students are required to attend regularly and participate vigorously in the seminars. Students are to present on a topic of their choice and lead the discussion. A mini-conference will be held in the 17th week; a 10-15 page term paper is due before the submission date to be announced in class. This course put particular emphasis on class discussion that requires every student take part in in-class discussion and oral presentation (once a semester). Written works include in-class discussion starter questions/comments (each week), succinct journal entry on the assigned novel or a critical response (those who are responsible for oral presentations), an exploratory essay (thesis 1 page, major works cited 1 page at the mini conference), and a term essay (that may incorporate, revise, draw upon prior written work) on a topic and text(s) of your choice. 1. Class participation: read the assigned articles before class and write a short passage of comments to present at each meeting to facilitate in-depth discussion. Active participation is expected. 2. Oral Presentation: a short presentation, an oral presentation in the mini conference 3. Mini conference: you are expected to briefly illustrate what you plan to do in the final paper with a 2-page- exploratory essay at the 17th week. 4. A full research paper: (at least 10 pages for MA students, 15 for PhD students, works cited not included). 5. Regular attendance: 2 absences—without asking for leave by email—will result in your failure in the course. CHUNG-JEN CHEN Tuesday 234 FL7311 3

Geoffrey Chaucer will introduce students to Chaucers literary works and current trends of Chaucerian studies. This course will not only focus on Chaucers major poems including _The Book of the Duchess_, _The House of Fame_, _The Parliament of Fowls_, _Troilus and Criseyde_, _The Legend of Good Women_, and _The Canterbury Tales_, but also explore how Chaucer interacted with a wide range of literary sources and traditions, from the Bible through the authors of classical antiquity and down to medieval writers from England and the Continent, especially France and Italy. We will examine Chaucers works within their social and cultural context by reading both medieval sources and recent literary criticism. Through discussing Chaucers language, concerns, writing strategies, and his critical heritage, we will approach Chaucers work historically, textually, and critically. Students are encouraged to shed new light on the studies of Chaucer from various theoretical perspectives such as animal theory, ecocriticism, gender, sexuality, race, affect, history of emotions, visual culture, spatiality, psychoanalysis, the life of things, etc. Together, we aim to contribute to the creative edge of research in this field. Though readings in this course are mainly in Middle English, no previous experience of Chaucer’s language is required. Students may learn how to read Chaucer from the following websites: Harvard’s Chaucer page “Teach Yourself to Read Chaucer’s English” (http://sites.fas.harvard.edu/~chaucer/teachslf/less-0.htm) or Harvard’s METRO site “Chaucer Platforms” (http://metro.fas.harvard.edu/icb/icb.do). Course Objectives: This graduate seminar aims to provide students with basic, necessary knowledge and skills to read, analyze, and interpret Chaucer’s major works. By the end of the semester, students should be able to 1. Read, discuss and write about Chaucer’s major works critically; 2. Analyze the literary and historical contexts within which Chaucer is writing; 3. Understand key issues and debates in Chaucerian studies; 4. Understand and read aloud Middle English properly. College of Liberal Arts Requirements: 1. Regular attendance and active participation are strongly required. 2. Class presentations on the texts and critical essays. 3. Six position papers. 4. A 12-page “Conference Paper” in draft and final form LIU, YA-SHIH Friday 345 FL7316 3