Quarks and gluons are the building blocks of matter, hidden in the atomic nuclei and in cosmic ray hadrons. Do quarks and gluons exist? What is the physics describing these elusive particles and how do they relate to the theory of everything? This module is intended to theory and experiment students who want to learn more about the theory of the strong interaction. The module will cover the physics of quarks and gluons from an experimental and theoretical point of view. Starting from the preQCD era and the introduction of quarks, the quark-parton model and colour in the 1960’s we will move to the formal QCD theory and the deep inelastic scattering experiments that established it. Parton density functions (quark and gluon) from the theory to their actual detailed measurement will be discussed. Their role in the Higgs boson and search for Physics beyond the standard model will also be covered. Particular emphasis will be given in the running of the strong coupling (renormalization) and its role in the chiral symmetry breaking and colour confinement. Discussions on the modern machinery for calculating cross sections to be tested in experiments will be covered. College of Science Main Campus Introductory knowledge of Particle Physics is preferred but not required. Basic knowledge of Quantum Mechanics is required. Stathes Paganis 30 Thursday 7,8,9 Phys7048 (222EM6040) 3 (College of Science) Graduate Institute of Physics http://www.phys.ntu.edu.tw/webeng/APHome.aspx

1. Atomic structure and atom-atom interactions 2. Atom-field interactions 3. Recent developments in atomic physics 4. Molecular structure 5. Molecular spectroscopy 6. Non Born-Oppenheimer phenomena 7. Experimental aspects in molecular physics College of Science Main Campus Quantum physics, modern physics or quantum chemistry Kopin Liu 50 Tuesday 2,3,4 Phys5051 (222EU2230) 3 (College of Science) Department of Physics,
(College of Science) Graduate Institute of Physics http://www.phys.ntu.edu.tw/webeng/APHome.aspx

This course is designed to introduce students to instrumental methods in Astroparticle physics. The course consists of lectures and practices in instrumentations. We begin with an introduction of particle interaction in matter and several important particle detectors. Students will be familiar with basic principles of cosmic ray detection by making a simple cosmic ray detector and performing cosmic ray experiments. Through this course students will acquire basic skills of circuit design, data handling, and data analysis. *To be familiar with cosmic rays and their interactions *To understand cosmic ray detectors *To understand the principle of two channel Geiger-Muller counter *To understand data processing electronics *To acquire practical experience performing cosmic ray experiments assembly *To understand Muon propagation and life time College of Science Main Campus General Physics / Modern Physics / Electronics and Electronics Lab (preferred) Jiwoo Nam 15 Wednesday 7,8,9 Phys5055 (222EU5040) 3 (College of Science) Institute of Arstrophysics,
(College of Science) Graduate Institute of Physics http://www.phys.ntu.edu.tw/webeng/APHome.aspx

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

Assuming that you are here for an unforgettable experience during your exchange semester/year, we recommend you start exploring Taiwan due to its location and unique geological structure, which offers a variety of breath-taking scenery. To guide you through the geographical features of this beautiful island, the Dept. of Geoscience is now offering an elective course-Introduction to Field Geology (II), which gives a general geological introduction to Hengchun Peninsula, Southern Taiwan. This course will be taught in English and it is especially designed for international students. Therefore, international students (including degree students, exchange students, and visiting students) are highly encouraged to take this course to explore Taiwan together with geologists! Fundamental knowledge in Geosciences Practical training and knowledge for geological surveys Experimental skills and knowledge College of Science Additional registration will take place on 2/24 (Fri.) at the R212 of Dept. of Geosciences (地質系212室) and start at 12:15 pm.
Enroll and registration for the tour will be charged NT $5000 (non-refundable).
EVEN THOUGH YOU HAVE ALREADY ENROLLED, YOU STILL HAVE TO COME AND PAY.

Schedule of this course:
Indoor lesson
Time: 2017/3/25, Saturday, 9:00~12:00
Location: Basement classroom, Department of Geoscience
Content: (1) The introduction of background geology of Taiwan, Hengchun and field survey. (2) Grouping of field work, roll call and ……

Practical training
Time: 2017/3/25, Saturday, 13:30~15:30
Location: Dept. of Geosciences Content: (1) Identification of rocks and quiz

Field survey
Time: 2017/4/7 (Fri.) ~2017/4/10 (Mon.)
**Notice: If you are not able to attend this field trip, you will definitely fail this course.

Final examination
Time: 2017/4/15, Saturday, 10:00~12:00
Location: Basement classroom, Department of Geoscience Ludvig Lowemark 32 Geo1008 (204E22600) 2 (College of Science) Department of Geosciences
*Registration eligibility: non-majors and international students. http://www.geog.ntu.edu.tw/index.php?lang=en

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/

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/

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

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