歡迎使用國立高雄大學教學平台

教學目標
The static magnetic fields will be the first part of this semester to complete the discussion of the static fields. Then the course will focus on the time-varying fields beginning with Maxwell’s equations. Students will understand how plane electromagnetic waves propagate in media after this course.

授課形式
理論講述與討論-100.00%;個案分析或作品賞析-0.00%;專題實作與報告-0.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%

課程內容與進度
1.Static magnetic fields
-Magnetostatics in free space
-The Biot-Savart Law
-Magnetic dipole
-Magnetization
-Magnetic field intensity
-Magnetic materials
-Boundary conditions
-Inductances and inductors
-Magnetic energy
-Magnetic forces and torques
2.Time-varying fields and Maxwell’s equations
-Faraday’s law
-Maxwell’s equations
-Potential functions
-Time-harmonic fields
3.Plane electromagnetic waves
-Plane waves in lossless media
-Plane waves in lossy media
-Group velocity
-Flow of electromagnetic power and the Poynting vector
-Normal incidence of plane waves
-Oblique incidence of plane waves


教科書/參考書
Fundamentals of Engineering Electromagnetics, by David K. Cheng, Addison-Wesley, 1993, ISBN: 0-201-60071-4

評分標準
Quizzes/attendance: 30%
Midterm: 35%
Final exam: 35%


學分數
3

授課時數(周)
3

開課班級
A11251

修課人數
79

教學目標
高等微積分是數學分析的基礎學科，也是許多工程學和物理科學的理論基礎。本門課程旨在驗證微積分課程中所使用的理論，並藉由推導過程訓練學生邏輯推理及抽象思考的能力。

授課形式
理論講述與討論-90.00%;個案分析或作品賞析-0.00%;專題實作與報告-0.00%;田野調查-0.00%;實驗-0.00%;其他:上台解題-10.00%

課程內容與進度
*以下供參考，會依實際進度稍作調整。

5 Integrability on R
The Riemann integral; Riemann sums; The Fundamental Theorem of Calculus; Improper Riemann integration
6 Infinite Series of Real Numbers
Series with nonnegative terms; Absolute convergence; Alternating series
7 Infinite Series of Functions
Uniform convergence of sequences; Uniform convergence of series; Power series; Analytic functions
8 Euclidean Spaces
Algebraic structure; Planes and linear transformations; Topology of R^n; Interior; closure; boundary

教科書/參考書
教科書: W. R. Wade, Introduction to Analysis, 4th Edition, ISBN-13: 978-1-292-03932-9
參考書: 1. J. E. Marsden and M. J. Hoffman, Elementary Classical Analysis.
2. T. Apostal, Mathematical Analysis.
3. W. Rudin, Principles of Mathematical Analysis.

評分標準
期中考 (30%)、期末考 (30%)、作業 (30%)、其他（10%)

學分數
4

授課時數(周)
4

開課班級
A11241

修課人數
60

教學目標
This course helps students to explore international trade systems and business transaction by understanding underline legal principles of WTO and international commercial dispute resolution mechanisms. The basic theory of international trade will also be explored.The recent trade disputes and practical case study will also be discussed. By studying course materials and case discussion in the class, students are expected to enhance her understanding of WTO and dispute resolution mechanism as well as writing and research skills of managing legal English in business environment. [Google Meet] for online teaching(2023.04.18-2023.06.20): https://meet.google.com/oaf-nrri-jtb

授課形式
理論講述與討論-50.00%;個案分析或作品賞析-50.00%;專題實作與報告-0.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%

課程內容與進度
This course offers the survey of basic legal and policy framework of WTO, underlining policy concerns, discussion and analysis of several landmark cases concerning international trade dispute resolution. This course will also explore important issues concerning international trade, such as international IP, antidumping, public health concerns, international investment protection, and trade and environment issues in the context of WTO framework or domestic legal system in several major economic powers such as U.S. and China.

教科書/參考書
Course materials provided or assigned by the lecturer.

評分標準
Class Evaluation proportion: class performance, participation of class: 40% final report:60%

學分數
2

授課時數(周)
2

開課班級
M11323

修課人數
5

教學目標
請加入 113-2 科技與社會倪麥童 課程群組，Line 網址: 「老師的一顆心，學生的一片天。」，通識教育是『一場可帶走的盛宴』，在未來的人生，可以有相當大的幫助。我們正在實現這個夢想，希望能用我們的誠意，讓您成為我們實現夢想的夥伴，加入我們成為現代科技公民，人生多彩多姿，快樂學習。 (一)與校核心能力的關係： 本課程係本校通識教育正式課程規劃中，核心課程：「科學素養」子類下的一門，其所欲回應校訂「基本素養」指標為「科學素養」與「專業素養」，所欲成就學子的能力為「知識力」與「創造力」，除建立學生學習能力與思考能力外，同時激發學生創造之發想與實作能力。 (二)與通識中心核心能力的關係： 對照於本校通識課程核心能力的養成設定，本課程希望能達成以下幾點具體目標，養成學子相關的能力： 1.民主素養：本課程將經由全球化議題之探討，幫助學生了解全球性之規範、慣例、典章和制度，提升學生休戚與共之感受與對多元文化之認同，使其具力行民主生活所需的民主知識、態度。 2.倫理素養：沒有倫理的科學可能是空洞、主觀、武斷及有偏見的。本課程將於適合之主題課程中，佐以相關影片、文獻資料進行討論，強化學生重視且實踐「有倫理的科學」，並幫助學生從科學探索的角度找尋一種與生活價值契合的豐富美好內涵與時代精神，從中建立「高感度、高體會」之美學新概念，使其不管在哪個面向都可發展出延伸的美意與信念。 3.科學素養：本課程之主要課程設計即以建立學生科學素養為主，除自製投影片內容說明外，並配合科普讀本導讀及相關影片，引導學生藉由小組討論及簡報，進行深度科學思考，進而提升「形成科學議題」的能力及「解釋科學現象」的能力。 4.媒體素養：在資訊媒體傳播快速、媒體倫理不被重視的環境中，本課程透過理論的閱讀，加上科學相關新聞解說，引導學生進行科學新聞稿撰寫，使學生瞭解媒體對於最新科技訊息的篩選、包裝、選擇與組合，並培養學生能夠從各類媒體原始資料中舉出導致事件發生和結果的因素，改變並結合資料以得到結論。 5.新能源素養：本課程藉由生活中能源危機問題的探究，闡示能源的利用與能源危機的預防，引導學生認識新能源科技，讓學生對「能源危機」議題做出明智的抉擇，並且主動採取負責任的行為以及將抉擇付諸於行動中。 1.提高學生的學習興趣與動機：本課程以「STS 教學模式」進行，教學時以社會議題或生活中的問題為題材，藉由科學探究活動的進行，使學生可以習得相關的技能和技術，更可以科學的態度和科學的概念去尋找問題解決之道，並且從中表現出其創造力，進而提昇其學習興趣與科學素養。 2.培養學生問題解決的能力：透過問題導向學習的過程，學生不單只是學會學科知識，同時也學會如何面對生活中真實情境問題的解決方法，經由以探究方式建立知識本質，養成提出證據和講道理的處事習慣，並在面對問題、處理問題時，持以好奇與積極的探討、瞭解及合理的解決態度。 3.培養高層次思考能力：透過問題導向學習的討論及與人分享的過程，學生可以培養對問題內容批判思考、創造性思考及知識整合能力，擺脫傳統的限制，可因應問題而變化解決的途徑，以產生不同類別的解答。 4.發展觀念和價值：對於地區性或全球性，有關科學、技學與社會互動的論題發展合宜的觀念與價值觀。 5.培養學生合作學習的精神及社會化協商的能力。

授課形式
理論講述與討論-50.00%;個案分析或作品賞析-10.00%;專題實作與報告-30.00%;田野調查-10.00%;實驗-0.00%;其他-0.00%

課程內容與進度
課程內容的專業範疇說明： 人類的食、衣、住、行均與科技發展息息相關，在現代科技快速發展下，人類社會究竟產生什麼變化？該如何因應科技突破所帶來的社會變遷及倫理價值衝擊? 本課程期望經由探討社會呈現的變化與所帶動之政治、經濟、產業的改變，引導學生逐漸擺脫科學是客觀、中立於社會之外的想法，開始思索科技與社會的複雜關聯，以及科技人不可避免牽扯上的權力關係與政治問題，並使學生在學習活動中強化其反應及感受力、溝通技能、技巧實踐、資訊科技應用能力及智力刺激、鍛鍊，強調每一位同學都是知識的主體，利用真實問題或情境模擬啟發學生創新及批判性思考，以及體驗結構與行動的權力關係；在團體行動操演及小組討論的互動過程中，進行知識之交融與建構，以獲得創意思考及問題解決所需之綜合性知識和技能、及持續自我學習技巧及動機。 Go Go Go ! ! ! Week 01 Introduction of Technology and Society(Happy Health Hope) Week 02 Technology and Society( living experience(1)) Week 03 Technology and Society( living experience(2)) Week 04 A Whole New Mind Vs Future education (I) Week 05 A robot pass a university entrance exam Week 06 Power of Passion and Perseverance Week 07 A Whole New Mind Vs Future education (II) Week 08 Future Learning & A story for making gliders Week 09 Midterm Feedback Report Week 10 Hand Glider Flight Competition Week 11 You Should Have a Good Life Week 12 Having a Good Speech Week 13 Minerva A New Kind of Higher Education Week 14 Be a Science Good Inspiring Leader Week 15 There's More to Life Than Being Happy Week 16 Technology and People Week 17 The Age of the Unthinkable Week 18 Final Review Report (Deadline for Supplementary Report)

教科書/參考書
教科書: 1.指定用書：葉文冠、陳德興、黃鼎元著，《科技與工程倫理》，東華書局，2017年。 2.課程中指定之相關文章。 參考書: 1.台灣經濟研究院，《建構低碳綠活社會：全球綠色能源應用推廣案例》，台經院出版，2011年。 2.成令方、傅大為、林宜平編，《醫療與社會共舞》，群學出版社，2008年。 3.杜文苓，電子科技與環境風險，《科技社會人》，頁266-277。 4.李尚仁，英國基因改造作物爭議，《科技渴望參與》，頁317-320，2009年。 5.林崇熙，科技就是風險，《科技渴望參與》，頁127-132，2009年。 6.周桂田，從美國牛肉談爭議性科技的風險溝通，《醫療與社會共舞》頁350-357，群學出版社，2008年。 7.吳嘉苓、傅大為、雷祥麟，《科技渴望社會》，群學出版社，2004年。 8.郭文華，我要我的STS，《科技渴望參與》，頁89-95，2009年。 9.陳恒安，科學素養與民主社會，《科學月刊》四月號，400期，頁309-312，2003年。 12.陳恒安、郭文華、林宜平編，《科技渴望參與》，群學出版社，2009年。 13.喬舒亞．庫珀．雷默，《不可思議的年代：面對新世界必須具備的關鍵概念》，行人文化實驗室，2009年。 14.蘇瓦茲(Joe Schwarcz)，《科學新聞不能這樣看:蘇老師教你聰明解讀》，天下遠見出版，2009年。 15.AI Gore ，《不願面對的真相》，商周出版，2007年。 16.David Held and Anthony McGrew，《全球化與反全球化》，弘智文化事業出版，2005年。 17.Raj Patel著，葉家興等譯，《糧食戰爭》，台北：高寶出版社，2009年。 18.倪麥童，《科際整合淺釋》，樹德科技大學 科際整合與大學教育研討會論文集 ，2008年 19.倪麥童，《科際整合與大學通識教育》，南榮通識教育學術研討會論文集 ，2009年

評分標準
1.學習態度80%:出席率30%(課堂點名)， 手擲機實作(含小組互評)20%，課中表現(含課前翻轉教室預習、發言)20% ，課堂活動加分 10%。 2.個人期末報告20%(課程學習心得)

學分數
2

授課時數(周)
2

開課班級
A11304

修課人數
56

教學目標
(1) This course is designed to help students develop English listening and speaking skills.
(2) This course aims to help students acquire their academic note-taking skills. This course will introduce certain note-taking tips to students to help them organize main ideas and supporting details while they listen to lectures. A few note-taking tips including numbers and statistics noting, items listing, charts making, sketches drawing, descriptions and definitions noting, use of abbreviations and symbols, and etc. will be introduced, for they may help students taking better notes.

授課形式
理論講述與討論-20.00%;個案分析或作品賞析-50.00%;專題實作與報告-20.00%;田野調查-0.00%;實驗-0.00%;其他:影片賞析與討論-10.00%

課程內容與進度
(Tentative)
Week 1 12/02 Course overview
Week 2 19/02 "Unit 6," Contemporary Topics 3; "All It Takes Is 10 Mindful Minutes" by Andy Puddicombe
Bank Holiday
Week 3 26/02 "Unit 6," Contemporary Topics 3; "The Unforeseen Consequences of a Fast-Paced World" by Kathryn Bouskill
Week 4 05/03 "Unit 7," Contemporary Topics 3; "Connected, but Alone" by Sherry Turkle
Week 5 12/03 "Unit 7," Contemporary Topics 3
Week 6 19/03 "Unit 8," Contemporary Topics 3
Week 7 26/03 "Unit 8," Contemporary Topics 3; "Let's Not Use Mars as a Backup Planet" by Luciane Walowicz
Week 8 02/04 Bank Holiday
Week 9 09/04 Midterm Examination
Week 10 16/04 See the results; "Unit 9," Contemporary Topics 3
Week 11 23/04 "Unit 9," Contemporary Topics 3; "The Power of Introverts" by Susan Cain
Week 13 07/05 “Unit 10,” Contemporary Topics 3
Week 14 14/05 Presentations 1; "Unit 10," Contemporary Topics 3
Week 15 21/05 Presentations 2; "In Praise of Slowness" by Carl Honoré
Week 16 28/05 Course review and a few songs
Week 17 04/06 Final Examination; End of Semester


教科書/參考書
I. Textbooks
Beglar, David, and Neil Murray. Contemporary Topics: 21st Century Skills for Academic Success. 4th ed. New York: Pearson Education, 2017.

II. TED talks
Alter, Adam. "Why Our Screens Make Us Less Happy."
Brewer, Judson. "A Simple Way to Break a Bad Habit."
Cain, Susan. "The Power of Introverts."
Honoré, Carl. "In Praise of Slowness."
Walkowicz, Lucianne. "Let's Not Use Mars as a Backup Planet."

III. Recommended Websites
TED. .
Voicetube. .

評分標準
Class attendance and participation 20% (Please note: If you skip the class for more than three times, you will lose 10% of the score).
Presentation 20% (You are required to upload your ppt/script after the presentation.Oral presentation 15% + Uploading your script or ppt to Moodle 4.0 5%).
Mid-term examination 30%
Final examination 30%


學分數
3

授課時數(周)
3

開課班級
A11211

修課人數
14

教學目標
請加入 113-2 科技與社會倪麥童 課程群組，Line 網址: 「老師的一顆心，學生的一片天。」，通識教育是『一場可帶走的盛宴』，在未來的人生，可以有相當大的幫助。我們正在實現這個夢想，希望能用我們的誠意，讓您成為我們實現夢想的夥伴，加入我們成為現代科技公民，人生多彩多姿，快樂學習。 (一)與校核心能力的關係： 本課程係本校通識教育正式課程規劃中，核心課程：「科學素養」子類下的一門，其所欲回應校訂「基本素養」指標為「科學素養」與「專業素養」，所欲成就學子的能力為「知識力」與「創造力」，除建立學生學習能力與思考能力外，同時激發學生創造之發想與實作能力。 (二)與通識中心核心能力的關係： 對照於本校通識課程核心能力的養成設定，本課程希望能達成以下幾點具體目標，養成學子相關的能力： 1.民主素養：本課程將經由全球化議題之探討，幫助學生了解全球性之規範、慣例、典章和制度，提升學生休戚與共之感受與對多元文化之認同，使其具力行民主生活所需的民主知識、態度。 2.倫理素養：沒有倫理的科學可能是空洞、主觀、武斷及有偏見的。本課程將於適合之主題課程中，佐以相關影片、文獻資料進行討論，強化學生重視且實踐「有倫理的科學」，並幫助學生從科學探索的角度找尋一種與生活價值契合的豐富美好內涵與時代精神，從中建立「高感度、高體會」之美學新概念，使其不管在哪個面向都可發展出延伸的美意與信念。 3.科學素養：本課程之主要課程設計即以建立學生科學素養為主，除自製投影片內容說明外，並配合科普讀本導讀及相關影片，引導學生藉由小組討論及簡報，進行深度科學思考，進而提升「形成科學議題」的能力及「解釋科學現象」的能力。 4.媒體素養：在資訊媒體傳播快速、媒體倫理不被重視的環境中，本課程透過理論的閱讀，加上科學相關新聞解說，引導學生進行科學新聞稿撰寫，使學生瞭解媒體對於最新科技訊息的篩選、包裝、選擇與組合，並培養學生能夠從各類媒體原始資料中舉出導致事件發生和結果的因素，改變並結合資料以得到結論。 5.新能源素養：本課程藉由生活中能源危機問題的探究，闡示能源的利用與能源危機的預防，引導學生認識新能源科技，讓學生對「能源危機」議題做出明智的抉擇，並且主動採取負責任的行為以及將抉擇付諸於行動中。 1.提高學生的學習興趣與動機：本課程以「STS 教學模式」進行，教學時以社會議題或生活中的問題為題材，藉由科學探究活動的進行，使學生可以習得相關的技能和技術，更可以科學的態度和科學的概念去尋找問題解決之道，並且從中表現出其創造力，進而提昇其學習興趣與科學素養。 2.培養學生問題解決的能力：透過問題導向學習的過程，學生不單只是學會學科知識，同時也學會如何面對生活中真實情境問題的解決方法，經由以探究方式建立知識本質，養成提出證據和講道理的處事習慣，並在面對問題、處理問題時，持以好奇與積極的探討、瞭解及合理的解決態度。 3.培養高層次思考能力：透過問題導向學習的討論及與人分享的過程，學生可以培養對問題內容批判思考、創造性思考及知識整合能力，擺脫傳統的限制，可因應問題而變化解決的途徑，以產生不同類別的解答。 4.發展觀念和價值：對於地區性或全球性，有關科學、技學與社會互動的論題發展合宜的觀念與價值觀。 5.培養學生合作學習的精神及社會化協商的能力。

授課形式
理論講述與討論-50.00%;個案分析或作品賞析-10.00%;專題實作與報告-30.00%;田野調查-10.00%;實驗-0.00%;其他-0.00%

課程內容與進度
課程內容的專業範疇說明： 人類的食、衣、住、行均與科技發展息息相關，在現代科技快速發展下，人類社會究竟產生什麼變化？該如何因應科技突破所帶來的社會變遷及倫理價值衝擊? 本課程期望經由探討社會呈現的變化與所帶動之政治、經濟、產業的改變，引導學生逐漸擺脫科學是客觀、中立於社會之外的想法，開始思索科技與社會的複雜關聯，以及科技人不可避免牽扯上的權力關係與政治問題，並使學生在學習活動中強化其反應及感受力、溝通技能、技巧實踐、資訊科技應用能力及智力刺激、鍛鍊，強調每一位同學都是知識的主體，利用真實問題或情境模擬啟發學生創新及批判性思考，以及體驗結構與行動的權力關係；在團體行動操演及小組討論的互動過程中，進行知識之交融與建構，以獲得創意思考及問題解決所需之綜合性知識和技能、及持續自我學習技巧及動機。 Go Go Go ! ! ! Week 01 Introduction of Technology and Society(Happy Health Hope) Week 02 Technology and Society( living experience(1)) Week 03 Technology and Society( living experience(2)) Week 04 A Whole New Mind Vs Future education (I) Week 05 A robot pass a university entrance exam Week 06 Power of Passion and Perseverance Week 07 A Whole New Mind Vs Future education (II) Week 08 Future Learning & A story for making gliders Week 09 Midterm Feedback Report Week 10 Hand Glider Flight Competition Week 11 You Should Have a Good Life Week 12 Having a Good Speech Week 13 Minerva A New Kind of Higher Education Week 14 Be a Science Good Inspiring Leader Week 15 There's More to Life Than Being Happy Week 16 Technology and People Week 17 The Age of the Unthinkable Week 18 Final Review Report (Deadline for Supplementary Report)

教科書/參考書
教科書: 1.指定用書：葉文冠、陳德興、黃鼎元著，《科技與工程倫理》，東華書局，2017年。 2.課程中指定之相關文章。 參考書: 1.台灣經濟研究院，《建構低碳綠活社會：全球綠色能源應用推廣案例》，台經院出版，2011年。 2.成令方、傅大為、林宜平編，《醫療與社會共舞》，群學出版社，2008年。 3.杜文苓，電子科技與環境風險，《科技社會人》，頁266-277。 4.李尚仁，英國基因改造作物爭議，《科技渴望參與》，頁317-320，2009年。 5.林崇熙，科技就是風險，《科技渴望參與》，頁127-132，2009年。 6.周桂田，從美國牛肉談爭議性科技的風險溝通，《醫療與社會共舞》頁350-357，群學出版社，2008年。 7.吳嘉苓、傅大為、雷祥麟，《科技渴望社會》，群學出版社，2004年。 8.郭文華，我要我的STS，《科技渴望參與》，頁89-95，2009年。 9.陳恒安，科學素養與民主社會，《科學月刊》四月號，400期，頁309-312，2003年。 12.陳恒安、郭文華、林宜平編，《科技渴望參與》，群學出版社，2009年。 13.喬舒亞．庫珀．雷默，《不可思議的年代：面對新世界必須具備的關鍵概念》，行人文化實驗室，2009年。 14.蘇瓦茲(Joe Schwarcz)，《科學新聞不能這樣看:蘇老師教你聰明解讀》，天下遠見出版，2009年。 15.AI Gore ，《不願面對的真相》，商周出版，2007年。 16.David Held and Anthony McGrew，《全球化與反全球化》，弘智文化事業出版，2005年。 17.Raj Patel著，葉家興等譯，《糧食戰爭》，台北：高寶出版社，2009年。 18.倪麥童，《科際整合淺釋》，樹德科技大學 科際整合與大學教育研討會論文集 ，2008年 19.倪麥童，《科際整合與大學通識教育》，南榮通識教育學術研討會論文集 ，2009年

評分標準
1.學習態度80%:出席率30%(課堂點名)， 手擲機實作(含小組互評)20%，課中表現(含課前翻轉教室預習、發言)20% ，課堂活動加分 10%。 2.個人期末報告20%(課程學習心得)

學分數
3

授課時數(周)
3

開課班級
A11307

修課人數
60

教學目標
This two-semester course introduces students to the power and significance of media representations, particularly hip hop-themed media, as tools to enrich our understanding of society. Media genres such as films, manga, anime, and music videos act as prisms that reflect, distort, and disperse social realities. By examining these media as texts, students will explore their relationship with literature and the interconnections between media and society.
Key questions include: How do these representations differ from literary ones? Why have they become more popular than traditional literary forms? What distinguishes the circulation of media productions from that of literary works? Through analyzing visual and verbal content, this course aims to help students develop a framework for perceiving the world through popular media, fostering new perspectives on their social environment.
Building on the first semester, this second semester shifts toward a more student-driven approach, focusing on hip hop-themed media representations. Students will begin by reading a selected book related to hip hop culture and sharing their reading notes during seminar discussions. The latter half of the course will examine the commodification of hip hop elements across three key media genres: manga, anime, and music videos of rap songs. Additionally, the course will analyze how hip hop has permeated the entertainment and high-brand industries, transforming into a marketing strategy for both musical and visual media. Students will also critically evaluate the ethical implications and appropriateness of hip hop’s appropriation in these contexts.


授課形式
理論講述與討論-30.00%;個案分析或作品賞析-40.00%;專題實作與報告-30.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%

課程內容與進度
Week 1
Orientation: Introduction to Media and Cultural Studies, Syllabus, Group Division

Week 2–9
FOUNDATION: B-Boys, B-Girls, and Hip-Hop Culture in New York
Book Chapter Presentation & Discussion (8 chapters)

Week 10–15
Analyzing Hip Hop-Themed Media
Materials will be provided in class.
Using Schloss's theoretical framework for hip hop studies, students will analyze various media representations and participate in in-depth discussions.

Week 16–17
Student Research Workshop: Self-Study on Hip Hop-Themed Media
Each student will independently analyze an example of hip hop-themed media, drawing on insights and theoretical frameworks discussed earlier in the course.
This research will culminate in a final short essay, to be submitted in Week 18.

Week 18
Final Short Essay Submission

Note: This syllabus is subject to change based on class needs.


教科書/參考書
Schloss, Joseph G. (2009), Foundation: B-boys, B-girls and Hip-Hop Culture in New York, New York: Oxford University Press.
Additional materials will be provided in class.


評分標準
Attendance 20%
In-class Presentation and Discussions 50%
Final Short Essay (2500 words maximum) 30%



*** Attendance Policy ***

2539;Full attendance and active participation will award you the full 20 points.

2539;Late Arrivals: Arriving after the second period begins will result in being marked absent for that week’s session unless you notify me in advance. Two late arrivals will count as one absence.

2539;Absences:
　- For the first three absences, each will incur a 2-point deduction.
　- Beginning with the fourth absence, each will result in a 5-point deduction.

2539;Punctuality Matters: Late arrivals and early departures will negatively impact your attendance score.

2539;Five or More Absences: If you accumulate five absences or more, you will be required to withdraw from the course. Failure to do so will result in an automatic failing grade for the semester.

2539;This policy is non-negotiable and will be strictly enforced. Show up, stay on time, and take this responsibility seriously.

學分數
3

授課時數(周)
3

開課班級
M11311

修課人數
6

教學目標
Shakespeare's plays and Disney's animations share a remarkable array of similarities. Both offer accessible and commercially appealing entertainment for their target audiences, deftly reshaping classic narratives to align with contemporary values while occasionally challenging or subverting established societal norms. These cultural treasures provide invaluable insights into the mindset and social landscape of Shakespearean England and the contemporary US. More significantly, they serve as mirrors, reflecting analogous political, economic, and social ideologies that prevailed in Elizabethan England and continue to influence contemporary America. This course delves into these remarkable parallels between Shakespeare's works and Disney's animations. Throughout the semester, we will delve into three core themes: the dynamics of racial and sexual politics, teenage rebellion and parental control, and the exploration of cinematic violence and the politics of beauty. Our discussions will revolve around the examination of cross-dressing and gender politics in Shakespeare's The Merchant of Venice and Disney's Mulan, the intricacies of teenage rebellion and parental control in Shakespeare's Romeo and Juliet and Disney's Finding Nemo, and the exploration of cinematic violence and the politics of beauty in Shakespeare's Hamlet and Disney's The Lion King. While this course equips you with the tools to analyze and interpret films and animations effectively, we will also pay meticulous attention to the nuances of Shakespearean language and dissect the cultural and political messages conveyed through Disney's animations. Structurally, this course consists of three units: lectures, in-class discussions, and film screenings. Each unit is designed to foster engaging discussions centering on the socio-political themes prevalent in both Shakespeare's timeless plays and Disney's beloved animations.

授課形式
理論講述與討論-30.00%;個案分析或作品賞析-50.00%;專題實作與報告-20.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%

課程內容與進度
Week 1 Feb. 12
1. Introduction to the course: the syllabus, course requirements and policies
Section I: Cross-dressing and gender politics in Shakespeare's The Merchant of Venice and Disney's Mulan
The Merchant of Venice, 1.1-2.2
Comparing and contrasting Shakespeare's text with Nunn's film
1. Antonio's melancholy
2. Portia's melancholy and the commodification of women in the Renaissance
3. Shylock and Antonio's bond with Shylock

Week 2 Feb. 19 The Merchant of Venice, 2.3-2.9
Comparing and contrasting Shakespeare's text with Nunn's film
1. The Power of Cross-Dressing: Jessica's elopement with Lorenzo
2. Shylock's concerns with the loss of his daughter vs. the loss of his possessions

Week 3 Feb. 26 Watching The Merchant of Venice at home

Week 4 Mar. 5 The Merchant of Venice, 3.1-5.1
Comparing and contrasting Shakespeare's text with Nunn's film
1. Shylock and the early modern racial prejudice
2. the fangs of the Jew
3. the trial scene and the penalty clause
4. What power does cross-dressing encompass—Portia dressing as a woman and Portia in a man's apparel

Week 5 Mar. 12 Mulan
Cross-dressing and gender politics

Week 6 Mar. 19
1. Compare Shakespeare's The Merchant of Venice with Disney's Mulan.
Focus on cross-dressing and gender politics.
2. In-class worksheet

Week 7 Mar. 26
Section II: Teenage Rebellion and Parental Control in Shakespeare's Romeo and Juliet and Disney's Finding Nemo
Romeo and Juliet, Prologue-1.5
First Love and Teenage Rebellion: The Capulet's Party, 1.5, especially Romeo and Juliet's love sonnet

Week 8 Apr. 2 Spring Break
Week 9 Apr. 9 Romeo and Juliet, 2.0-3.4
First love and teenage rebellion: The balcony scene, 2.1.75-234; the bedchamber scene, 2.4.25-77
Teenage rebellion, street violence and its consequence: Tybalt’s death scene, 3.1

Week 10 Apr. 16 Romeo and Juliet, 3.5-5.3
Teenage rebellion, parental control, and the tragic ends

Week 11 Apr. 23 Finding Nemo
Disney's version of teenage rebellion and parental control

Week 12 Apr. 30
1. Compare Shakespeare's Romeo and Juliet with Disney's Finding Nemo. Focus on teenage rebellion and parental control.
2. In-class worksheet

Week 13 May 7
Section III: Cinematic Violence and the Politics of Beauty in Shakespeare's Hamlet and Disney's The Lion King
Hamlet, 1.1-1.5
The first ghost scene
The second ghost scene

Week 14 May 14 Watching Hamlet at home.

Week 15 May 21 Hamlet, 2.1-3.4
Claudius's prayer (3.3.36-98)
Ophelia's madness
Should Laertes be King? (4.5.98-108)
Hamlet, 4.1-5.2
The graveyard scene
The final dual scene

Week 16 May 28
1. The Lion King
Cinematic violence, the politics of beauty, and its mirroring with Shakespeare's Hamlet
2. in-class worksheet
3. guidelines for preparing the dubbing presentation

Week 17 June 4 Rehearsal for your dubbing presentation

Week 18 June 11 Dubbing presentation


教科書/參考書
Course Materials:
1. The Merchant of Venice. Dir. Trevor Nunn. Perf. David Bamber and Raymond Coulthard. Image Entertainment, 2004.
2. Mulan. Dir. Tony Bancroft and Barry Cook. Walt Disney, 1998.
3. Romeo & Juliet. Created by Franco Zeffirelli, Perf. Leonard Whiting and Olivia Hussey. Paramount Studio, 1968.
4. Finding Nemo. Dir. Andrew Stanton and Lee Unkrich. Perf. Albert Brook and Ellen DeGeneres. Walt Disney, 2003.
5. Hamlet. Dir. Kenneth Branagh. Perf. Richard Attenborough, David Blair, Brian Blessed, Kenneth Branagh, Richard Briers. Warner Home Video, 1996.
6. The Lion King. Dir. Roger Allers and Rob Minkoff. Walt Disney, 1994.


評分標準
When grading your final poster presentations, I will consider the following criteria: grammar, logic and organization, clarity, conciseness, originality, unity and coherence, development, and copy-editing. Your final grade in the class depends upon your performance in the following work:
1. attendance and in-class participation: 20% (You are allowed to have three absences without penalty. Starting from the fourth absence, two points will be deducted from your final grade for each additional absence.)
2. Shakespeare and Disney dubbing presentation 80%


學分數
3

授課時數(周)
3

開課班級
A11111

修課人數
30