歡迎使用國立高雄大學教學平台

教學目標
The main goal of this course will give the student the baics electric circuits analysis skill

授課形式
理論講述與討論-80.00%;個案分析或作品賞析-0.00%;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
8.NATURAL AND STEP RESPONSES OF RLC CIRCUITS{8.1 Introduction to the Natural Response of a Parallel RLC Circuit 8.2 The Forms of the Natural Response of a Parallel RLC Circuit 8.3 The Step Response of a Parallel RLC Circuit 8.4 The Natural and Step Response of a Series RLC Circuit 8.5 A Circuit with Two Integrating Amplifiers } 9.SINUSOIDAL STEADY –STATE ANALYSIS{The Sinusoidal Source 9.2 The Sinusoidal Response 9.3 The Phasor 9.4 The Passive Circuit Elements in the Frequency Domain 9.5 Kirchhoff’s Laws in the Frequency Domain 9.6 Series, Parallel, and Delta-to-Wye Simplifications 9.7 Source Transformations and Thévein- Norton Equivalent Circuits The Node-Voltage Method 9.9 The Mesh-Current Method 9.10 The Transformer 9.11 The Ideal Transformer 9.12 Phasor Diagrams } 10.SINUSOIDAL STEADY – STATE POWER CALCULATIONS{Instantaneous Power 10.2 Average and Reactive Power 10.3 The rms Value and Power Calculations 10.4 Complex Power 10.5 Power Calculations 10.6 Maximum Power Transfer } 11.BALANCED THREE–PHASE CIRCUITS{Balanced Three-Phase Voltages 11.2 Three-Phase Voltage Sources 11.3 Analysis of the Wye-Wye Circuit 11.4 Analysis of the Wye-Delta Circuit 11.5 Power Calculations in Balanced Three- Phase Circuits 11.6 Measuring Average Power in Three- Phase Circuits} 12INTRODUCTION TO THE LAPLACE TRANSFORM{Definition of the Laplace Transform 12.2 The Step Function 12.3 The Impulse Function 12.4 Functional Transforms 12.5 Operational Transforms 12.6 Applying the Laplace Transform 12.7 Inverse Transforms 12.8 Poles and Zeros of F(s) 12.9 Initial- and Final-Value Theorems} 13. THE LAPLACE TRANSFORM IN CIRCUIT ANALYSIS{13.1 Circuit Elements in the s Domain 13.2 Circuit Analysis in the s Domain 13.3 Applications 13.4 The Transfer Function 13.5 The Transfer Function in Partial Fraction Expansions The Transfer Function and the Convolution Integral 13.7 The Transfer Function and the Steady- State Sinusoidal Response 13.8 The Impulse Function in Circuit Analysis } 14. INTRODUCTION TO FREQUENCY SELECTIVE CIRCUITS{Some Preliminaries 14.2 Low-Pass Filters 14.3 High-Pass Filters 14.4 Bandpass Filters 14.5 Bandreject Filters } 15. ACTIVE FILTER CIRCUITS{First-Order Low-Pass and High-Pass Filters 15.2 Scaling 15.3 Op Amp Bandpass and Bandreject Filters 15.4 High Order Op Amp Filters 15.5 Narrowband Bandpass and Bandreject Filters}

教科書/參考書
ELECTRIC CIRCUITS EIGHTH EDITION JAMES W. NILSSON & SUSAN A. RIEDEL

評分標準
Mintern: 40% Final: 40% Homework: 20%

學分數
3

授課時數(周)
3

開課班級
A11151

修課人數
72

教學目標
The purpose of this course is to cultivate students with 1.the ability to find , analyze and resolve the interesting topics on international economics 2.the ability of communication and presentation 3.the initiative to learn and the motivation to innovate 線上會議連結： https://meet.google.com/rrs-vedb-mwb

授課形式
理論講述與討論-70.00%;個案分析或作品賞析-0.00%;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
Every week discusses one or more papers on international economics 1 Basak, D. (2017), Cournot vs. Bertrand under Centralised Bargaining. Economics Letters 154, 124–127. 2 Basak, D. A Mukherjee, (2016), Social Efficiency of Entry in a Vertically Related Industry. Economics letters 139, 8-10. 3 Beladi,H. A. Mukherjee, (2017), Union Bargaining Power, Subcontracting and Innovation. Journal of Economic Behavior & Organization 137, 90-104. 4 Bernheim, B.D. M.D .Whinston, (1986), Menu Auctions, Resource Allocation, and Economic Influence, The Quarterly Journal of Economics101(1), 1-32 5 Biancini, S. D. Ettinger, (2017), Vertical Integration and Downstream Collusion, International Journal of Industrial Organization 53, 99–113. 6 Cao, J. A. Mukherjee, (2017), Market Power of the Input Supplier, Technology Transfer and Consumer Welfare, The Manchester School 84(4), 430-449. 7 Chen, Z., H. Ding, Z. Liu, Z. (2016), Downstream Competition and the Effects of Buyer Power, Review of Industrial Organization 49(1), 1-23. 8 Fanti, L., (2016), Interlocking Cross-Ownership in a Unionised Duopoly: When Social Welfare Benefits from “More Collusion”. Journal of Economics 119(1), 47-63. 9 Federico, G., Langus, G., & Valletti, T. (2017). A simple model of mergers and innovation. Economics Letters, 157, 136-140. 10 Gong, Q., Q. Liu, Y. Zhang (2016), Optimal Product Differentiation in a Circular Model. Journal of Economics 119(3), 219-252. 11 Haraguchi, J. T. Matsumura, (2017), Optimal Privatization Policy with Asymmetry among Private Firms. MPRA Paper No. 77523. 12 Haraguchi, J. T. Matsumura, (2017), Firms' Costs, Profits, Entries, and Innovation under Optimal Privatization Policy. MPRA Paper No. 80927. 13 Harrington Jr, J.E. (2017), The Deterrence of Collusion by a Structural Remedy. Economics Letters 160, 78–81. 14 Herweg,F. D. Müller , (2012), Price Discrimination in Input Markets: Downstream Entry and Efficiency. Journal of Economics & Management Strategy 21(3), 773-799. 15 Heywood, J.S. G. Ye, (2009), Delegation in a Mixed Oligopoly: The Case of Multiple Private Firms. Managerial and Decision Economics, 30( 2) 71-82 16 Jansen, T. A van Lier, A van Witteloostuijn, (2017), A Note on Strategic Delegation: The Market Share Case. International Journal of Industrial Organization 53, 99–113. 17 Jaunaux, L., Y. Lefouili, W. Sand-Zantman, (2017), Entry and Merger Policy. Economics Letters 161, 124-129. 18 Kopel, M. C. Löffler, T Pfeiffer, (2017), Complementary Monopolies and Multi-Product Firms. Economics Letters 157, 28–30.

教科書/參考書
One or two papers on international trade and economics per week.

評分標準
class participation 40% oral presentation 60%

學分數
3

授課時數(周)
3

開課班級
M11136

修課人數
12

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


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
M11123

修課人數
5

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 21/02 Course overview
Week 2 28/02 Bank Holiday
Week 3 06/03 "Unit 7," Contemporary Topics 3; "All It Takes Is 10 Mindful Minutes" by Andy Puddicombe
Week 4 13/03 "Unit 7," Contemporary Topics 3; "The Unforeseen Consequences of a Fast-Paced World" by Kathryn Bouskill
Week 5 14/03 "Unit 8," Contemporary Topics 3
Week 6 21/03 "Unit 8," Contemporary Topics 3; "Unit 9," Contemporary Topics 3
Week 7 03/04 Bank Holiday
Week 8 10/04 "Unit 9," Contemporary Topics 3; "Let's Not Use Mars as a Backup Planet" by Luciane Walowicz
Week 9 17/04 Midterm Examination
Week 10 24/04 See the results; "Unit 10," Contemporary Topics 3
Week 11 01/05 "Unit 10," Contemporary Topics 3; "The Power of Introverts" by Susan Cain
Week 12 08/05 “Unit 11,” Contemporary Topics 3
Week 13 15/05 Quiz 1: CNN Interactive Magazine; "Unit 11," Contemporary Topics 3
Week 14 22/05 "Unit 12," Contemporary Topics 3
Week 15 29/05 Presentations; "Unit 12," Contemporary Topics 3
Week 16 05/06 Quiz 2: CNN Interactive Magazine; "Unit 12," Contemporary Topics 3; "In Praise of Slowness" by Carl Honoré
Week 17 12/06 A few songs and topics discussion
Week 18 19/06 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."
Little, Brian. "Who Are You, Really? The Puzzle of Personality."
Waldinger, Robert. "What Makes a Good Life? Lessons from the Longest Study of Happiness."
Walkowicz, Lucianne. "Let's Not Use Mars as a Backup Planet."

III. Others
CNN Interactive English Magazine. No. 282. March 2024.
IV. Recommended Websites
TED. .
Voicetube. .

評分標準
Class attendance and participation 10% (Please note: If you skip the class for more than three times, you will lose 10% of the score).
Quizzes 20%
Presentation 20% (You are required to upload your ppt/script after the presentation to complete the requirements).
Mid-term examination 25%
Final examination 25 %


學分數
3

授課時數(周)
3

開課班級
A11111

修課人數
15

教學目標
請加入 11-2 科技與社會倪麥童 課程群組，Line 網址:https://line.me/R/ti/g/OJwLLP1iSh 「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
A11207

修課人數
60

教學目標
This course introduces students to an understanding of the power and significance of media representations that enable us to enrich our perception of society through reading new media such as films, photos, manga, anime, and even music videos or SNS posts. It invites students to discuss these questions by exploring social movements, social issues, and activism recorded in online media. We will “read” various types of online media, together with so-called traditional literature, as texts and focus on social issues in 21st-century America. Students are encouraged to think about the power and significance of online media: How it may dim our perception? Or quite the opposite, how can such new media help us activate the framework of perception of the world and create a new perspective towards where we are? In this semester, we will explore issues of gender, sexuality, race, ethnicity, class, capitalism, environment, and militarization in the American context. Reading not only literature, newspapers and essays but also new media together, we will discuss the close connection between the report or record of these issues in new media representations and the history or perspective of trends, social movements as well as activism in today’s US. We will also examine how these online media seek to transform American society in a positive way by calling for their audiences’ awareness while presenting a wide array of social problems that need to be addressed.

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 2 911 & the War against Terrorism
Week 3 Islamophobia & Hate Speech
Week 4 American Military Empire and Military Base
Week 5 Militarization of the Society
Week 6 Police Brutality in #Black Lives Matter
Week 7 National Holiday
Week 8 Hip Hop’s fight against Racial Segregation and Financial Adversities
Week 9 Anti-Black Racism and School-to-Prison Pipeline
Week 10 Environmental Racism: Hurricane Katrina vs. Evacuation from New Orleans & Fuel Pipelines vs. Indigenous Resistance in Dakota
Week 11 Sexism & Gender Based Violence
Week 12 #MeToo, Women’s Rights & History of Feminism in North America
Week 13 LGBT Human Rights Movements
Week 14 Film screening: United in Anger: A History of ACT UP
Week 15 The Shock Doctrine: Expansion of Neoliberalism & “We are the 99%” Occupy Movements Against Neoliberal Capitalism
Week 16 Workshop on essay writing (essay outline presentations/discussions) & Tutorial for essay
Week 17 Workshop on essay writing (essay outline presentations/discussions) & Tutorial for essay
Week 18 Final paper due
*** Note: This syllabus is subject to change based on the needs of the class.

教科書/參考書
To be announced. All of the materials will be uploaded to NUK Moodle.

評分標準
Attendance and discussions 50%
Guided workshops and presentations 30%
Final paper 20%
Select a topic of interest from the content covered in class and conduct a 3000-word mini-research.
Undergraduate option: Read one scholarly book on the class theme and summarize it as a 1500-word book review (no mere book report is acceptable).


學分數
3

授課時數(周)
3

開課班級
A11011

修課人數
15

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 both 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 racial and sexual politics in Shakespeare's The Merchant of Venice and Disney's The Hunchback of Notre Dame, 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
Section I: The dynamics of racial and sexual politics in Shakespeare's The Merchant of Venice and Disney's The Hunchback of Notre Dame

Week 1 Feb. 21
1. Introduction to the course: the syllabus, course requirements and policies
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. 28
Holiday (February 28th Memorial Day)

Week 3 Mar. 6
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 4 Mar. 13
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. 20
The Hunchback of Notre Dame
Racial politics and gender dynamics

Week 6 Mar. 27
Compare Shakespeare's The Merchant of Venice with Disney's The Hunchback of Notre Dame
Focus on racial politics and gender dynamics

Week 7 Apr. 3
Spring Break

Week 8 Apr. 10
Group report on The dynamics of racial and sexual politics in Shakespeare's The Merchant of Venice and Disney's The Hunchback of Notre Dame
Section II: Teenage Rebellion and Parental Control in Shakespeare's Romeo and Juliet and Disney's Finding Nemo

Week 9 Apr. 10
Midterm Recess

Week 10 Apr. 17
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 11 Apr. 24
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 the consequence: Tybalt's death scene, 3.1

Week 12 May 1
Romeo and Juliet, 3.5-5.3
Teenage rebellion, parental control, and the tragic ends

Week 13 May 8
Finding Nemo
Disney's version of teenage rebellion and parental control

Week 13 May 15
Group report on teenage rebellion and parental control in Shakespeare's Romeo and Juliet and Disney's Finding Nemo
Section III: Cinematic Violence and the Politics of Beauty in Shakespeare's Hamlet and Disney's The Lion King

Week 14 May 22
Hamlet, 1.1-1.5
The first ghost scene
The second ghost scene

Week 15 May 29
Hamlet, 2.1-3.4
Claudius's prayer (3.3.36-98)
Ophelia's madness
Should Laertes be King? (4.5.98-108)

Week 16 June 5
Hamlet, 4.1-5.2
the graveyard scene
the final dual scene

Week 17 June 12
The Lion King
Cinematic violence, the politics of beauty, and its mirroring with Shakespeare's Hamlet

Week 18 June 19 Group report on cinematic violence and the politics of beauty in Shakespeare's Hamlet and Disney's The Lion King
Final Poster Presentation


教科書/參考書
Textbook: The Norton Shakespeare: The Essential Plays/ The Sonnets
Course Materials:
1. The Merchant of Venice. Dir. Trevor Nunn. Perf. David Bamber and Raymond Coulthard. Image Entertainment, 2004.
2. The Hunchback of Notre Dame. Dir. Gary Trousdale and Kirk Wise. Perf. Demi Moore and Tom Hulce. Walt Disney, 1996.
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
1. attendance and in-class participation: 20%
2. group presentation 30%
3. poster essay 50%


學分數
3

授課時數(周)
3

開課班級
A10911

修課人數
26