2017年国际化小学期共计48门课程，简要信息见下表：

序号	姓名	课程号	课程中文名	课程英文名
1	Aara Suksi	03006456	特洛伊战争与荷马的《奥德赛》	The Trojan War and the Odyssey of Homer
2	Alessandro Stroppa	01006031	物理科学中的对称	Symmetry in Physics
3	Andrew Lambert	03006454	哲学入门：运动哲学	Introducing Philosophy through the Philosophy of Sport
4	Anna Lupina-Wegener	24006001	跨文化管理	Cross-Culture Management
5	Armida de la Garza	02006048	历史与电影	History and Film
6	Barry Brummett	03006452	公共演讲与展示	Public Speaking and Presentations
7	Bernd Schroeder	01006027	预言未来的数学原理简介	Introduction to Mathematical Prediction - What We Can and Cannot Do
8	Cesunica E. Ivey	11006005	空气质量与健康影响概论	Introduction to Air Quality and Health Effects
9	Chris Meier	01006014	天然化合物——有机化学与药物开发	Natural Compounds Chemistry - Using Organic Chemistry to Develop Drugs
10	Christian Mcmillen	02006066	从殖民卫生到全球卫生（1890年至今）	Colonial Health to Global Health, 1890 to the Present
11	Christopher Mark Donne Ellis	02006062	20世纪美国史	History of the United States of America in the Twentieth Century
12	Concepcio Domenech	28006013	美国社会的拉丁文化	Remaking America: Cultures of Latinos and Latinas in the United States
13	Daniel Speich Chasse	02006065	第三世界在全球政治中的兴起和衰落（1955-1989）	The Rise and Fall of the Third World (1950s-1980s)
14	Dwayne D. Arola	01006029	生物仿生材料：如何运用大自然的秘密	Bioinspired Materials: Applying the Secrets of Nature
15	Fred Dervin	20006006	跨文化关系探究	Exploring Intercultural Relations
16	Fuzhen Zhang	01006028	矩阵精品	Matrix Gems
17	Gang Guo	02006054	丝绸之路与东亚全球化	The Silk Road and Globalization in East Asia
18	Germán Gil Curiel	02006052	当代西方社会中的艺术与人文	Arts and Humanities in Contemporary Western Societies
19	Himanshu C. Patel	09006030	工程中的数学	Mathematics in Engineering
20	Hongfa Hu	10006006	最轻的金属工程材料——镁合金在汽车、航空航天和电子行业中应用	Automotive, Aerospace and Electronic Applications of Magnesium - the Lightest Engineering Structural Metal
21	Jensen Kipton Eugene	20006007	美国的暴力和非暴力政治（1960-1970）	The Politics of Violence and Nonviolence in America (1960-1970)
22	Jian Wang	01006030	纳米材料的结构和力学——从原子尺度机制到宏观尺度行为	Nanostructural Materials: Microstructure and Mechanics - from Atomic Scale Mechanisms to Macro-Scale Behaviors
23	Jie Li	18006001	可持续土木工程学	Sustainable Civil Engineering
24	Juan Gonzalo Muga Francisco	01006009	量子世界简介	Introduction to the Quantum World
25	Kathalene Ava Razzano	14006057	美国大众传播导论	Foundations of American Mass Communication
26	Keyan Gray Tomaselli	02006068	文化与媒体研究通识	Making Sense of Cultural and Media Studies
27	Laurence de Looze	03006455	从罗马字母表看西方文化	What the Roman Alphabet Says about Western Culture
28	Martin Howard	02006069	第二语言学习与教学的重要议题	Contemporary Issues in Second Language Learning and Teaching
29	Max Preglau	02006058	欧洲，奥地利和美国福利制度的建立、挑战和改变	Rise, Current Challenges and Transformations of the Welfare State: Austria, Europe and the USA in a Comparative Perspective
30	Michael E. Hodge	20006008	美国的文化、阶级与阶层分化	Culture, Class, and Stratification in the United States
31	Michael W. Schneider	13006133	从版画到印刷媒介	From Printmaking to Print Media
32	Myron B. Allen	02006060	美国高等教育中的冲突管理	Managing Conflict in the American Academy
33	Nancy Joan Scannell	04006009	风险和报酬的金融表述和实践特征	Financial and Practical Manifestations of Risk and Return
34	Nergis Canefe	02006067	共富：关于公共行政法和公益的争论	The Wealth of the Commons: Critical Debates on Public Administrative Law and the Public Good
35	Peter Ciszewski	22006046	用户体验设计课程	User Experience Design
36	Peter Simpson	03006432	幸福的追求和政治生活	The Pursuit of Happiness and Political Life
37	Rachel McLean Sailor	02006059	美国建筑和艺术杰作	American Monuments and Masterpieces
38	Rogier. B.P.M. Busser	24006007	日本经济发展	Economic Development in Japan
39	Sergiy Valyukh	09006033	电脑游戏与物理学	Physics for Game Programmers
40	Shin Dong Kim	14006054	韩国媒体文化产业	Media Culture and Industry in Korea
41	Simon Penny	02006061	技术文化简史	A Short History of Technoculture
42	Stefan Majetschak	02006063	"布鲁姆斯伯里派"的美学理念：罗杰•弗莱、克莱夫•贝尔的艺术原理与现代艺术理论研究	"Bloomsbury" Aesthetics: The Theory of Art and Artistic Modernism in the Writings of Roger Fry and Clive Bell
43	Tao Zhang	00856997	休闲体育与健康促进	Leisure-time Physical Activity and Health Promotion
44	Tarique Niazi	28006014	环境安全	As if Earth Matters
45	Y. Ken Wang	15006002	Python数据分析导论	Introduction to Data Analytics with Python
46	Ying Chen	04006010	华尔街金融机构和产品简介	An Introduction to Financial Institutions and Products in the Wall Street
47	Yunxiang Kelly Chen	14006058	华语电影里的性别形态	Gender Politics in Chinese Films
48	Zhuofei Wang	02006064	美学的新范畴"气氛"及艺术实践	"Atmosphere" as a New Concept of Aesthetics and Its Artistic Practice

 

课程及外教详细信息请查阅后续文档。

 

 

Name: Aara Suksi

Position/Degree：Associate Professor, Department of Classical Studies, University of Western Ontario.

PhD in Classics, University of Toronto

Nationality: Canadian

Education Background：

1. PhD in Classics, University of Toronto 1999

2. MA in Classics, University of Toronto 1993

3. BA in Greek, University of Toronto 1984

Working Experiences：

1. Associate Professor, Department of Classical Studies, University of Western Ontario. 2007-present.

2. Assistant Professor, Dept. of Classical Studies, University of Western Ontario. 2001-2007.

3. Assistant Professor, Dept. of History and Classics, University of Alberta 1998-2001.

 

Research Interests：

Ancient Greek Literature; Ancient Greek mythology; Homeric epic; Athenian tragedy; the ancient novel. More specifically, intergenericity and intertextuality in the ancient Greek literary tradition, gender and textuality, and the reception of texts from the Greek literary tradition in Latin literature and in contemporary writing.

 

 

Syllabus

English Course Name：The Trojan War and the Odyssey of Homer

Chinese Course Name: 特洛伊战争与荷马的《奥德赛》

Course Code：03006456

Objectives：

The earliest literature of European culture was written down during the Archaic period of ancient Greece, when the alphabet first came to Europe from Phoenicia. The Homeric epics, the Iliad and the Odyssey (ca 7^th century BCE), about the heroes of the legendary Trojan War, are foundational for all of Western culture. These texts use the stories of the war between the Greeks and Trojans to explore concepts such as fate, leadership, justice, and the complementary virtues of men and women in the public and private spheres as they interact with their gods and with other mortals. This course will introduce students to the legends and heroes of the Trojan war through a reading and discussion of selections from Homer's Odyssey, the story of Odysseus' return home from the war after a twenty-year long absence. After an introduction to the human and divine causes and outcome of the Trojan war we will turn to the Odyssey to see how this most famous of war veterans finds his way home in spite of many obstacles, how he is reunited with his son Telemachus and his wise and faithful wife Penelope, and how he is re-established as the ruler of his homeland, Ithaca, in spite of the enemies he finds waiting for him there.

 

Contents:

Lesson 1:

Reading : Odyssey Book 1, « Athena Inspires the Prince ». All course readings are available online at http://www.ahshistory.com/wp-content/uploads/2013/04/Homer-Odyssey.pdf

In this lecture I will offer a brief introduction to the legends of the Trojan War, a series of stories that form the background to the earliest foundational literature of western culture, including the Homeric epics and Greek tragedy. Topics will include the role of the gods, the causes of the war, the major characters such as Helen, Menelaus, Agamemnon and Achilles. In the second hour, we will move to the assigned reading, for an introduction to the Odyssey, its hero Odysseus, his absence from home, and the resulting crisis in his household.

 

Lesson 2:

Reading : Odyssey Book 5, "Odysseus—Nymph and Shipwreck"

From Odysseus' household on Ithaca, we move to the scene on the island of the nymph Calypso, a goddess who has been hiding the hero from the world and keeping him from getting home.

We will cover: the hero's choice to renounce the offer of immortality in favour of a return home to his household and his mortal wife; the role of the hero as master of technology as he builds the raft that will carry him homeward; the intervention of the hostile god Poseidon, and the reduction of the hero to a helpless suppliant as he is shipwrecked on the island of the Phaeacians; the importance of the theme of hospitality as a marker of justice in the world of the poem.

 

Lesson 3:

Reading: Odyssey Book 9: "In the One-eyed Giant's Cave" and Book 11: "The Kingdom of the Dead"

Topics to be covered in this lecture include the importance of the theme of story-telling as Odysseus takes up the role of epic poet to tell the tales of his many adventures to his Phaeacian hosts; the theme of the hero as trickster as we see it fully developed in his encounter with the monster in the cave; the hero's encounter with the land of the dead and the special knowledge he acquires from this terrifying journey; the comparison of Odysseus with Achilles (the hero of the other great Homeric epic, the Iliad), and Agamemnon (with his own story of a tragic home-coming) as he meets these two figures in the underworld.

 

Lesson 4:

Reading: Odyssey Book 21, "Odysseus Strings his Bow"

In this lecture I will discuss the return of the hero to his homeland, focusing on the themes of disguise, humiliation, recognition, and loyalty. The importance of the role of Penelope, Odysseus' wife, will be a focus of our attention as she demonstrates her own prudence and intelligence. The reading includes an account of the great contest of the bow and we will consider this in details as a test of the hero, of his wife, and of the household as a whole. 

Lesson 5:

Reading: Odyssey Book 23: "The Great Rooted Bed"

In this final lecture we will cover the resolution of the narrative in the reunion of Odysseus with his wife Penelope after twenty years of separation. We will consider how their marriage bed constitutes the final test that the hero must pass before his proper place in the social order can be restored to him. We will summarize roles of gods and mortals in enforcing justice as it is defined by the poem.

 

Prerequisites：

Students should have read the required reading from the Odyssey before each class. They should have a sufficient command of English to be able to comprehend the readings and to understand the lectures.

 

Text Books and Reference Books:

All course readings are available online at:

http://www.ahshistory.com/wp-content/uploads/2013/04/Homer-Odyssey.pdf

 

Performance Evaluation and Score Assessment:

Each day there will be a five-minute quiz consisting of a simple factual question about the reading for that day. These five quizzes will be worth 25% of the grade.

On the final day, students will hand in an assignment, of roughly 500 words, that will consist of two parts:

1.      An analysis of the major characteristics of the hero Odysseus, with reference to the assigned readings and lectures (about 400 words, worth 80% of the assignment);

2.      A brief statement reflecting on what is the most important thing that this course has taught them (about 100 words, worth 20% of the assignment).

 

Name: Alessandro Stroppa

Position/Degree：PhD Physics /Researcher/Associate Professor

Nationality: Italian

Education Background：

1. Master Degree in Physics (2002)

2. PhD- University of Trieste (2003-2006)

 

Working Experiences：

1. Permanent staff at National Research Council (CNR)- ITALY. (2012- now)

2.Post-doc position CNR-ITALY (2008-2012)

3.Post-Doc position University of Vienna (2006-2008)

Research Interests：

By using ab-initio methods we study functional properties of materials ranging from inorganic (or organic) to hybrid organic-inorganic compounds. Specifically we study the interplay between ferroelectric ordering and magnetic ordering i.e. magneto-electricity. Recently we have turned our attention to halides perovskite systems which are very important for photovoltaic applications unveiling an exotic interplay between electric ordering of the dipole moments and the spin-properties of the electronic states. Last, but not least, we are considering the interplay between the magneto-optical properties and ferroelectric/magnetic ordering in complex compounds such metal-organic frameworks.

Syllabus

English Course Name: Symmetry in Physics

Chinese Course Name: 物理科学中的对称

Course Code：01006031

Objectives：

The course is intended as an introduction to symmetry and its applications in solid state physics as well as in molecular physics. This graduate-level course develops the aspects of group theory most relevant to physics and chemistry (such as the theory of representations) and illustrates their applications to quantum mechanics. In the first part we focus mainly on the introduction of methods, illustrated by physical examples, and then we offer a systematic treatment of the quantum theory of atoms, molecules, and solids. The formal theory of finite groups and their representation is developed and illustrated by examples from the crystallographic point groups basic to solid-state and molecular theory. We discuss the theory of systems with full rotational symmetry, the systematic presentation of atomic structure, and molecular quantum mechanics.

We discuss also solid-state physics, the electronic energy band theory

and magnetic crystal symmetry.

 

Contents:

Lesson 1:

The role of symmetry. Definitions and Nomenclature. Examples. Concepts and theorems in group theory. Class structure and Class multiplication. Theory of group representation. Definitions. Character of a representation. Character tables. Decomposition of Reducible representations. Application of representation theory to quantum mechanics. Basis functions for Irreducible representations; direct-product groups.

Lesson 2:

Physical applications of group theory. Crystal-symmetry operators. Crystallographic point groups and irreducible representations. Three-dimensional Rotation group and corresponding representations.  Crystal-field splitting of atomic energy levels. Introduction to spin effects. Group theoretical matrix-element theorems. Selection rules and parity.

Lesson 3:  

Full Rotation group and angular momentum. Rotational transformations properties and Angular Momentum. Continous groups. Homomorphism with the Unitary Group. Representation of the Unitary group. Application of rotation-representation matrices.The rotation-inversion group. Time-reversal symmetry. General invariances.

Lesson 4:

Quantum mechanics of Atoms. Review of elementary atomic structure and nomenclature. Hamiltonian and eigenfunctions. Determinantal wavefunctions. Hartee-Fock Method. LS-term energies. Eigenfunctions and Angular-momentum operations. Fine structure. Zeeman effect. Magnetic Hyperfine Structure and Electric Hyperfine Structure.

Lesson 5:

Molecular Quantum Mechanics. Electronic Eigenfunctions. Hydrogen Molecule. Molecular Orbitals. Group theory and molecular orbitals. Selection rules. Vibration and normal modes. Solid state theory. Symmetry properties in solids. Reciprocal Lattice and Brillouin zones. Energy band . Crystal symmetry and group of k-vector. Degeneracy and Compatibility. Spin-orbit coupling in Band theory. Time reversal in band theory. Magnetic Crystal groups.

Prerequisites：

Basic knowledge of vector calculus, matrix algebra and elementary quantum mechanics.

Text Books and Reference Books:

1) Group Theory and Quantum Mechanics  (Michael Tinkham)

2) Group theory- Application to the Physic of Condensed Matter (M.S. Dresselhaus, G. Dresselhaus, A. Jorio)-Springer.

Performance Evaluation and Score Assessment:

Colloquium on topic's course.

Name: Andrew Lambert

Position/Degree：Assistant Professor

Nationality: British

Education Background：

1. PhD: University of Hawaii, USA

2. MA: Durham University, UK

3. BA: Sheffield University, UK

Working Experiences：

1. 2015-present: Assistant Professor, Dept. of Philosophy, City University of New York, College of Staten Island

2. 2012-5: Ass. Prof. Dept of Philosophy, Western New England University

3.2007-8 Visiting Scholar, Peking University

Research Interests：

Philosophy of Sport, Ethics, Care Ethics, Confucian Ethics, Contemporary Chinese Philosophy

 

 

 

 

 

 

 

 

 

 

 

 

 

Syllabus

English Course Name：Introducing Philosophy through the Philosophy of Sport

Chinese Course Name:　哲学入门：运动哲学

Course Code：03006454

Objectives：

Sport has become a large and pervasive part of the everyday lives of most people, and this course introduces you to a range of philosophical issues surrounding it. We examine the nature of sport, and what distinguishes it from other forms of activity. We then consider the impact of sport – as something played, watched and as an institution - on society and on the lives of individuals, and proceed to ask what it's like to play sport and examine the values of sportsmanship and cheating. We will also adopt the perspective of a sports fan and ask whether it's good or bad to be a devoted fan. Finally, we look at applied ethical questions, such as the use of performance enhancing drugs and technologies.

By the end of the course, students will be able to:

1. Discern and assess arguments about a range of philosophical issues pertaining to sport.

2. Critically assess widely-discussed values such as competitiveness, fairness and loyalty.

3. Understand the idea of character development, by reference to sport and its place in contemporary society.

4. Appreciate the relevance of philosophical resources to 'real world' problems

 

Contents:

Lesson 1:

What is Sport?

Is sport a form of religion? Is sport a kind of game? Is it a kind of 'play'?

Reading:

1. Novak: The Religion of sports
2. Novak: The Metaphysics of Sport
3. Sports as a game:  The Elements of Sports, Suits.

 

Lesson 2:

Session 2. Understanding Sport: Why play sport? What makes sport valuable?

What values does sport embody? Beauty? Excellence? What makes this so?

Why bother to play sport? Is it trivial? What values does it uphold or teach?

Deadline: Quiz – Quiz on Session 1 lecture (3 readings)

Reading

1. Sport and Beauty: 'Sport as aesthetics' Kuntz, 'Sport as tragedy'  Keenan
2. Sport as the pursuit of excellence: 'Concern for Excellence', Weiss
3. 'Why men run', Doherty

 

Lesson 3:

Session 3. Sportsmanship, cheating and drug use 

What is sportsmanship? Should Performing Enhancing Drugs (PEDs) be allowed in sport? What values do they violate?

Deadline: QUIZ on Weiss, – 'Concern for Excellence' (Session 2 article)

Reading/Listening

1.      Podcast: Sandels on Enhancement in Sport

2.      Why wasn't lance Armstrong caught earlier?

3.      We've Got The Lance Armstrong Doping Scandal All Wrong

4.      Punishing doping athletes isn't a long-term solution

 

Lesson 4:

Session 4. The value of the Sports Fan

What is a sports fan? What's it like to be one? Does it benefit oneself or Is it a waste of time and energy?

Quiz: On Podcast - Sandels on Enhancement in Sport

Reading:

1. 'The Evolution of the Football Fan and the Way of Virtue', Lambert
2.  'The rules of being a fan', Simmons

 

Lesson 5:

Session 5. Community Based Inquiry on Ethics in Sport; FINAL EXAM

CBI: Salaries, ticket scalping, Sexism in sport, Paying college athletes

Reading:

1. "Is A-Rod worth the money?" MLB.com
2.  "Ticket Scalping," Schacher
3. On Female Nascar racer Danica Patrick
4. "Problems with paying college athletes", Dosh

Deadline: Two questions. Choose one of the above articles to read. Bring two written and typed questions to class that you would like to discuss, based on or inspired by the reading.

We will vote on questions to discuss. Examples of good discussion questions:

 

Prerequisites：

Reasonable English level; interest in philosophical thinking

Text Books and Reference Books:

Course Reading Pack, available online

Performance Evaluation and Score Assessment:

Quizzes and Homework: 40%

Participation: 10%

Final Exam: 50%

 

Name: Anna Lupina-Wegener

Position/Degree：Professor/Ph.D

Nationality: Polish

Education Background：

1. 2005-2011: Post-doc, University of Geneva (HEC), Geneva, Switzerland

2. 2000-2005: Ph.D in Economic, Warsaw School of Economics (SGH), Warsaw, Poland

3. Master in Economic, Warsaw School of Economics (SGH), Warsaw, Poland

Working Experiences：

1. 2012.02 – till now: Professor in Organizational Behavior, University of Applied Sciences and Art-Western Switzerland (Department of Business Administration), Switzerland

2. 2011.09 – 2012.03: Adjunct, senior lecturer, University of Geneva (Department of Business Administration), Switzerland

3. 2005.11 – 2010.07: Post-doc in charge of teaching, University of Geneva (Department of Business Administration), Switzerland

Research Interests：

Organizational behavior, social psychology, cross-cultural management

 

 

Syllabus

English Course Name：Cross-Culture Management

Chinese Course Name: 跨文化管理

Course Code：24006001

Objectives：

General:

·         to increase awareness of one's own culture,

·         to provide insight into other cultures,

·         to diagnose culture,

Cross-cultural management

·         to demonstrate how culture affects management practice,

·         to understand how culture affects one's own cultural communication

·         to provide guidelines on managing cultural differences as individuals, teams and organizations,

·         to develop collaboration competencies with companies based in/ or originating from East and Central Europe, Asia.

Contents：

This course is designed to develop a deeper understanding of the issues in managing across cultures. First, we will question the importance and relevance of culture in management practice. Second, we will explore methods for discovering culture and develop a framework to diagnose culture whether national, corporate, functional, etc. Third, we will examine the impact of culture on communication strategy, structure, and human resource management. Finally, we will evaluate different approaches to managing cultural differences and question the role of managers and companies in a global economy.

Prerequisites：No

Text Books and Reference Books:

·         SCHNEIDER, Susan Carol. Managing across cultures. Pearson Education, 2003. Chapter 1

·         HOUSE, R. J., HANGES, P. J., JAVIDAN, M., DORFMAN, P. W., & Gupta, V. (2004). Leadership, culture, and organizations: The GLOBE study of 62 societies. Beverly Hills: Sage Publications. Chapter 3.

·         HALL, E. T. (1977). Beyond culture. Random House Digital, Inc..

·         TING-TOOMEY, Stella, OETZEL, John. Managing Intercultural Conflict Effectively. Thousand Oaks: Sage Publications, 2001. Chapter 2.

·         CHEN, Ming-Jer & MILLER, Danny (2010). West meets East: Toward an ambicultural approach to management. The Academy of Management Perspectives, 24, (4).

·         LUPINA-WEGENER A. A. (2013). Human resource integration in subsidiary mergers and acquisitions: evidence from Poland. Journal of Organizational Change Management, 26(2).

·         ORR, G., & XING, J. (2007). When Chinese companies go global: An interview with Lenovo's Mary Ma. The McKinsey Quarterly.

Performance Evaluation and Score Assessment:

Final grade: 50% individual self-reflection report, 50% class participation

 

Participation is evaluated based on: attendance, active participation, homework, filled-out questionnaires and handing in group/ individual assignments.

 

 

Name: Armida de la Garza

Position/Degree: Associate Professor (Senior Lecturer), PhD, MA, FHEA

Nationality: Mexican

Education Background：

1. PhD, London School of Economics (International Studies)

2. MA, University of London, Royal Holloway (Politics)

3. BSc, National University of Mexico (International Studies)

Working Experiences：

1. University College Cork, Associate Professor (Senior Lecturer) in Digital Humanities and Screen Media

2. Xian Jiaotong Liverpool University, Associate Professor in Communication Studies

3. University of Nottingham, UK and Ningbo. Associate Professor in Communication and Film

Research Interests：

Digital Media, Communication, History and International Studies on Film, Area Studies (Latin America, and Latin America-China relations).

 

Syllabus

English Course Name：History and Film

Chinese Course Name: 历史与电影

Course Code：02006048

Objectives：

This course will discuss the role of film in the creation and dissemination of historical narratives, its advantages and disadvantages as a teaching tool, and how it is being complemented by the new digital media.

 

Contents:

Lesson 1:

Introduction: the historical film

Lesson 2:

Main Strategies to narrate history on film

Lesson 3:

Three types of history on film: mainstream, documentary, experimental

Lesson 4:

Using historical Films to promote Tourism

Lesson 5:

Summary and Conclusions, test

 

Prerequisites：

Previous courses on history and/or film

 

Text Books and Reference Books:

Rosenstone, Robert A. (2012) History on Film/Film on History. London: Routledge.

Stubbs, Jonathan. (2013) Historical Film: A Critical Introduction. New York: Bloomsbury.

 

Performance Evaluation and Score Assessment:

Hughes-Warrington, Marnie (ed). (2009) The History on Film Reader. London: Routledge.

Hughes-Warrington, Marnie (2007) History Goes to the Movies. London: Routledge.

Landy, Marcia (ed). (2000) The Historical Film. New Brunswick: Rutgers.

 

Name: Barry Brummett

Position/Degree：Professor PH.D

Nationality: America

Education Background：

1. Ph.D         University of Minnesota, 1978

2. M.A.         University of Minnesota, 1975

3. B.A.         Macalester College, 1973

Working Experiences：

1. 2001-present   Charles Sapp Centennial Professor in Communication, University of Texas, Austin; department chair

2. 1991-2001       Professor (University of Wisconsin-Milwaukee)

1990-93    Chair of the Department, U.W.M.

3. 1984-86    Associate Professor (Purdue University)

Research Interests：

Rhetorical Theory and Criticism; Philosophy of rhetoric; Rhetoric of Popular Culture; Theories and Methods of Kenneth Burke; Media Criticism; Argumentation , etc.

 

Syllabus

English Course Name: Public Speaking and Presentations

Chinese Course Name: 公共演讲与展示

Course Code：03006452

Objectives：

A course to be taught in the International Short Course term, Shanghai University, Summer 2016

Course goal: This course offers basic instruction in how to give clear and effective public speeches and group presentations.  In-class critiques will allow students to improve their skills.  Students must arrange to video record themselves and to view their own speeches afterwards.

Requirements: Students must arrange to spend time outside of class practicing speeches and presentations.  They must arrange some means of tape recording their speeches and presentations (up to ten minutes) so they can watch them outside of class.

Contents:

Lesson 1:

Basic principles of public speaking

Speak up and speak clearly

Eye contact

Practice and stay within time limits

Have a clear goal and share it with the audience

Have a clear organization and share it with the audience

Be brief

Give examples

Have a clear conclusion that sums up

A speech of self introduction, with critique

Form groups for group presentations

Lesson 2:

The elevator speech: summing up what you do, with critique

A basic form of organization for persuasive speaking: Monroe's Motivated Sequence

Attention 

Get the attention of your audience using a detailed story, shocking example, dramatic statistic, quotations, etc.

Need 

Show how the topic applies to the psychological need of the audience members. The premise here is that audience needs are what motivates action. Go beyond establishing that there is a significant problem. There are many problems that are not particularly relevant to your audience. Show that the need will not go away by itself. Use statistics, examples, etc. Convince your audience that they each have a personal need to take action.

Satisfaction

You need to solve the issue. Provide specific and practical solutions that individuals or communities can use to solve the problem.

Visualization

Tell the audience what will happen if the solution is implemented or does not take place. Be visual and detailed.

Action

Tell the audience what action they can take personally to solve the problem.

View and critique an example of a persuasive speech

Assign the persuasive speech and assign the group presentation on great Chinese speakers

Lesson 3:

Quick preview of the persuasive speech: tell us what you will ask us to do or think. With critique

Principles of group presentation

Work together toward one goal

Equal participation

Assigned responsibilities and clear division of responsibilities

Practice and stay within time limits

Practice any use of technology, and keep it simple

Work in class on group presentations

Lesson 4:

The persuasive speech given in class, with critique

Lesson 5:

The group presentation given in class, with critique.

 

Prerequisites：

Attendance and participation every day. Each student must bring some means of video recording up to a ten-minute speech or presentation, and must identify a friend to record his/her speeches/presentation

Text Books and Reference Books:

NULL

Performance Evaluation and Score Assessment:

Speech of self introduction: 5% of the overall grade

Elevator speech: 5% of the overall grade

Persuasive speech: 40% of the overall grade

Group presentation: 40% of the overall grade

Class participation and attendance: 10% of the overall grade

 

 

Name: Bernd Schroeder

Position/Degree：Professor and Chair at The University of Southern Mississippi

Nationality: USA

Education Background：

1. Vordiplom (eq. BS), Mathematics and in Physics, Technische Universität Berlin, 1988

2. MS, Mathematics, Kansas State University, 1989

3. Ph.D., Mathematics, Kansas State University, 1992

Working Experiences：

1. Hampton University, Research Associate (1992-1993), Assistant Professor (1993-1997)

2. Louisiana Tech University, Associate Professor (1997-2003), Professor and Program Chair (2003-2014), Academic Director (2008-2014)

3. The University of Southern Mississippi, Professor and Chair (2014-current)

Research Interests：

Ordered Sets, Graph Theory, Harmonic Analysis, Probability Theory

 

Syllabus

English Course Name：Introduction to Mathematical Prediction – What We Can and Cannot Do

Chinese Course Name: 预言未来的数学原理简介

Course Code：01006027

Objectives：

Prediction of the future is a long-standing dream of mankind. Exact prediction is impossible in principle: For example, lottery numbers cannot be predicted. This is not a bad thing, because the complete ability to predict would have highly negative philosophical consequences: If we knew every detail of our future, our lives would be reduced to following a script. Nonetheless, the desire to know more about the future is beneficial and there have been great advances in predicting the future behavior of complicated systems, even when the systems are significantly influenced by randomness. This course will introduce various types of time dependent data and some prediction mechanisms for them. The public-domain programming language R will be used to handle complicated computations and we will address philosophical as well as technical aspects of prediction as they arise.

 

Contents:

Lesson 1: Deterministic and stochastic phenomena: Recurrence relations and white noise.

Investigation of recurrence relations, starting with the Fibonacci numbers. Code to compute solutions recursively. Determination that solutions are completely predictable from initial values. As a counterpoint, introduction of white noise as a phenomenon that is "purely random." 

 

Lesson 2: General solution of linear recurrence relations with constant coefficients. Correlation and the identification of white noise.

Discussion of the disadvantages of direct computation/recursion. General solution of a linear recurrence relation. Solution of initial value problems. Examples of overfitting of data leading to poor models. Use of the autocorrelogram to identify white noise.

 

Lesson 3: Deterministic phenomena with overlaid randomness: Autoregressive and moving average time series.

New types of stochastic phenomena that are not white noise: Autoregressive time series and moving average time series as combinations of linear recurrence relations and white noise. Coding of simulations that produce autoregressive and moving average time series.

 

Lesson 4: Time series analysis in R: Some fundamental techniques

Recovery of the coefficients of a linear difference equation with constant coefficients from the values of a solution. Estimation of the coefficients for autoregressive and moving average time series.

 

Lesson 5: A case study: Predicting future solar radiation intensity with data from the Arizona Meteorological Network

Contest: Each student generates a time series for the class. Each student uses analysis functions to determine estimates of the coefficients that were used to generate the time series. Best estimate wins. Discussion of a case study in which real data was analyzed in similar fashion, only with more sophisticated tools.

 

Prerequisites：

High school algebra and trigonometry. Some experience with elementary programming will be helpful.

Text Books and Reference Books:

1.      Teacher will provide class notes.

2.      The programming language R is available for free at, for example, https://mirrors.ustc.edu.cn/CRAN/

3.      The text P. Cowpertwait and A. Metcalfe, Introductory Time Series with R, Springer Verlag is a standard reference for interested students, but purchase will not be necessary. 

 

Performance Evaluation and Score Assessment:

·         50% Written test at the end of class

·         25% programming assignments

·         25% data analysis contest

 

 

Name: Dr. Cesunica (Sunni) Ivey

Position/Degree:

Postdoctoral Researcher, Department of Physics, University of Nevada Reno, Reno, Nevada, USA

Nationality: United States of America

Education Background：

1. PhD Environmental Engineering, Georgia Institute of Technology, Atlanta, Georgia, USA (2016)

2. MS Environmental Engineering, Georgia Institute of Technology, Atlanta, Georgia, USA (2011)

3. BS Civil Engineering, Georgia Institute of Technology, Atlanta, Georgia, USA (2010)

4. BS Mathematics, Fort Valley State University, Fort Valley, Georgia, USA (2008)

 

Working Experiences：

1. Postdoctoral Researcher, Department of Physics, University of Nevada Reno, Reno Nevada, USA 2016-Present)

2. Intern, Computational Information Systems Laboratory, National Center for Atmospheric Research, Boulder, Colorado, USA (2014)

3. Engineering Intern, River To Tap, Inc., Roswell, Georgia, USA (2012)

4. Environmental Engineering Intern, British Petroleum, Texas City, Texas, USA (2011)

 

Research Interests：

Today's research questions require multi-scale analyses, and determining feedbacks between processes at each scale is critical.  The overall scope of my research interests is modeling the feedbacks between global climate and regional/local air quality with respect to human health and welfare.  Specifically, my future research studies will determine the impacts of changing climate on air quality, ecosystem vulnerabilities, and human health in Southern California (USA).  

 

 

 

Syllabus

English Course Name：Introduction to Air Quality and Health Effects

Chinese Course Name: 空气质量与健康影响概论

Course Code：11006005

Objectives：

This course is designed to broaden students' perspectives and knowledge of important global and regional air quality and health issues. Students will understand the basic fundamentals of the formation and control of air pollutants, atmospheric chemistry and physics of air pollutants, human exposure and impacts of from air pollutants, and scientific strategies for prediction and mitigation. 

Specifically, this course will provide a broad overview of current state-of-the-science findings and knowledge of the following air pollution and health effects topics:

1.      Air pollution and air quality

2.      Air pollutant emissions

3.      Impacts of meteorology on air quality

4.      Regional air quality and meso-scale modeling

5.      Acute and chronic health effects due to air pollution exposure

6.      Regional air pollution control strategies

7.      Air pollution challenges, management, and policy in the developed and developing world

 

Course Contents:

The following lists outline the proposed topics that will be covered in each of the five lessons for this course.

Lesson 1: Introduction to Air Pollution

1.      Air pollution sources (anthropogenic sources, natural sources)

2.      Gaseous and particle air pollution characteristics (size distributions, ambient concentrations)

3.      Chemical and physical properties of air pollutions (particle pH, hygroscopicity, reactants and products)

4.      Air pollution fate and transformation (deposition, chemical reactions, transport, condensation/volatilization, nucleation and particle growth)

5.      Air pollution measurements (instrumentation, measurement techniques, measurement error, data reporting and availability, emissions inventories)

6.      Air pollution and meteorology (cold air pools, precipitation and particles, pollution and radiative balance, air pollution and regional climate)

Lesson 2: Introduction to Air Quality Modeling

1.      Plume Modeling (Gaussian plume model)

2.      Box modeling

3.      Receptor Modeling (positive matrix factorization, chemical mass balance method, Unmix, current literature)

4.      Chemical Transport Modeling (modeling tools, first principles equations, current literature)

Lesson 3: Air Pollution and Health Effects

1.      Human Exposure (routes of exposure, particle lung deposition)

2.      Health Effects (known impacts from chronic and acute exposure, current literature)

3.      Air Quality and Global Health (developed vs developing nations, global distribution of health effects)

Lesson 4: Global and Regional Policy and Mitigation

1.      Global Agreements (Kyoto Protocol, Paris Agreement)

2.      Intergovernmental Panel on Climate Change (Fifth Assessment Report)

3.      National Policies (Ministry of Environmental Protection, USA Environmental Protection Agency, European Environment Agency)

Lesson 5: Student Presentations

1.      Team presentations

2.      Concluding Remarks

3.      Student Course Evaluation

 

Prerequisites：

Freshman English Composition, Freshman Chemistry, Freshman Physics, Freshman Computing

 

Suggested Text Books and Reference Books:

1.      Fundamentals of Air Pollution (Fourth Edition). Daniel A. Vallero. ISBN: 978-0-12-373615-4

2.      Air Pollution and Health. Edited by: Stephen T. Holgate, Jonathan M. Samet, Hillel S. Koren, and Robert L. Maynard. ISBN: 978-0-12-352335-8

 

Performance Evaluation and Score Assessment:

Students will be evaluated on weekly homework assignments, one final project, and class participation. The grading breakdown is as follows:

 

Class Participation (10%): Students are expected to come to every class, participate in class discussions, and be active participants during lectures.

 

Homework (40%): Students will be assigned four homework assignments, and assignments will be due at the beginning of the next class. 

 

Final Project (50%): Students will work in groups to produce a final report and will present their findings during week 5 of the course.   Each group will write a literature review on a topic of their choice related to the course material.  The final report will be no more than 10 pages double-spaced, not including references, tables, and figures. Final presentations will be made in PowerPoint format, and groups will be given 15 minutes for the presentation with 5 minutes for questions and answers. Further details for the final project will be given during the first class period. 

 

Name: Prof. Dr. Chris Meier

Position/Degree：Full Professor/ PhD degree

Nationality: German

Education Background：

1. 1982 – 1987    Academic training in Chemistry, Philipps-University of Marburg and Diploma thesis

2. 1987 – 1989   Ph.D. thesis (Organic Chemistry), Prof. Dr. Gernot Boche, University of Marburg/Lahn

3. 1990 – 1991    Post-doctoral Fellow in the group of Prof. Igolen, Organic Chemistry, Pasteur-Institute/Paris, France

Working Experiences：

1. 1991 – 1997           Assistant Professor, university of Frankfurt/Main, Germany

2. 1997 – 1999         Associate Professor, University of Würzburg, Germany

3. since 1999       Full Professor for Organic Chemistry - C4/W3, University of Hamburg, Germany

Research Interests：

Nucleoside/Nucleotide Chemistry

Pronucleotide Development

Antisense-Oligonucleotide Chemistry

Stereoselective Synthesis of carbocyclic Nucleoside Analogues

Molecular Basis of the induction of chemical carcinogenesis

Synthesis of Sugar-Nucleotide-Pyrophosphates

Solid-Support based Organic Synthesis

Syllabus

English Course Name：Natural Compounds Chemistry - Using Organic Chemistry to Develop Drugs

Chinese Course Name: 天然化合物­------有机化学与药物开发

Course Code：01006014

Objectives：

The teaching course will summarize the basics of natural compounds chemistry. This includes the introduction of the different classes of compounds, their structural details, properties, chemical synthesis as well as potential application in medicinal chemistry, e.g. as drugs.

 

Contents:

Lesson 1:

Amino acids / Peptides

Lesson 2:

Glycosides / carbohydrates

Lesson 3:

Nucleosides / Oligonucleotides

Lesson 4:

Terpenes / Pheromones

Lesson 5:

Other Natural Compounds

 

Prerequisites：

Solid basis of Organic Chemistry and the most important reaction types known.

 

Text Books and Reference Books:

Organic Chemistry

 

Performance Evaluation and Score Assessment:

Take test and make lecture

Name: Christian W. McMillen     

Position/Degree：Professor of History, PhD

Nationality: US

Education Background：

1. Yale University, Ph.D./History 2004

2. University of Montana, MA/History 1998

3. Earlham College, BA/History 1993

Working Experiences：

1. Assistant Professor of History and American Studies, 2004-2010;

2. Associate Professor of History and American Studies, 2010-2014; Associate Professor of History, 2014-2015

3. Professor of History, 2015-

Research Interests：

I am a historian of American Indian and epidemic and pandemic disease. Occasionally these fields overlap; at others they are distinct. Over the course of my career I have explored different topics and in essential ways shifted fields. But throughout, there have been common themes: exploring the gap between theory and practice, between planning and reality, between what some imagine the world to be and how others live in that world. Land and disease have been the anchors.

Syllabus

English Course Name：Colonial Health to Global Health, 1890 to the Present

Chinese Course Name: 从殖民卫生到全球卫生（1890年至今）

Course Code：02006066

Objectives：

This course will explore the expansion of people, goods, and disease around the world from the end of the nineteenth century to the present. The course will begin with a discussion of cholera as the archetypal global traveler. It will then move on to the third plague pandemic of the 1890s and early 1900s. From there we will look at the massive post World War I influenza pandemic. At the same time, the course will investigate colonial expansion, particularly US expansion in to yellow fever and malarial zones of the American tropics and British expansion into Africa before World War II. After the War the course will look at the emergence of a new global health infrastructure embodied particularly by the World Health Organization. We will explore the post-war disease eradication and control campaigns against malaria, tuberculosis, and smallpox.  The course will wrap-up with a look at the AIDS pandemic. Students will complete the course with a basic knowledge of the forces that aided the spread of epidemic disease around the world.

Contents:

Lesson 1:

Cholera, the Plague, and the Origins of Global Health

During the nineteenth century there were five cholera pandemics; the disease ushered in the era of international health. The century ended with a global plague pandemic. We will examine the reasons why these diseases spread so quickly and pay special attention to why they affected some areas more than others. 

Reading: "Introduction," "Cholera," and "Plague" from Pandemics: A Very Short Introduction s

Lesson 2:

Global Influenza and Colonial Medicine

Packard, Chapters 1&2: "Colonial Training Grounds" and "From Colonial to International Health"

As the Americans and British moved more and more into overseas territories they encountered disease environments and people with which and whom they had little experience. Controlling disease became a paramount concern for colonial governments in the tropics and elsewhere. The export of western medicine to the colonial world had varying effects: while yellow fever was controlled in the American tropics, western medical technology was all but useless against influenza. 

McMillen, "Influenza" from Pandemics: A Very Short Introduction

Lesson 3:

Malaria: from the Pre-War to the Post-War

In this lecture we will explore the various approaches to controlling malaria in Italy, the American tropics, especially Brazil, and South Africa. Malaria control oscillated between efforts to control the mosquito vector and the disease itself once it got into the body. Very rarely were the social conditions and economic conditions that gave rise to malaria considered. 

Reading: Packard, Chapter 6: "A Narrowing of Vision: International Health, Technology, and Cold War Politics"

Lesson 4:

The Global Effort to Control Tuberculosis and the Emergence of Drug Resistance

After World War II the newly formed WHO attempted to control tuberculosis across the globe. Armed with a vaccine and newly discovered and newly discovered antibiotics the emerging global health regime thought a technological fix to this intractable disease was right around the corner.

Reading: Packard, Chapters 7&8: "Uncertain Beginnings" and "The Good and Bad Campaigns"

Lesson 5:

The Emergence and Global Spread of AIDS

AIDS has transformed the global health landscape in many ways: it spawned an unprecedented global activist movement; went from being a incurable to a treatable disease in a generation; received the attention of medical researchers and the funding of foundations and governments like no disease before it. Yet, despite all the attention it remains one of the leading global killers. 

Packard, Chapters 15&15: "AIDS and the Birth of Global Health" and "The Global Fund, PEPFAR, and the Transformation of Global Health"

 

Prerequisites：

The instructor assumes no prior knowledge of the subject; this is an introductory course. Students are expected to come to class with the reading done in advance prepared to ask questions.

Text Books and Reference Books:

Randall Packard, A History of Global Health: Interventions into the Lives of Other Peoples

Christian W. McMillen, Pandemics: A Very Short Introduction

Performance Evaluation and Score Assessment:

The students will be evaluated based on classroom participation; reading comprehension; and several short quizzes

 

 

Name: Mark Ellis

Position/Degree：Senior Lecturer and Senior Vice Dean, MA, PhD

Nationality: British

Education Background：

1. University of Aberdeen, PhD, 1984

2. Northwestern University, Graduate Research Student, 1979-80

3. Aberdeen University, MA History, 1978

Working Experiences：

1. University of Strathclyde, 1989-2017

2. Brunel University, 1986-1989

3. Greenwich University, 1984-85

Research Interests：

My research is on American race relations in the first half of the 20^th Century, a period of great change in the lives of African Americans and in American society as a whole.  Migration, urbanization, war, segregation and racial violence all played a part in the changing fortunes of this racial minority during this period.  My work examines the ways in which black people tried to improve their situation through land ownership, education, new publications and new organizations and also through cooperation with white reformers in certain parts of the southern United States and in northern cities.

Syllabus

English Course Name：History of the United States of America in the Twentieth Century

Chinese Course Name: 20世纪美国史

Course Code：02006062

Objectives：

By the end of the course, the typical student who takes full advantage of the learning opportunities and satisfies the assessment requirements will:

·         know the broad outlines of the growth and development of the United States between 1900 and the 1990s: from President Theodore Roosevelt to President Bill Clinton;

·         understand the impact on the United States during the 20^th Century of industrialisation, changes in American immigration, the growth of American cities, urbanisation, the effects of war on American society and the US government's attempts to manage the economy;

·         become familiar with the American Constitution and the federal government system;

·         understand the American election system and the key differences between the main political parties;

·         understand the growth in the power of the American presidency;

·         become familiar with the different regions within the United States and their history;

·         be familiar with the experience of minority groups in American society and American women;

·         understand the causes and effects of the growth of the post-1945 civil rights movement;

·         understand the causes of the emergence of the United States as an international superpower and major economy;

·         show his or her ability to use secondary sources in written discussion of key questions in American history;

·         develop further his or her analytical skills in the oral and written discussion of historical problems.

 

Contents:

Lesson 1:  1900-1920

Immigration; American foreign policy; the growth of the cities; reform movements and conservation in the West; the black equal rights movement; votes for women; the effects of World War I; Presidents Theodore Roosevelt, William Howard Taft and Woodrow Wilson

 

Lesson 2:  The 1920s and the 1930s

Prosperity in the 1920s; immigration restriction; the automobile and radio; Hollywood; the prohibition of alcohol; the Wall Street crash and the Great Depression; mass unemployment; farm life; Presidents Warren Harding; Calvin Coolidge; Herbert Hoover and Franklin Roosevelt.

 

Lesson 3:  World War Two and the 1950s

The abandonment of American neutrality; America goes to war; wartime society; American foreign policy after 1945; the Korean War and McCarthyism; American prosperity in the 1950s; growth of the suburbs; the beginnings of the civil rights movement; American art and music; Presidents Harry S. Truman and Dwight D. Eisenhower.

 

Lesson 4:  The 1960s and the 1970s

The growth of the civil rights movement; youth culture in America; the women's liberation movement; protests against the war in Vietnam; urban problems and the Great Society reforms; the American space programme; the Watergate affair; American economic problems; Presidents John F. Kennedy; Lyndon B. Johnson; Richard Nixon; Gerald Ford and Jimmy Carter

 

Lesson 5:  The 1980s and the 1990s

The growth of American military spending; economic growth; American music and film; education problems in American society; crime in American society; American foreign policy and the end of the Cold War; Presidents, Ronald Reagan; George Bush and Bill Clinton.  Conclusions and revision.

 

Prerequisites：

Students should have an interest in the History of the United States, but no previous familiarity with the details of the course content is required.

Text Books and Reference Books:

George Brown Tindall and David E. Shi, America: A Narrative History, volume 2.

Or any other general introductory textbook on American History in the 20^th Century, such as Marybeth Norton, David Katzmann and Paul D. Escott, A People and a Nation, volume 2.

Performance Evaluation and Score Assessment:

1.      Essay of 1,500-2,000 words

2.      Class Test

 

 

Name: Concepcio Domenech

Position/Degree：Assistant Professor/Ph.D.

Nationality: USA

Education Background：

1. Ph.D. Spanish Literature

2. M.A. Spanish Literature

3. M.A. Anthropology

Working Experiences：

1. Assistant Professor, University of Wyoming

2. Assistant Managing Editor, Journal Hispania

3. Instructor CCCOnline

Research Interests：

Cultures of Latinos and Latinas in the United States. My research and teaching interests include, Urban and regional economic development, labor markets and workforce development, political economy, Latin America, Latinos in the U.S. and immigration, governance, non-profits and institutional development, and research methods.
Syllabus

English Course Name：Remaking America: Cultures of Latinos and Latinas in the United States

Chinese Course Name: 美国社会的拉丁文化

Course Code：28006013

Objectives：

Latinos/Latinas are the largest and fastest growing minority group in the United States, made up of diverse peoples from Latin America and the Caribbean, former Latin American territories incorporated into the United States, and successive generations of their offspring. Most are United States born, though many retain cultural, linguistic, and economic connections to immediate or ancestral countries and regions.

 

The Latino diaspora is challenging and contributing to the revitalization of the cultural, religious, and democratic processes in the United States. From an interdisciplinary perspective of cultural studies, history, and sociolinguistics, this program aims to provide an overview of useful frameworks to interpret the Latino experience in the United States.

 

We will focus on the impacts of migration on the self/identity of Latinos and Latinas, histories to and from Latin America, cultural creativity and exchange, social practices in families, plus transcultural innovations in the arts and religious traditions. Attention to the current debates about immigration reform, social justice and cultural wisdom, sacred bundles and ecologies, leadership and gender, ethnic identity, bilingualism, and American cultures as constituted by cores and/or crossroads and borderlands. Music and film will enhance the lectures.

 

·         Demonstrate a basic knowledge of the Latinos and Latinas social conditions.

·         Describe and discuss the current socio-political conditions and cultural phenomena in Latino communities.

·         Demonstrate an understanding of different cultural expressions of the Latinos and Latinas both orally and in writing.

·         Present and discuss issues related to sustainable development, religion, ethnicity, and gender in the Latino communities.

 

Contents:

Lesson 1: Bilingualism: English and Spanish. We speak both/Hablamos los dos: Growing Up Bilingual. Spanglish. "No Speak English"

Music: Los Lobos / "Be still"

Art: Tony Ortega / La marcha de Lupe Liberty

Reading: Zentella, Ana Celia. Hablamos los dos: We speak both. Studying bilingualism in the community context. In Zentella, Growing Up Bilingual, 1997.

 

Lesson 2: Homelands and Religious Dimensions

 Music: Calle 13: Latinoamérica 

Art: Gilbert Magú-Luján / Cruising Turtle Island

Reading: Eliade, Mircea, "The Terror of History" from Waiting for the Dawn  

 

Lesson 3: Crossing Culinary Borders: The House on Mango Street. Latino Roots of American Food

Music: Los Tigres del Norte / Mis dos patrias

Art: Luis Jiménes /Tan lejos de Dios, tan cerca de los Estados Unidos

Reading: Pilcher, Jeffrey. Coming Home to Salsa: Latino Roots of American Food. In American Latinos and the Making of the United States: A Theme Study. http://www.nps.gov/latino/latinothemestudy/food.htm

 

Lesson 4: Latinos and Latinas Remaking Aesthetics and Music

Music: Quetzal / "Tragafuegos'

Art: Patssi Valdez / Noviembre 2

Readings: Anzaldúa, Gloria. Borderlands/La Frontera (selections)

 

Lesson 5: Latinos and Latinas in Hollywood

Music: Gloria Estefan/Hablemos el mismo idioma

Art: Artemio Rodríguez / Mickey Muerto

 

Prerequisites：

Speak and understand English. No prerequisites. It is a general course.

Text Books and Reference Books:

I will send all the material in a PDF ahead of time.

Performance Evaluation and Score Assessment:

Reading and homework

Classwork

4 quizzes

 

 

Name: Daniel Speich Chassé

Position/Degree：Assistant Professor

Nationality: Switzerland

Education Background：

1. PH. D. UNIVERSITY OF ZURICH (2004)

2. PD HABIL UNIVERSITY OF ZURICH (2012)

Working Experiences：

1. Associate researcher eth zurich 1998-2010

2. Fellow at max-planck-institute for history of science berlin 2007

3. Research fellow at nantes institute for advanced studies

4. Assistant professor university of lucerne (since 2011)

Research Interests：

Daniel Speich Chassé is a professor in modern history at the University of Lucerne, Switzerland. His research focuses on economic history, environmental history, and global history. His main interest is in the role of knowledge in governmental practice in the age of decolonization. He studies political communication between countries of the 'North' and the 'South'. He has also worked on European-African relations and on European economic reconstruction post-1945. His earlier work focused on the history of mapping and of hydro-technology in Switzerland in the 19^th century, and on the history of Swiss foreign policy (neutrality, humanitarianism, the easing of external economic relations).

 

 

 

 

Syllabus

English Course Name：The Rise and Fall of the Third World (1950s – 1980s)

Chinese Course Name: 第三世界在全球政治中的兴起和衰落（1955-1989）

Course Code：02006065

Objectives：

The Third World has been an important agent in world politics during the second half of the 20^th century. It was a collective of poor states that articulated their shared point of view and aroused considerable effects in comparatively rich industrialized countries. The seminar shows how the notion of a 'Third World' was coined in the 1950s. This was a Western invention, but also a way of producing new identities for peoples and nations all around the world in the period of imperial decline and decolonization. In the 1980s the collective of a 'Third World' lost plausibility. The seminar looks at global differences in income and wealth creation. And it also looks at modes of speaking, at discourses and imaginations. We will focus on the Bandung-Conference and on the Third World impact in the UN-System, the New International Economic Order and the end of the category 'Third World' in the 1980s.

The course will be a combined seminar/lecture. Each lesson consists of student discussion of selected texts and a teaching input by the professor.

Lesson 1: The invention of the term 'Third World' in the 1950s

Objective: This lesson shows why the term 'Third World' was coined in France in 1952 and how quickly it took on meaning globally.

Compulsory reading: Solarz, M.: 'Third World'. The 60th anniversary of a concept that changed history, in: Third World Quarterly 33 (2012) 9, p. 1561-1573.

Suggested further reading: Worsley, Peter: The Third World, Chicago: 1964.

Lesson 2: Bandung and the emergence of a Third Force in World Politics (1955-1964)

Objective: This lesson focuses on the appropriation of the concept by leaders of newly emerging Asian and African nations in the years around 1960. The time-frame reaches from the Bandung conference in 1955 to the United Nations Conference on Trade and Development (Unctad) in Geneva in 1964.

Compulsory reading: Lee, Christopher J.: Introduction. Between a moment and an era. The origins and afterlives of Bandung, in: Lee, Christopher J. (ed.): Making a world after empire. The Bandung moment and its political afterlives, Athens OH: 2010, p. 1-43.

Suggested further reading: Burgess, G. Thomas: Mao in Zanzibar. Nationalism, Discipline, and the (De)Construction of Afro-Asian Solidarities, in: Lee, Christopher J. (ed.): Making a world after empire. The Bandung moment and its political afterlives, Athens OH: 2010, p. 196-234; Prashad, Vijay: The darker nations. A people's history of the Third World, New York: 2007.

Lesson 3: The global impact of American Modernization Theory in the 1960s

Objective: This lesson takes a close look at the foreign policy of the United States in the 1960. It specifically focuses on the role of economic theory because the US economists' world view inspired people in many Western countries. Rich youngsters started to embrace foreign people.

Compulsory reading: Rostow, Walt W: The Stages of Economic Growth, in: The Economic History Review 12 (1959) 1, p. 1-16.

Suggested further reading: Speich, Daniel: The use of global abstractions. National income accounting in the period of imperial decline. In: Journal of Global History 6 (2011) 1, p. 7-28; Christiansen, Samantha and Zachary A. Scarlett (eds.): The Third World in the Global 1960s, New York: 2013. (Introduction); Shrestha, Nanda: Becoming a development category, in: Jonathan Crush (ed.): Power of Development, London, New York: 1995, p. 266-277.

Lesson 4: New International Economic Order 1975

Objective: This lesson looks at the United Nations in the 1970s, where delegates from poor nations stamped a mark on global politics. The UN General Assembly decided to change the structure of the world economy. But this decision was without consequence.

Compulsory reading: Murphy, C.: The Emergence of the NIEO Ideology, Boulder CO: 1984. (Selected sections)

Suggested further reading: Seers, Dudley: The Birth, life and death of development economics, in: Development and Change 10 (1979) 4, p. 707-718; Moynihan, Daniel Patrick: A dangerous place, London 1979.

Lesson 5: The Decline of the 'Third World'-Concept in the 1980s

Objective: In the 1980s, some of the former 'Third World'-countries got wealthy while others fell back. The UN lost importance to the Bretton Woods Institutions. And Western anthropologists started to criticise modernization theory.

Compulsory reading: Tomlinson, B. R. 2003: What was the Third World? In: Journal of Contemporary History 38 (2003) 2, p. 307-321.

Suggested further reading: Berger, Mark T.: After the Third World? History, destiny and the fate of Third Worldism, in: Third World Quarterly 25 (2004) 1, p. 9-39.

 

Prerequisites：

Students are required to read carefully the compulsory texts in advance and prepare questions relevant to them. These questions can concern difficulties in reading and/or comprehension; suggestions for further discussions of single claims made by the respective author; or additional remarks, ideas and thoughts of their own minds. Students are also required to reflect upon China's role in the rise and fall of the global concept of a 'Third World'. The suggested further readings will help them in following the professors' input.

Text Books and Reference Books:

·         See above

Performance Evaluation and Score Assessment:

·         Quality of input of the students will be recorded and assessed

 

Name: Dwayne Arola, PhD

Dwayne D. Arola. PhD

Position/Degree：

Professor, Department of Materials Science and Engineering, University of Washington, Seattle, WA, USA

Nationality:

United States Citizen

Education Background：

1. B.S. 1989     University of Washington       Mechanical Engineering

2. M.S.        1991     University of Washington       Mechanical Engineering

3. Ph.D.       1996     University of Washington       Mechanical Engineering

 

Working Experiences：

1. University of Washington, Professor, Materials Science and Engineering, 2014-pres  

2. University of Washington, Adjunct Professor, Oral Health Sciences, Dental School, 2014-pres

3. University of Washington, Adjunct Professor, Restorative Dentistry, Dental School, 2014-pres

4. University of Maryland Baltimore County, Professor, Mechanical Engineering, 2009-2013     

5. University of Maryland Baltimore County, Associate Professor, Mechanical Engineering, 2003-2008  

6. University of Maryland Baltimore County, Assistant Professor, Mechanical Engineering, 1997-2002   

 

Research Interests：

My research interests are focused on the microstructure and mechanical behavior of advanced engineering and natural materials including dermal armors and mineralized tissues.The efforts involving natural materials involve investigations aimed at understanding the chemical composition and structure of these materials, as well as the development of methods that can be used to manufacturing synthetic equivalents with advanced performance.  With regards to the mechanical behavior of these materials, primary effortsare directed towards understanding the fatigue and fracture behavior of structural materials as well as the influence of environmental challenges and aging on specific aspects of durability. 

 

Syllabus

English Course Name：Bioinspired Materials: Applying the Secrets of Nature.

Chinese Course Name: 生物仿生材料：如何运用大自然的秘密

Course Code：01006029

Objectives：

The primary objective of this course is to introduce the students to the exciting structure and multifunctional characteristics of various biological materials. The lectures will provide convincing evidence that the design of biological materials involves basic building blocks that are combined with different arrangements and concentrations to achieve a desired mechanical performance.  In addition, the course lectures will cover the surfaces properties of biological materials and showhow Nature approaches the design of surfaces to achieve bonding/adhesion and repulsion.  With the knowledge gained in this course the students will be inspired to consider unique strategies to solve problems in engineering and science, and not limited to the use of conventional engineering material.  One of the most important goals of the course is to motivate the students to reflect on the models of materials in nature and utilize these to develop new bioinspired systems.  The students will also be inspired to consider pursing degrees in biology, physics and engineering that will enable them to pursue further interests in applying this knowledge in their future careers. 

 

Contents:

Lesson 1:

Lesson 1 will describe the fundamental microstructure of various classes of natural materials, including the importance of the mineral and the organic content, and the primary molecular bonds involved in providing these materials with their unique physical properties.   

 

Lesson 2:

Lesson 2 will describe the mechanical behavior of different classes of materials in Nature ranging from bone, chitin, dentin, enamel and sea shells.  The concepts of hierarchical microstructure and the multifunctional characteristics of these materials will be discussed, as well as the design qualities that provide these characteristics. 

 

Lesson 3:

Lesson 3 will concentrate on the properties of teeth, tusks and other sharp materials in Nature.  The lesson will include various geometric features as well as the microstructure that provides their unique properties.  Then the lesson will be directed towards some of the most unique teeth and sharp materials, as well as some unique applications of these materials based on biomimetic design.   

 

Lesson 4:

Lesson 4 will discuss the cellular materials in nature, including natural forms and porous materials.  The applications of these materials will be discussed, the different ways to produce synthetic cellular materials, as well as the most common methods for describing their properties. 

 

Lesson 5:

Lesson 5 will involve discussions of the surfaces of biomaterials, as well as biological adhesives.  The importance of structure to surface tension in the behavior of these materials will be explained.  In addition, descriptions of the structural hierarchy of surfaces willbe presented, which are critical to their incredible ability to adhere and self-clean.  

 

Prerequisites：

The prerequisites for this course are basic college-preparation courses in chemistry, biology and physics.  The course is designed to build upon the principles in these courses to help the students learn the additional content that is necessary for them to feel comfortable and master the new content.

 

Text Books and Reference Books:

The text book that will be used as a reference in the course will be: 

M.A. Meyers and P.-Y. Chen. Biological and Bioinspired Materials. Cambridge University Press, 2014 (ISBN: 9781107010451).

 

Slides will be developed and presented from the information in this textbook.  A copy of the slides will be distributed to the students for them to review without need to purchase a textbook. 

 

Performance Evaluation and Score Assessment:

The students will be evaluated in two ways, including a traditional and non-traditional approach.  A final exam will be given on the last day of class for the students to solve.  The exam will consist of basic questions to answer according to the information covered in the lectures.  The exams will be scored according to the knowledge that the students express in responding to the questions.  The non-traditional approach to evaluation will involve the use of WeChat to have further discussions with the students about the course material so that all could engage in the conversation and, by talking through writing, they could write their questions in English with less fear.  The students will be evaluated in terms of their activity on WeChat and their engagement in the course by asking questions during and after class.  

 

 

Name: Fred Dervin

Position/Degree：Prof. Dr.

Nationality: French

Education Background：

1.      M. A. (linguistics and language education) :(Canterbury Christ Church University, UK; University of Littoral), 2000-2001

2.      MPhil (linguistics), Rouen University, France, 2003-2004

3.      Filosofiaan Tohtori (PhD) Education, Linguistics, University of Turku, Finland, Faculty of Humanities, 2004-2008

Working Experiences：

1.      Senior Lecturer, University of Turku Finland, 2003-2009

2.      Adjunct Professor, University of Turku, 2009-2011

3.      Professor of multicultural education, University of Helsinki, 2012 -

Research Interests：

Intercultural education and communication, education beyond borders, discourse analysis and identity, development and assessment of intercultural competence

Syllabus

English Course Name：Exploring Intercultural Relations

Chinese Course Name: 跨文化关系探究

Course Code：20006006

Objectives：

This course explores intercultural relations and proposes to move beyond certain assumptions towards a richer and more realistic understanding of intercultural phenomena. The course will be of interest to anyone who wrestles with this difficult but central notion of our times. Many concepts such as culture, identity, globalisation, intercultural competence and intercultural communication are discussed and revised. Myths about interculturality are also unpacked and dispelled. The course proposes a very useful framework to address theoretical and methodological issues related to intercultural relations. Fieldwork in Shanghai will help the students to apply their knowledge to the reality of everyday life.

 

The student will be able to:

- reassess and discuss the definition and importance of intercultural relations today

- develop a useful framework to address conceptual and methodological issues in relation to intercultural relations

- analyse, explain and approach intercultural relations from a critical and reflexive perspective

- criticise simplistic ideas about intercultural relations

- Reflect on the benefits and impact of globalisation

 

Contents:

Lesson 1：

definitions of intercultural relations, culture, identity, diversity, community

 

Lesson 2:

the history and meanings of globalization

myths around interculturality

 

Lesson 3:

othering, stereotyping, representations

 

Lesson 4:

dynamic intercultural competence: definition

 

Lesson 5:

an introduction to the basis of discourse analysis for intercultural relations

 

Prerequisites：

No specific requisites for this course.

Text Books and Reference Books:

Textbook:

Dervin, F. (2016). Interculturality in Communication and Education: A Theoretical and Methodological Toolbox. Basingstoke: Palgrave.

Articles:

Hannerz, U., 1999. Reflections on varieties of culturespeak. European journal of cultural studies, 2 (3), 393-407.

Sarangi, S. 1994. Intercultural or not? Beyond celebration of cultural differences in miscommunication analysis. Pragmatics, 4 (3), 409-427.

Shi-xu. 2001. "Critical Pedagogy and Intercultural Communication: Creating Discourses of Diversity, Equality, Common Goals and Rational-moral Motivation." Journal of Intercultural Studies, 22 (3), 279-293.

 

Performance Evaluation and Score Assessment:

Active participation in class (10%), reading groups (20%) and final essay (70%)

 

 

 

Name: Zhang, Fuzhen

Position/Degree：Professor, PhD

Nationality: USA

Education Background：

1. University of California – Santa Barbara, Ph.D., 1993

2. Beijing Normal University, M.S., 1987

3. Shenyang Normal University, B.S., 1982

Working Experiences：

1. Nova Southeastern University (Ft Lauderdale, USA), 1993-present

2. Beijing Normal University, Beijing, China, 1987-1989

3. Shenyang Normal University, 1982-1984

Research Interests：

Fuzhen Zhang's main research interests are Matrix Analysis, Linear and Multilinear Algebra. To be specific, his research concerns matrix inequalities of various types (norm, eigenvalue and singular values of majorization, and generalized matrix functions), matrix positivity, polytopes of stochastic tensors, as well as quaternions and matrices of quaternions.

 

 

 

 

 

 

 

 

Syllabus

English Course Name：Matrix Gems

Chinese Course Name: 矩阵精品

Course Code：01006028

Objectives：

This course aims to introduce the basic and elegant theory of matrices as well as its recent developments to undergraduate students with interest in mathematics and related area. The course also showcases its applications in various fields as physics, computation, and engineering.

 

Contents:

Lesson 1: Vector Spaces 

1.1   Vector spaces   

1.2         Linear Transformations

1.3   Matrices

Lesson 2: Partitioned Matrices

2.1   Operations on Block Matrices

2.2    Inverses of Block Matrices

2.3         Schur Complements

Lesson 3: Positivity of Matrices

3.1   Positive Matrices

3.2   Nonnegative Matrices

3.3    Other Special Matrices

Lesson 4: Matrix Inequalities

       4.1        Trace Inequalities

       4.2        Eigenvalue Inequalities

       4.3        Other Matrix Inequalities

Lesson 5: Selected Topics

              5.1 Solving equations via vec

              5.2 Topology in Linear Algebra

              5.3 Graphs and Matrices

 

Prerequisites：

Linear Algebra (线性代数) and Mathematical Analysis (数学分析)

Text Books and Reference Books:

[1] Fuzhen Zhang, Linear Algebra, Johns Hopkins University Press, 2^nd edition, 2009.

[2] Fuzhen Zhang, Matrix Theory: Basic Results and Techniques, Springer, Second edition, 2011.

Performance Evaluation and Score Assessment:

Students are expected to be motivated and active in the class; homework will be assigned and graded for each class. Course grades will be based on the performance in class and on homework.

 

Name: Gang Guo

Position/Degree：Associate Professor

Nationality: Chinese (Permanent Resident of U.S.A.)

Education Background：

1. March 2001 to October 2002, Ph.D. in Political Science, University of Rochester, U.S.A.

2. September 1997 to March 2001, M.A. in Political Science, University of Rochester, U.S.A.

3. September 1993 to July 1997, LL.B. in International Politics, Institute of International Relations, Beijing, China.

Working Experiences：

1. July 2008 to present, Croft Associate Professor of Political Science and International Studies, University of Mississippi, U.S.A.

2. June to July 2008, Visiting Fellow, Institute of Political Science, Academia Sinica, Taiwan

3. August 2002 to June 2008, Croft Assistant Professor of Political Science and International Studies, University of Mississippi, U.S.A.

Research Interests：

Chinese politics, international studies, central-local relations, local government finance, political budget cycles, local political turnovers, education funding, regional inequality in education, social organization and political participation, etc.

Syllabus

English Course Name：The Silk Road and Globalization in East Asia

Chinese Course Name: 絲綢之路與東亞全球化

Course Code：02006054

Objectives：

Through this course, students are expected to become familiar with the basic historical facts and significance of the Silk Road, especially in connection to the basic concepts and contemporary theories of globalization, to be able to describe and explain the impacts of globalization on East Asia, and to deepen their understanding of the debate on the positive and negative consequences of globalization.

 

Contents:

Lesson 1:

The first part of this course will focus on the basic historical facts of the Silk Road and its profound significance from the perspective of world history.

Lesson 2:

The second part of the course will introduce the basic concepts and theories of globalization in connection to the historical Silk Road.

Lesson 3:

The third part of the course analyzes the causes and effects of globalization through historical case studies of East Asia (Japan, South Korea, Greater China).

Lesson 4:

The fourth part of the course explores the theoretical debate on the positive and negative consequences of globalization with a view to the empirical case studies of East Asian countries.

Lesson 5:

The last part of the course will start with a conceptual understanding of globalization and internationalization of higher education and apply it to East Asia. The in-class final exam will be held during the last session

 

Prerequisites：

College-level English language capabilities, including listening comprehension, speaking, reading, and writing.

Text Books and Reference Books:

Journal of World History

Pekkanen, Saadia M. and Kellee S. Tsai, ed. 2005. Japan and China in the World Political Economy. Routledge.

World Bank. 2008. World Development Report 2009: Reshaping Economic Geography. ISBN: 0-8213-7607-1.

Performance Evaluation and Score Assessment:

Class participation 20%, pop quizzes 20%, final exam 60%.

 

Name: Germán Gil Curiel

Position/Degree：University College Cork, Music Department, Research Affiliate / PhD

Nationality: Mexican

Education Background：

1. 2005.9-2011.7 University of Sheffield, PhD

2. 1997.9-1999.9 National University of Mexico, MA

3. 1990.9-1994.8 National University of Mexico, BA

 

Working Experiences：

1. 2013.9-now University College Cork, Research Affiliate

2. 2012.9-2013.8 Sino British College, Lecturer in Communication

3.2005.9-2012.8 University of Nottingham Ningbo, Lecturer in Communication

 

Research Interests：

The intersection between literature, music and film andinter-mediality in the Arts

 

 

 

 

 

 

 

 

 

 

 

 

Syllabus

English Course Name：Arts and Humanities in Contemporary Western Societies

Chinese Course Name: 当代西方社会中的艺术与人文

Course Code：02006052

 

Objectives：

This course will explore some of the contemporary arts and creative industries as drivers of culture, among them cinema, music, literature and fashion, with particular attention to the way they foster creativity.

 

Contents:

The role of the arts, the interaction between them, principles concerned with aesthetics and creation, ideology, the development of the arts and their relation to national identity.

Lesson 1: Music and Society: Music as Togetherness

Lesson 2: Intermediality: Innovative Cross-Fertilization of the Arts

Lesson 3: The Contemporary Classical Guitar in Latin America

Lesson 4: The Turn to Medical Humanities in music and literature

Lesson 5: Conclusions and Students' Presentations

 

Prerequisites：

Some elementary information about the theory and practice of arts and creative industries in contemporary Western societies.

 

Text Books and Reference Books:

Bolton, Andrew. (2011). Alexander McQueen: Savage Beauty. The Metropolitan Museum of Art: New York.

Finger, Anke& Danielle Follet (eds.) (2011) The Aesthetics of the Total Art. Baltimore: The Johns Hopkins University Press.

Hamilton, Andy. (2007) Aesthetics & Music. New York and London: Continuum.

Orr, Mary. (2003). Intertextuality. Odyssey Press: New Hampshire.

Tagg, Philip. (2013) Music's Meanings. The Mass Media Music Scholar's Press: New York.

 

Performance Evaluation and Score Assessment:

Evaluation may be carried out either through an exam, a piece of coursework or a presentation in small groups.

 

Name:  Himanshu C. Patel

Position/Degree：Professor/PhD

Nationality: Indian

Education Background：

1. Sept.2005 — May 2010: Sardar Patel University, India; PhD

2. June 1994 — June 1996: Gujarat University, India; MSc

Working Experiences：

1.March 2016 — Present: L. D. College of Engineering, Gujarat Technological University, Professor

2. July 2014 — March 2016: Gujarat Technological University,Registrar

3. Nov. 2010 — July 2014: L. D. College of Engineering, Gujarat Technological University, Asso. Prof., Head

4. July 2004 — Present: Department of Mathematics, Sardar Patel University, Researcher

5. Dec. 1999 — Feb. 2006: Vishwakarma Government Engineering College, India; Lecturer

Research Interests：

Engineering Mathematics, Tribology(Fluid Dynamics)

I have worked on numerical modelling of some problems related to lubrication. The study of the effect of surface roughness incorporated in my PhD work suggests to carry out the effect of roughness at the nano scale on the performance of various types of bearings (particularly, circular plates, circular step, annular plates etc.). It will be interesting to analyze the effect of longitudinal surface roughness on the bearing systems encountered in my work. It will be highly appealing to investigate the effect of longitudinal roughness on the performance of the polymer coated bearings working with magnetic fluid lubricant.

 

Syllabus

English Course Name：Mathematics in Engineering

Chinese Course Name: 工程中的数学

Course Code：09006030

Objectives：

By the end of this course, a student will be able to:

·         classify and identify different types of differential equations

·         explicitly solve several important classes of ordinary differential equations and interpret their qualitative behaviour

·         model certain physical phenomena using differential equations and reinterpret their solutions physically

Contents:

Lesson 1:

ODE of Free Undamped Motion / Damped Motion

l  Homogeneous Linear Equations with constant Equations

Lesson 2:

ODE of Driven Motion and Solution

l  Non Homogeneous Equations and Method of undetermined Coefficients

Lesson 3:

 ODE of Deflection of Beam

l  Boundary Value Problem

Lesson 4:

 ODE of Non linear System

l  Reduction of Order

Lesson 5:

ODE of Buckling of a Tapered Column

l  Series Solutions

 

Prerequisites：

Basic Calculus and Linear Algebra

Text Books and Reference Books:

Fundamentals of advanced mathematics, Zhien Ma and etc.., Higher Education Press, China

Performance Evaluation and Score Assessment:

Course exercise

Name: Hongfa Hu

Position/Degree：Professor/ PhD

Nationality: Canada

Education Background：

1. 1996, University of Toronto, Canada, PhD.

2. 1991, University of Windsor, Canada, Master of Applied Science

3. 1985, Shanghai University of Technology, Shanghai, China, Bachelor of Engineering

Working Experiences：

1. 1996-1997, Institute of Magnesium Technology, Quebec, Canada, Research Scientist

2. 1997-1999, Meridian Technologies Ltd, Ontario, Canada, Chief Metallurgist

3. 1999-2000, Ryobi Die Casting (USA), Inc., Indiana, USA, Senior Research Engineer

4. 2000-2003, Dept. of Mechanical, Automotive & Materials Engineering, University of Windsor, Ontario, Canada, Associate Professor

5. 2003-2006, Dept. of Mechanical, Automotive & Materials Engineering, University of Windsor, Ontario, Canada, Tenured Associate Professor  

6. 2006 -, Dept. of Mechanical, Automotive & Materials Engineering, University of Windsor, Ontario, Canada, Tenured Full Professor

7. 2010-2011, Dept. of Mechanical, Automotive & Materials Engineering, University of Windsor, Ontario, Canada, Acting Department Head

Research Interests：

Professor Hu's current research is focused on materials processing and evaluation of light alloys and composites. His recent fundamental research is focussed on transport phenomena and mechanisms of solidification, phase transformation and dissolution kinetics. His applied research has included development of magnesium automotive applications, cost-effective casting processes for novel composites, and control systems for casting processes. His work on light alloys and composites has attracted the attention of several automotive companies.

Syllabus

English Course Name：Automotive, Aerospace and Electronic Applications of Magnesium - the Lightest Engineering Structural Metal

Chinese Course Name: 最轻的金属工程材料——镁合金在汽车、航空航天和电子行业中应用

Course Code：10006006

Objectives：

The objective of this course is to introduce the recent automotive, aerospace and electronic applications of magnesium –the lightest engineering metal.  The content to be covered ranges from magnesium metal production to recent development of magnesium new applications.  To understand why magnesium becomes more and more popular in various industries, the advantages of magnesium manufacturability and properties are discussed.  Various advanced manufacturing processes, are exemplified for engineering components.  The engineering performance of and quality assurance for magnesium applications are reviewed.  The implementation of magnesium alloys in lightweight applications, such as automotive parts, aerospace components, power tools, and electronic consumables is presented.  Also, as the largest magnesium producer in the world, the role of China - the key player in manufacturing magnesium - is highlighted.

Upon the completion of this course, students are expected to understand very simple principles of manufacturing and advantages of magnesium alloys over other materials in terms of weight saving.  The course also trains students in obtaining knowledge of advanced manufacturing processes, and structure characterization and property evaluation for magnesium.

 

Contents:

Lesson 1:

Extraction, and Alloying of Magnesium

-Preparation of Magnesium-based alloys

-Chemical reactions occurring during processing and refining of magnesium

Lesson 2:

Casting of Magnesium

-Variety of advance manufacturing processes

-Rationale for implementation of different processes

Lesson 3:

Alloy Designation and Properties

-Magnesium alloy classification and standards

-Influence of alloying elements on properties

Lesson 4:

Structural Applications

-Automotive, aerospace and electronic components

-Relation between component design and manufacturing

Lesson 5:

Recent Development in Magnesium

-Novel alloys and composites

-Innovative design in light weight materials

 

Prerequisites：

General Physics， General Chemistry

Text Books and Reference Books:

Text Books

M.M., Baker, H., ASM Specialty Handbook, Magnesium and Magnesium Alloys, 1999, ISBN 0-87170-657-1

Robert S. Dusk， Magnesium Products Design, International Magnesium Association, Marcel Dekker Inc, 1987, ISBN 0-8247-7576-7

Reference Book

E.F. Emley, Principles of Magnesium Technology, 1966, Pergamon Press

Performance Evaluation and Score Assessment:

Students' performance evaluation consists of four (4) tests. Each test weighs 25%, which includes 4-6 questions.  The total score will calculated based on the percentage accumulation of four tests.

 

Name: Jensen Kipton Eugene

Position/Degree：Associate Professor of Philosophy, Morehouse College, PhD.

Nationality: United States of America

Education Background：

1.      PhD (Philosophy, 1996): Marquette University.

2.      BA (Classical Languages, 1989): University of Nebraska.

Working Experiences：

1.      2010-present. Morehouse College (Associate Professor).

2.      2008-2010. LaGrange College (Associate Professor).

3.      2004-2008. University of Botswana (Visiting Professor).

4.      2002-2004. Georgia State University (Lecturer).

5.      2000-2001. Harvard University (Post-doctoral Fellow).

6.      1999-2000. Martin Luther Universität (Fulbright Junior Scholar).

7.      1996-2000. Nazareth College (Assistant Professor).

Research Interests：

Kipton Jensen is interested in the history of philosophy, especially German idealism and American pragmatism, metaphysics, social and political philosophy, public health ethics, and the philosophy of mind. Jensen's first book, Hegel: Hovering, dealt with Hegel's philosophy of religion; his second book, Parallel Discourses, explores religious identity and public health in Botswana, Africa. In recent years, Jensen has published on American Hegelianism, public health ethics, African American philosophies of nonviolence, and the philosophy of education.

Syllabus

English Course Name：The Politics of Violence and Nonviolence in America (1960-1970).

Chinese Course Name: 美国的暴力和非暴力政治 (1960-1970).

Course Code：20006007

Objectives：

This course examines the politics of violence and nonviolence in the USA, primarily but not exclusively as it surfaced during the civil rights movement, during a time of political unrest and social transformation, between 1960 and 1970. Students in this class will be introduced to social and political theorists at both ends of the philosophical spectrum, from Malcolm X to Martin Luther King, concerning questions of violence and nonviolence. This course aims at striking a balance between theoretical analysis and socio-cultural history. In addition to a set of selected reading materials, we will also make ample use of audio and video materials from the period.

 

Contents:

Lesson 1: Defining Violence.

In addition to formal introductions, both by students and instructors, the initial class meeting will provide participants with an overview of the course topic: violence and nonviolence in America. In the second half of the first session, we will stipulate several working definitions and delineate several useful distinctions to guide our examination into the socioethical or political and philosophical dimensions of violence and nonviolence. We will also describe the geographical and chronical perimeters of our investigation of violence and nonviolence in America in the 1960s.

Lesson 2: Philosophies of Nonviolence.

The second class will deal with the early successes of nonviolent civil disobedience (1955-1965). We will examine the intellectual and cultural sources of nonviolence as a strategy of political resistance and also as an ethical creed: e.g., Thoreau, Tolstoy, Gandhi, Banneker, James Lawson, and Thurman. We will focus especially on the use of nonviolence by Martin Luther King in the Montgomery Bus Boycott of 1955, the Birmingham Campaign of 1962, the March on Washington in 1963, and the March from Selma to Montgomery in 1965. The use of nonviolent direct action, despite various legislative successes, was contested by social activists and political theorists who justified the use of violence as a form of self-defense and a more effective means of social transformation.

Lesson 3: Philosophies of Violence.

The third lecture or lesson will provide a survey of African American philosophies of violence (1966-1970). We will discuss the intellectual and cultural sources that animated the philosophy of violence, especially in the work of Frantz Fanon. We will also examine the political uses of violence advocated by Stokely Carmichael, Malcolm X, who was assassinated in 1965, Huey Newton, and Angela Davis. The uses of violence for social transformation during this period must be understood within the political context of "Black Power" in the USA.

Lesson 4: Domestic and Global Violence.

In the fourth lesson, we will distinguish the uses of violence or nonviolence on the domestic scene from the uses of violence or nonviolence on the global stage. We will explore some of the differences between uses of force in police practices on the domestic front and the uses of violence in foreign wars. Although preoccupied with political struggle for voting rights, civil rights, and racial integration within the US, African Americans were also concerned about social injustices abroad; as a case in point, we will examine Martin Luther King's involvement in protesting the Vietnam War and apartheid in Africa. We will also discuss the cosmopolitan role of W.E.B. Du Bois in China and Africa.

Lesson 5: Violence and Nonviolence in the 21^st century.

In the final class session, we will examine several contemporary cases of violence and nonviolence in America (1970-2000). We will also discuss the changing politics of violence and nonviolence in the 21^st century. Returning to the social and political philosophy espoused by Martin Luther King, who was assassinated in 1968, we will conclude our course by carefully considering King's analogy of the "World House" in Where Do We Go from Here: Chaos or Community?

 

Prerequisites：

No prerequisites.

 

Text Books and Reference Books:

 

Performance Evaluation and Score Assessment:

Students will be given daily reading and writing assignments.

 

 

 

Name: Jian Wang

Position/Degree：Associate Professor/PhD

Nationality: USA

Education Background：

1. Ph.D. (Aug. 2006), Mechanical Engineering, Rensselaer Polytechnic Institute, Troy, NY, USA

2. M. S. (Dec. 1996), Solid Mechanics, Xi'an Jiaotong University, Xi'an, China

3. B. S.  (Jul. 1994), Engineering Mechanics, Xi'an Jiaotong University, Xi'an, China

Working Experiences：

1. Aug. 2015 ~ Now, Associate Professor of Mechanical and Materials Engineering at the University of Nebraska-Lincoln, NE, USA.

2. Aug. 2006 ~ Aug. 2015, Technical Staff Member, Los Alamos National Laboratory, Los Alamos, NM, USA

Research Interests：

Wang's research interests are focusing on Interface Engineering: Improve Mechanical Properties and Irradiation Tolerance of Materials by Tailoring Interfaces in Solids. This is a multiscale effort involving synthesis, characterization, measurement, theory and modeling at different scales to design materials with desired properties. Experiments at atomic scale use transmission electron transmission microscopy to perform in situ/ex situ characterization and measurement, and at micro/meso/macro scales use SEM, TEM and EBSD etc. to observe and identify deformation mechanisms and texture evolution of nanostructured materials. Theory and modeling at atomic scale employ Density function theory, Molecular Dynamics methods, Crystallography and Defect theory, at micro/meso/macro scales are focusing on developing physics-based predictive materials modeling tools (Interface Dislocation Dynamics and Crystal Plasticity theory that incorporate interface physics).

 

Syllabus

English Course Name：Nanostructural Materials: Microstructure and Mechanics - from Atomic Scale Mechanisms to Macro-Scale Behaviors

Chinese Course Name: 纳米材料的结构和力学－从原子尺度机制到宏观尺度行为

Course Code：01006030

Objectives：

This course is designed for freshman who are studying in mechanical engineering, engineering mechanics, materials science and engineering, as well as students who are interested in materials science and engineering. This course will introduce fundamentals of mechanics, crystalline material, and computational methods, and discuss applications of these fundamentals for discovering, designing, and predicting structures-properties relationships of materials under mechanical loadings.

 

Contents:

Lesson 1: an overview of structure-properties relationships of materials: conceptually link macro-scale behaviors of materials with meso-scale models, micro-scale models, and atomic-scale mechanisms of materials. Discuss advantages and limits of materials models at different scales.

 

Lesson 2: Fundamentals of mechanics and crystalline materials: introduce concept of mechanical deformation of crystalline materials at macro-scale (stress and strain, elasticity and plasticity); introduce concept of physic mechanisms corresponding to mechanical deformation of crystalline materials (crystal structure, crystal distortion, dislocation-based plasticity).

 

Lesson 3: Fundamentals of imperfections in crystalline materials: introduce concept of crystal defects - point, line, planar, and volume defects, and review experimental methods which are used in characterizing crystal defects and exploring the roles of crystal defects in determining materials properties.

 

Lesson 4: Fundamentals of designing and realizing microstructure of nanostructural materials: introduce concept of material synthesis – kinetics-driven, thermodynamics-driven, and mechanically–driven.

 

Lesson 5: An example of nanolaminated composites: synthesis, characterization, mechanisms and mechanics, and design principles for improving mechanical and radiation properties of nanostructural materials.

 

Prerequisites：

No special prerequisites. A student completes full-time high school education.

 

Text Books and Reference Books:

Reference materials will be provided in class.

 

Performance Evaluation and Score Assessment:

A short report with the topic related to student's interests and the content of this course. A high score is given when a student can well conceptually link microstructure with properties of materials.

 

Name: Jie Li

Position/Degree：Associate Professor/PhD

Nationality: Australia

 

Education Background：

1. BSc, Civil Engineering, Hefei University of Technology, 1982

2. MEng, Structural Engineering, Hefei University of Technology, 1986

3. PhD, Geotechnical Engineering, University of South Australia, 1997

 

Working Experiences：

1. 2007 – Present:      Senior Lecturer/Associate Professor, School of Civil, Environmental and Chemical Engineering, RMIT University

2. 2001 - 2007:    Lab Manager/Research Engineer, School of Engineering, University of Newcastle

3. 1997 - 2001: Geotechnical Engineer, Koukourou Engineers Pty Ltd, Adelaide Office

 

Research Interests：

Geotechnical Engineering

 

 

 

 

 

 

 

 

 

 

Syllabus

 

English Course Name：Sustainable Civil Engineering

Chinese Course Name: 可持续土木工程学

Course Code: 18006001

Objectives：

The primary objective of the course is to consider the concept of sustainability as a decision making framework for design, construction and maintenance in civil engineering.

Contents:

Lesson 1:

Introduction

The origins of sustainable engineering

What is sustainable engineering?

Why sustainable engineering?

Strategies for practicing sustainable engineering

Sustainability Issues for Civil Engineers

Lesson 2:

Constraints of sustainable engineering

Sustainable Development in Engineering Practice in Australia

The Role of Engineers in Sustainable Development

Triple bottom line analysis

Lesson 3:

Code of Ethics: Engineers Australia

Ethics in engineering

Case Studies

Examples of Sustainable Civil Engineering

Lesson 4:

Application of the concept of sustainability to civil engineering

Lesson 5:

Green Building Fundamentals

Guidelines for reducing embodied energy

Summary

Prerequisites：

None.

Text Books and Reference Books:

Buckeridge J. 2008, 4Es: Ethics, Engineering, Economics & Environment, RMIT University Press

Hibbeler, R.C. and K.B. Yap, 2013, Mechanics for Engineers, Statics, 13th Edition (SI Edition), Pearson with online material and use of social media.

Performance Evaluation and Score Assessment:

Attendance records, participate in class discussions, in class quizzes.

 

 

Name: Juan Gonzalo Muga Francisco

Position/Degree：Catedrático UPV/EHU, Spain, and Invited Prof. at Shanghai University

Nationality: Spain

Education Background：

1. PhD Science 1986, UPV/EHU, Bilbao, Spain

 

Working Experiences：

1. Prof. at Universidad de La Laguna (Spain) 1990-1999

2. Prof. at UPV/EHU (Bilbao, Spain) 1999-present

 

Research Interests：

Atom and quantum Optics

 

Syllabus

English Course Name：Introduction to the Quantum World

Chinese Course Name: 量子世界简介

Course Code：01006009

Objectives：

To provide a global perspective of Quantum mechanics, introducing the main historical developments, concepts and applications, without using mathematics. 

 

Contents:

I-                   Global overview and introduction to the Quantum World: Quantum Phenomena

II-                How it all begun (Planck, Bohr)

III-             How it all begun (Schrodinger, Heisenberg, Born…)

IV-             Copenhagen school and interpretational puzzles

V-                The applications: The transistor

VI-             The applications: The laser

VII-          The applications: Atomic clocks

VIII-       Other applications: Magnetic resonance, spectroscopy, quantum chemistry…

IX    Quantum Physics Today: Cold atoms

X     Quantum Physics Today: Quantum Information   

 

Prerequisites：

Nonce， Freshman

Text Books and Reference Books:

Grains of Mystique: Quantum Physics for the Layman, Thomas Haberkern and N Deepak, 2002 http://www.faqs.org/docs/qp/

 

Performance Evaluation and Score Assessment:

short paper and performance in the class

Name: Kathalene Ava Razzano

Position/Degree: Adjunct Professor, Global Affairs Program, George Mason University & Media and Communication Studies, University of Maryland, Baltimore County/PhD

Nationality: USA

Education Background：

1. BA Radio/TV/Film University of Maryland, College Park

2. MA Media Studies The Pennsylvania State University

3. PhD Cultural Studies George Mason University

Working Experiences：

1. 10 + Years as Instructor/Professor at the university level including graduate and undergraduate courses—George Mason University, Towson University and University of Maryland, Baltimore County

2. Managing Editor, Journal of Social Philosophy 2005-2009

3. Managing Editor, Caribbean InTransit 2013-present

Research Interests：

My current research interests look at the emergence of the word "crisis" to describe particular political moments or natural disasters. I examine the use of "crisis" is popular discourse (media, political rhetoric, legislation, even fiction). I ask what it means to label something a crisis, who does the labeling, and with what results. I further ask what are the solutions being offered, by whom, and with what results. This project is in the early stages, but will start by looking at crises around water, refugees/immigration, post-consumer waste, and global health.

 

 

Syllabus

English Course Name: Foundations of American Mass Communication

Chinese Course Name: 美国大众传播导论

Course Code：14006057

Objectives：

From the media coverage of the 2016 US election to reality TV to the increasing consolidation of media ownership, current events point to the reason we need an understanding of media, its audiences, its producers and its effects. Implicit in our understanding of these events are assumptions about the ways media impact institutions, culture, politics, economics and our everyday lives. In this class, we will explore some of the theories and principles of mass communication with emphasis on effects, the media as institution, and role of society. We will examine the development and innovation of media products as well as the questions and concerns that accompanied them. Beginning with mass society theory, we will ask a series of questions for each theoretical perspective presented:

 

·         What questions are asked of media? For instance, are these theorists asking about how audiences use media? Or are they asking about the means of media production? And what motivates these questions?

·         What theories arise from these questions?

·         What methodologies are used? And how do these methodologies impact the kinds of results we will get?

·         What is the value of this theory and method? What kinds of results do we get and how can we use them?

·         What are the limits of this theory and method? What questions are not (cannot be) answered?

·         Is this theory and method useful today?

A basic background and history will be provided in lecture and through text book readings.  Students may also be exposed to the theory-in-practice through supplemental readings.

 

Contents:

Lesson 1: Modernity rise of Mass Society Theory

This lesson will cover key ideas about Modernity and how they informed the rise of Mass Society Theory, and the role of mass media in this shift. Key ideas and questions include:

n  "Modern" describes a wide range of historical phenomena characterized by continuous growth and change.

n  Seen in science, technology, industry, secular government, bureaucracy, social mobility, city life, and "experimental" approach in culture and the arts.

n  Connected to the Enlightenment's promotion of reason and progress.

n  Rejects universalism of religion in favor of universalisms founded in reason, rationality and science.

n  Why did Mass Society Theorists fear the emergence of a mass society? What was meant by an "idealized social order"?

n  What are the six basic assumptions of Mass Society Theory?

 

Lesson 2: Propaganda

This lesson covers the emergence of the media form known as propaganda as a historically situated form. We will examine the use of propaganda during WWII as well as some of the theories which seek to explain how propaganda works. Propaganda relies on mass media, and so we will look at how media is used. We will also look at early media literacy movements designed to counter propaganda, and whether there is good propaganda and bad propaganda.

 

Lesson 3: Limited Effects Theory

This lesson documents the shift away from Mass Society Theory and Propaganda theories towards newer empirical approaches to communication studies similar to the methodological approaches emerging in the social sciences at the time (1940-1968). We will take a look at some of the new methodological innovations used my American scholars such as Paul Lazarsfeld and Carl Hovland and their findings. We will explore ideas such as the two-step flow of communication and attitude change research.

 

Lesson 4: Political Economy

This lesson examines the structure and control of media. While it traditionally focuses on media finances such as questions of media ownership, integration and synergy, we will also explore what is called the "commodification of culture." Political economy is grounded in a Marxist perspective and so we will seek to understand how this perspective helps us understand mass communication and its role in the structuring of economic and social life.

 

Lesson 5: Active Audience Theories

This lesson covers the role of media in the everyday life of people. We'll explore the question of why people use specific media and the meaning their media use has for them. In a challenge to some of the previous theories we'll study, active audience theory suggests that media do not do things to people, but rather, people do things with media. We will cover two main approaches of Active Audience theory—Uses-and-Gratifications and Reception Analysis

 

Prerequisites：

None

Text Books and Reference Books:

Much of my lectures will be sourced from Stanley J. Baran and Dennis K. Davis Mass Communication Theory: Foundations, Ferment, and Future. I may also include supplemental readings.

 

Performance Evaluation and Score Assessment:

The Media and Me Assignment: Students will be asked to create a media journal which tracks their own daily media use during the week—what kind of media do they use? For what purpose? For how long? At the end of the week, students will evaluate their use of media. They are asked to write an essay of 800 words which examines their use of media and incorporates at least 3 out of the 5 lessons during the week. For example, do they feel like limited effects theory informs their use of media? Or active audience theory? Or, conversely, students may argue that a particular theory doesn't resonate with their use of media.

 

The media journal is worth 50% of the overall grade. The essay will consist of the remaining 50%.

 

 

 

Name: Keyan Gray Tomaselli

Position/Degree：PhD

Nationality: South Africa

Education Background：

1. Masters in Dramatic Art, University of Witwatersrand

2. PhD in Film, University of Witwatersrand

 

Working Experiences：

1.    2015-2020

     Distinguished Professor, Faculty of Humanities, University of Johannesburg.

2.    2014ff

Professor Emeritus, The Centre for Communication, Media and Society, School of Applied Human Sciences, University of KwaZulu-Natal.

3.    2012-2013

Director: The Centre for Communication, Media and Society (CCMS) and Research Leader: Culture, Health and Communication in the School of Applied Human Sciences.

 

Research Interests：

Intercultural Communication Studies

Visual Anthropology

Media and Communication Research

 

 

 

 

 

 

 

 

Syllabus

English Course Name：Making Sense of Cultural and Media Studies

Chinese Course Name: 文化与媒体研究通识

Course Code：02006068

Objectives：

This seminar briefly examines the very broad range of disciplines that claim to be teaching and researching 'media studies'.  It deals with different definitions of 'communication' and 'media'  and how these are taught by different disciplines (e.g., media studies, literature, art, engineering,  etc.). 

 

Contents:

Lesson 1:

The BA Degree - What's It Worth?

The Bachelor of Arts (BA) degree does not stand for "Bugger All" as sceptics like to claim. It stands for learning how to solve problems, or it should do.  A significant proportion of the (social, psychological, cultural) problems that BA graduates have to solve are created in the first place by anti-social scientists, engineers and technologists, economists and arrogant politicians. This lecture affirms the value of the BA and critically engages everyday preferences about 'hard science degrees".  Certificate attainment instead knowledge attainment as student motivator is discussed

 

Lesson 2:

Making Sense of Media, Literary and Other Subjects:  What are we really doing?

This seminar briefly examines the very broad range of disciplines that claim to be teaching and researching 'media studies'.  It deals with different definitions of 'communication' and 'media'  and how these are taught by different disciplines (e.g., media studies, literature, art, engineering,  etc.).  What does media studies mean in different disciplines?

 

Lesson 3:

How Academics Do Research – why industry should take note

This lesson considers several approaches to media research, and suggests that each has its strengths and shortcomings. It briefly surveys some of the theoretical paradigms, the methodological approaches and the areas of interest prevalent in contemporary academic media research. The purpose is to provide a forum for discussion between academic researchers and applied or professional researchers, who are often at loggerheads, but who seldom take the time to learn precisely what the other side is doing.

Reading:

Teer-Tomaselli, R.E. 2008.  Paradigms of media research.  The Media

 

Lesson 4:

Film and Media Studies and the Future

This seminar will examine the issues highlighted in the first three seminars in terms of interdisciplinarity. It will ask questions like:   Does film production training require knowledge of film theory, criticism and history?  Do film school graduates require knowledge of semiology, discourse analysis, deconstruction and psychoanalysis?   Do subject histories really matter?  What entrepreneurial, financial and business expertise is required by successful film school graduates?

Tomaselli, K.G. 

 

Lesson 5:

Wrap Up of Course: Conclusions, What was Learned, Significance

This seminar will deal with issues and questions that will have arisen from the first four seminars.  We will wrap up the course in a general discussion.   What have you learned?

 

Prerequisites：

Be interested in media and cultural studies;

Can use the Internet usually

Text Books and Reference Books:

Teer-Tomaselli, R.E. 2008.  Paradigms of media research.  The Media

Performance Evaluation and Score Assessment:

Attendance & Participation               60%

A group discussion and a presentation      40%

 

 

 

Name: Laurence de Looze

Position/Degree：Professor

Nationality: Canadian

Education Background：

1. B.A., M.A., University of Oregon (USA)

2. M.A., University of Toronto (Canada)

3. PhD. University of Toronto (Canada)

Working Experiences：

1. Boston University, Professor of French

2. Harvard University, Professor of Comparative Literature

3. University of Western Ontario, Professor of Comparative Literature

Research Interests：

My research began in the fields of medieval French, English, Spanish, and Icelandic literature but it has since spread into more modern fields as well. Much of my research has been concerned with the relationship between the content of literary narratives and the arrangement of the writing in manuscripts and books. In recent years I have concentrated on writing systems, both alphabetic (my 2016 book, The Letter and the Cosmos) and pictogrammic (in particular, articles on Meso-American texts of the 16^th century)

Syllabus

English Course Name：What the Roman Alphabet Says about Western Culture

Chinese Course Name: 从罗马字母表看西方文化

Course Code：03006455

Objectives：

The alphabet stands alongside the (Chinese) character set as one of the two principal forms of writing in use in the world today. This course examines how the alphabet has been a key factor in the way the West has viewed the world over the course of thousands of years. It will move chronologically, beginning with the ancient Greek alphabet but concentrating in the main on the Latin/Roman alphabet familiar to us from its use in many modern languages. The investigation of alphabetic writing will bring out the ways in which the letters are much more than simply a graphic system; rather they have provided a lens for seeing and judging the world. Students will come away with an understanding of the profound role the alphabet has played in the construction of Western culture.

 

After a consideration of Antiquity in the first lecture, each subsequent class meeting will be devoted to the treatment of the alphabet in a subsequent time period. On Day 2 we will look at how the alphabet is treated in medieval manuscripts and what medieval attitudes toward letters reveal about how people saw their world. On Day 3 we will move to the Renaissance to see how the period's championing of rationality affected the treatment of the alphabet. Day 4 will cover the 17^th and 18^th centuries, tracing the alphabet up through the Enlightenment, and the final day will treat the alphabet as it has been deployed in the modern and post-modern industrial world.

 

Contents:

Lesson 1: Alphabetic writing in the ancient world (Phoenician/Greek/Roman)

The first day will begin with a consideration of the difference between alphabetic and pictogrammic or ideographic writing before moving on to the invention of the alphabet by the Phoenicians and its adaptation by the Greeks. We will examine the ancient Greek concept of the letters as the elements that made up the world and that expressed the mathematic laws that bound the universe. We will glance at the debates in Plato's dialogues regarding the nature of the alphabet and will look at excerpts from The Cratylus and Phaedrus. The class will end with consideration of how the Romans developed a somewhat different alphabet but kept many Greek attitudes regarding alphabetic letters.

 

Lesson 2: The Middle Ages

This lesson will concentrate on how medieval European society adopted and adapted Antiquity's views of the alphabet for a Christian world. New views of textuality, rooted in the writings of St. Augustine, saw letters as potentially divine signifiers. We will look at many treatments of letters in manuscript illuminations to see how Augustinian concepts played out visually in medieval books. We will also look at the ways in which learning one's ABCs was made a moral threshold for entrance into the Christian fold.

 

Lesson 3: The Renaissance

With the Renaissance the alphabet becomes increasingly secularized. The European encounter with the Americas, the advent of the printing press with Gutenberg, and the emphasis on the use of reason make for major changes in how alphabetic letters are treated. Letters are made the representatives of rationality, and the divine or mystical attitudes of the Middle Ages are discarded. We will view Renaissance printers' scientific approaches to alphabetic fonts as well as their return to Antiquity in the construction of letters. Images will be drawn from Thomas More's Utopia, Geoffroy Tory's Champ Fleury, and other sources.

 

Lesson 4: Baroque to Enlightenment

The Counter Reformation brought with it new attention to languages and alphabets. Scientific, pseudo-scientific, and mystical writings became interested in what the original or most natural language and writing were. When, according to the Bible, did the Jews first write something down and what did their writing look like? The impossibility of recovering a lost universal language led to the scientific investigation of a "real-character" language similar to the universal symbols for mathematical calculations. On Day 4 we will look at the proposals for a character set that could encode all languages of the world and we will also see why they failed. From those projects we will bridge to the Enlightenment attitudes toward alphabetic writing that emphasized logic and which heralded the French Revolution.

 

Lesson 5: Industrialism, Modernity, and Post-Modernity.

Day 5 will concentrate on many aspects familiar to us in the modern world. We will see how increasing literacy led to cities covered in alphabetic writing, often in the form of advertisements. We will also consider the 20^th-century sense of a creative exhaustion and the harnessing of alphabetic games and constraints to generate new creativity. In the case of the visual arts, alphabetic letters enter the world of painted canvases in the work of Pablo Picasso, Georges Braque, and Juan Gris. The OuLiPo movement in France experiments with arbitrary alphabetical constraints, culminating in Georges Perec's La Disparition, a novel written entirely without any "e" (the most common letter in French). In the late 20^th and early 21^st century, some artists try to move beyond the alphabet and create "asemic" texts – that is, texts that look like writing but in fact are not letters. We will conclude with an examination of where the alphabet stands in a globalized world, including its uses in countries that have non-alphabetic systems (China, Japan)

 

Prerequisites：

Students will need to have a good working knowledge of English. There are no other prerequisites.

 

Text Books and Reference Books:

I will scan some pages from the following books:

de Looze, Laurence. The Letter and the Cosmos: How the Alphabet has Shaped the Western View of the World (University of Toronto Press, 2016)

Diringer, David. The Alphabet: A Key to the History of Mankind. 3rd ed. 2 vols. London: Hutchinson of London, 1968.

Drucker, Johanna.  The Alphabetic Labyrinth: The Letters in History and Imagination. London: Thames and Hudson, 1995.

--- The Visible Word: Experimental Typography and Modern Art, 1909–1923. Chicago: U of Chicago P, 1994.

Gray, Nicolette.  A History of Lettering: Creative Experiment and Letter Identity. Oxford: Phaidon, 1986.

---  Lettering as Drawing: The Moving Line. 2 vols. Oxford: Oxford UP, 1970.

 

Performance Evaluation and Score Assessment:

Each class except the first and the last will have a quiz on the preceding days' material. These will be short-answer responses of not more than two or three sentences per item. Most quizzes will have 3-5 questions. On the first day, instead of a quiz the students will fill out an information sheet about their experiences with alphabetic scripts. There will be a 30-minute final exam on the final day; like the quizzes, it will be short-answer, and it will cover the whole course material.

 

Name: Martin Howard

Position/Degree：Head of School of Languages, University College Cork; PhD

Nationality: Irish

Education Background：

1. PhD, University College Dublin (1997-2001)

2. MA, University College Dublin (1995-6)

3. Higher Diploma in Education, Trinity College Dublin (1993-4)

Working Experiences：

1. Head of School of Languages, University College Cork, 2016-2019

2. Head of Department of French, University College Cork, 2015-2017

3. Senior Lecturer in French and Applied Linguistics 2001-to date

Research Interests：

Second Language Acquisition:

-          The acquisition of tense-aspect-modality in a second language, focusing on the development of grammatical means in learner language.

-          The acquisition of sociolinguistic competence in a second language, focusing on the acquisition of sociolinguistic variables

-          The role of learning context in second language acquisition, focusing on the role of study abroad in the development of learner language

-          The advanced learner variety in second language acquisition, focusing on the characteristics of learner language in the advanced stages of second language acquisition, and the longitudinal development of those characteristics

Sociolinguistics:

-          Language variation and change, with specific reference to the linguistic modelling of contemporary sociolinguistic variables, and the factors impacting on the potential language change that they are subject to.

Canadian Studies:

-          Language issues in Quebec and Canada with regard to bilingualism, language policy, language education and the role of immigration in Quebec

 

 

Syllabus

English Course Name：Contemporary Issues in Second Language Learning and Teaching

Chinese Course Name: 第二语言学习与教学的重要议题

Course Code：02006069

Objectives：

This course is situated in the research area of Second Language Acquisition, with the global aim to make students aware of general issues in contemporary research on second language learning and teaching. It will be of particular interest to students intending to become foreign language teachers, whereby they will develop their awareness of approaches to second language learning and teaching. The course will provide an overview of such approaches in three key areas of research, namely the development of learner language; the role of the language input in second language learning and teaching; and the role of individual differences in second language learning. The specific objectives of the course in each of these three areas is outlined in the following.

The development of learner language: this component of the course aims to introduce students to a number of key areas underlying the development of learner language, such as the concept of interlanguage, grammatical development in a second language, the development of sociolinguistic and pragmatic competence, and the nature of linguistic variation in learner language.

The role of language input in second language learning and teaching: this component of the course aims to introduce students to different ways that language input can be presented to foreign language learners, contrasting in particular instructed learning with naturalistic learning, as well as discussing the role of immersion. This will lead to a discussion of the role of learning context in foreign language learning.

The role of individual differences in second language learning: this component of the course aims to introduce students to the concept of individual differences in foreign language learning and the various social and socio-biographical factors that underlie such individual differences.

The course aims in particular to develop students' awareness of such issues, with a view to discussing their implications for teaching foreign languages in terms of the insights that can be gained from contemporary research in second language acquisition.

 

Contents:

Lesson 1:

We will first discuss the aims of Second Language Acquisition and its relationship to foreign language teaching. We will then discuss a number of key concepts in second language acquisition with regard to the development of learner language. These concepts relate to 'interlanguage', the development of grammatical competence, and the linguistic variation underlying the learners' use of grammatical devices in a foreign language. In the case of interlanguage, the lesson will discuss the importance of the concept which clearly distinguished learner language from native speakers. Then, we will discuss how learner language develops overtime in terms of the emergence of grammatical morphology, with specific reference to the expression of tense-aspect-modality in a foreign language. The lesson will discuss the difficulties that grammatical morphology learning poses, and the reasons for those difficulties in terms of the concept of linguistic variation. In this case, we will discuss the linguistic factors which impact the learner's choice of morphological marker of tense-aspect-modality, giving rise to under- and over-use of the appropriate marker.

 

Lesson 2:

Following on from the introduction to linguistic variation in the previous class, this class will contrast such variation with another type of variation, namely sociolinguistic variation. While linguistic variation is specific to learner language giving rise to grammatical errors which are not found in native speaker language, sociolinguistic variation is characteristic of native speaker language. The concepts of sociolinguistic and sociopragmatic variation will be presented and contrasted with examples. We will in particular discuss the reasons for the choice of sociolinguistic and sociopragmatic variant in native speaker language. We will then discuss the learning challenge that such variation poses to the learner, and how learners can be sensitized to using such variants in their own language production. Strategies for enhancing sociolinguistic and sociopragmatic comprehension will also be discussed.

 

Lesson 3:

Building on the previous two lessons where we discussed the nature of language development in learner language, this lesson will focus on the role of the language input in such development. We will discuss different approaches to input in relation to different contexts of learning, namely instructed learning in the foreign language classroom and naturalistic learning in the target language community. Immersion language learning will also be discussed. We will contrast learning in each context, and then focus in particular on different types of classroom instruction with reference to grammar learning, such as a 'focus on form' vs. 'focus on meaning' approach. We will draw on recent studies which explore the concepts of 'noticing', 'parsing', 'segmentation' 'comprehension' and 'processing' leading to the learner's intake of a linguistic feature and subsequent use. The lesson will end with a discussion of the difficulties that such noticing and intake pose to the foreign language learner, and ways to enhance such processes in the foreign language classroom.

 

Lesson 4:

Having looked at internal and external issues in foreign language learning, namely the nature of linguistic development and the role of the external language input, this lesson is the first of two to explore the third component of second language acquisition research, namely the role of individual differences in foreign language learning. We will discuss the concept of inter-learner variation and contrast it with linguistic or intra-learner variation previously discussed in lesson 1. We will then explore a series of social and socio-biographical factors which might explain such individual differences such as the age factor and the role of language aptitude, personality and gender. The lesson will allow the students to reflect on how such factors have impacted their own language learning, before considering the application in the foreign language classroom.

 

Lesson 5:

The final lesson will build on the previous lesson and discuss remaining social and socio-biographical factors, namely the role of language attitudes and motivation, as well as the role of social interaction, identity and practice in the language. This will draw on recent research which compares motivation to learn different languages, as well as research on social networks and acculturation. We will consider different types of motivation and how they play a role in foreign language learning, as well as looking at key questions in social network research such as how learner status, and social relations between learners and speakers of the target language play a role. The lesson will consider ways to enhance learner motivation and practice in the foreign language classroom.

This final lesson will draw the course together by eliciting the students' understanding of the diversity of contemporary approach to second language acquisition research, and discuss their understanding of the relationship between such research and foreign language teaching.

 

Prerequisites：

There are no prerequisites since the course aims to offer an introduction to the topic, but the course will specifically interest students who intend to become a foreign language teacher or a teacher of Chinese as a second language.

 

Text Books and Reference Books:

Textbook:

Ellis, R. (1997). Second Language Acquisition. Oxford: Oxford University Press.

 

Reference books:

Cook, V. (1991). Second Language Learning and Language Teaching. London: Arnold.

Doughty, C. & Long, M. (2005). The Handbook of Second Language Acquisition.

Edmondson, W. (1999). Twelve Lectures on Second Language Acquisition: Foreign Language Teaching and Learning Perspectives. Tübingen: Gunter Narr.

Ellis, R. (1985). Understanding Second Language Acquisition. Oxford: Oxford University Press.

Ellis, R. (1994). The Study of Second Language Acquisition. Oxford: Oxford University Press.

Lightbown, P. & Spade, N. (1998). How Languages are Learned. Oxford: Oxford University Press.

Mitchell, R. & Myles, F. (1998). Second Language Learning Theories. London: Arnold.

 

Performance Evaluation and Score Assessment:

A 2,000-word essay assignment with a choice of three titles relating to the three key components presented during the course.

 

 

Name: Dr. Max Preglau

Position/Degree：Professor em.

Nationality: Austria

Education Background：

1. Master of Social and Economic Sciences (Vienna University of Economics and Business, Vienna/Austria) 1974

2. Dr. of Social and Economic Sciences (Vienna University of Economics and Business, Vienna/Austria) 1977

3.Habilitation for sociology (University of Innsbruck, Innsbruck/Austria) 1985

Working Experiences：

1. 1991 – 2016: Professor for Sociology at the Dep. Of Sociology of the University of Innsbruck, Innsbruck/Austria

2. 1977 – 1991: Assistant Professor at the Dep. Of Sociology of the University of Innsbruck, Innsbruck/Austria

3. Visiting professorships:

- 2006/07: Schumpeter Fellow at the WCFIA of Harvard University, Cambridge, MA/USA;

- Spring 2011 Distinguished Austrian Visiting Chair Professor at the FSI of Stanford University, Stanford, CA/USA;

- Fall 2015 Fulbright-Botstiber Visiting Professor for Austrian-American Relations at the Dep. of Government of the University of Texas at Austin, TX/USA

 

Research Interests：

Critical Social and Gender Theories, Empirical studies of contemporary societies: social structure and social change of demography, economy, working conditions, family-and gender-relations and the political system;

Studies in „intersectional" social inequality: class, gender and race/ethnicity,

Studies in social, gender equality, migration and integration policies.

(for more information please refer zu my CV in the annex)

Syllabus

English Course Name：Rise, Current Challenges and Transformations of the Welfare State: Austria, Europe and the USA in A Comparative Perspective

Chinese Course Name: 欧洲，奥地利和美国福利制度的建立、挑战和改变

Course Code：02006058

Objectives：

This course will offer instructor's talks, student's presentations and discussions about the particular properties, commonalities and differences and recent trends in the social security systems of European and US-American Countries.

Students acquire solid basic knowledge about the following topics:

-          theoretical concepts and methodological tools for theoretical classification and comparative analysis of welfare regimes in Austria, Europe and North America:

-          rise and historical origins of the welfare state, the different "welfare regimes", established institutional structures and policies (accident-, health-, unemployment- and pension insurance, child and elder care, family policy, social assistance and migration- and integration policy);

-          new challenges and recent transformation of social policy past the background of the "neoliberal socioeconomic paradigm change since the 1980s and the recent financial and economic crisis.

Since the gender perspective" will continuously be taken into consideration students .

 

Contents:

Lesson 1:

-         Introduction – basic concepts of regulation theory: modes of developement of capitalism: Manchestercapitalism, „Fordism" and „Postfordism", fordist „welfare state" vs. postfordist „competition state";

-         Social contexts of social policy: demographic transition, industrialization and the rise of wage labor based economy, spreading of the male breadwinner/female caregiver-model, nation building

Lesson 2:

-          Dimensions of social policy: goals, functions, modes of finance and provision and areas of social policy, regime types and theories of the welfare state;

-          From poor law to social rights - rise and development of the welfare state.

Lesson 3:

-          Developed welfare states: organization, composition and development of revenues and expenditure;

-          Scope and level of the developed welfare state 1: labor policies and social insurances in a comparative perspective;

-          Scope and level of the developed welfare states 2: family policy, child and long tem care, social assistance and migration and integration policies in a comparative perspective;

-          Developed welfare states – review and balance.

Lesson 4:

-          Challenges for the Welfare State: 2nd demographic transition - globalization, financialization, deregulation and flexibilization of capitalism - transformation of gender relations – transmigration;

-          Social policy responses: primacy of location policy, retrenchment and restructuring of social policies

Lesson 5:

-          Actual social policy responses in comparative perspective 1: retrenchment of the welfare system? Development since the 1980s, impact of the recent economic crises;

-          Actual social policy responses in comparative perspective 2: restructuring of social policies;

-          Retrospect - deconstruction and or reconstruction of the welfare state?

-          Theoretical resumee - consequencies for regulation theory, future prospects for social policy.

Prerequisites：

Freshmen are welcome, therefor none

 

Text Books and Reference Books:

a) Basic Readings

Baldock, John/ Manning, Nicholas/ Vickerstaff, Sarah (Eds.) Social Policy. New York: Oxford University Press, 2007 etc.

 

b) Further Readings: 

Alber, Jens, Vom Armenhaus zum Wohlfahrtsstaat, Frankfurt: Campus, 1982 etc.

 

Performance Evaluation and Score Assessment:

Written essay on trends, commonalities and differences between European and US-American social security systems, based on the material presented in the course and on a choice of the suggested readings (10 – 12 pages)

 

 

Name: Michael Hodge

Position/Degree：Professor/Ph.D.

Nationality: United States

Education Background：

1.University of Florida, Ph.D. Sociology

2.University of Florida, MS. Psychology

3.University of Cincinnati, BS. Neuropsychology

Working Experiences：

1.Morehouse College 2002-current, Associate Professor and Associate Provost

2.University of Georgia 1996-2001, Graduate Professor

3.Georgia State University 1992-1996, Assistant Professor, Sociology

Research Interests：

Hodge is a research associate with the Research Center on Health Disparities. His areas of interest focus on racial and ethnic inequality, including health disparities as well as socioeconomic inequities. He is past-president of the Georgia Sociological Association and a Life-Time Member of the Association of Black Sociologists. In 2013, he was named the Georgia Sociologist of the Year by the Georgia Sociological Association.

Courses taught: Intro to Sociology; Sexuality; Methods; Theory; Stratification; Racial and Ethnic Relations

Syllabus

English Course Name：Culture, Class, and Stratification in the United States

Chinese Course Name: 美国的文化、阶级与阶层分化

Course Code：20006008

Objectives：

2 major objectives for this short course will be to:

1) Provide students with basic information about US culture focusing on its foundations and interactions in a global, 21^st century context:

2) Expose students to its class hierarchy, and the outcomes of this stratification on the diverse groups that make up the society. 

 

Contents:

Lesson 1:

This lesson introduces the concept and elements of culture. The class will explore the term "culture" as it refers to a system of ideas, values, beliefs, knowledge, norms, customs, and technology shared by almost everyone in a particular society. A culture is a society's system of common heritage. Students will learn the elements of culture (symbols, language, values, norms, technology, and material culture) and how these elements come together.

Assessment:  students will write in English, a 2-page reaction paper that 1. answers the question: what is the society's SYSTEM of common heritage and 2. defines a contemporary Chinese cultural issue.

 

Lesson 2:

This lesson will expose students to terms such as "ethnocentrism," "xenocentrism," "temporocentrism," and "cultural relativism". Ethnocentrism is the assumption that one's own culture is superior to others. Students will understand that US culture is (as is every culture) a complex and diverse system comprised of many interdependent factors.

 

Lesson 3:

This lesson will highlight the strain of U.S. cultural values embodied in democracy highlighting that differences exist between what people are supposed to do—ideal culture—and what they actually do—real culture. All societies have their own sets of needs and goals. Social institutions develop to meet those basic needs and goals. We use the issue of "Bilingualism," that highlights the controversy over the issues of making "U.S. English" the national language. The Policy Debate presented in the reading, "Bilingual Education," is more than a debate about language. It is a debate about cultural pluralism versus cultural assimilation and the values of each.

Assessment:  Quiz focused on Culture material

 

Lesson 4:

This lesson explains, examines, and evaluates the origins, the causes, and the effects of social stratification, which is the system of ranking people according to their wealth, prestige, or party. Most sociologists agree that stratification affects virtually every aspect of an individual's life; it creates inequality, and inequality profoundly affects one's life chances. Inequality is not a naturally-occurring phenomenon; it is socially induced by some social selective process that values, some things over others. Types of societies and the degree of social differentiation are examined. Stratification increases as societies grow more complex; in fact, the greatest level of stratification is found in industrial societies, such as the United States. We will explore the two basic types of stratification systems exist in today's world: a caste system, wherein class is ascribed at birth, and a class system, wherein social level is defined in terms of wealth or status. The three major sources of power in society—social class, social status, and party—are examined.

Assessment: Quiz over issues of stratification

 

Lesson 5:

In this final lesson the causes of social stratification are explained from the structural-functionalist and the conflict perspectives. We will examine inequality in the United States, including the distribution of income and wealth, class consciousness, poverty, and one's life chances. A knowledge of the consequences of inequality has a variety of implications for professionals and nonprofessionals in US society. The class will analyze social mobility in the United States. The reading, "The Growth of Income Inequality," examines the secession of America's wealthy from the rest of the nation. Students will then assess the result of this secession.

Assessment: Students will write a 2-page reaction paper about the differences in social mobility in the United States and China.

Summative Examination: multiple choice test covering all material

 

Prerequisites：

NONE

Text Books and Reference Books:

TBA

Performance Evaluation and Score Assessment:

Two, 2-page reaction papers: score based on content, English grammar structure (30%)

2 formative quizzes (20%)

1 summative examination (50%)

 

 

 

 

 

 

Name: Michael W. Schneider

Position/Degree：Associate Professor

Nationality: Austria

Education Background：

1. Academy of Fine Arts Vienna MFA (Painting and Printmaking)

2. Tokyo University of the Arts MFA (Printmaking)

3. University of applied Arts Vienna, Habilitation (Graphics)

Working Experiences：

1. Webster University St. Louis USA & Vienna, Austria

2. University of applied Arts Vienna, Austria

3. Tokyo University of the Arts, Tokyo, Japan

 

Research Interests：

Contemporary printmaking and print media as the central concept of contemporary art in the age of communication is being used widely but seldom discussed and conceptualized.

Besides the creative work of my own, where I try to expand the practice of printmaking into previously untested spaces, I work intensively on the establishment of a theory of print as a base for a revised history and future of the print as the base for our global visual culture and the collective visual memory.

The retelling of the history of visual art as the history of the published visual art will define my future work and research.

 

 

Syllabus

English Course Name：From Printmaking to Print Media

Chinese Course Name: 从版画到印刷媒介

Course Code：13006133

Objectives：

This course of lectures connects the practice of printmaking with contemporary print processes used in several areas of contemporary art. From the reproduction to the original print, from the analogue to the digital and from the real to the virtual, print media has become one of the most important elements of contemporary art and is rarely discussed. This lecture will change this and prepare the base for the discussion of a theory of print.

 

Contents:

Lesson 1:  From Printmaking to Printmedia I

How printmaking came to be, changed the world completely and continues to shape our view of the world.

 

Lesson 2:  From Printmaking to Printmedia II

Printmaking in the age of mechanical reproduction: misunderstandings and interpretations. The reactionary view of art in Printmaking after the introduction of the offset process. And the revolution of the digital print.

 

Lesson 3: The refined Image I

From the Salon to the White Cube.

How the reproduction of art as well as the printed and published Image changed the idea of art.

 

Lesson 4: The refined Image II

Copying and reproducing as way to creativity, new technology and options in the digital age, inter- and transmedia approaches to contemporary art and the role of printmedia as avantguard of visualization.

 

Lesson 5: the popular, the viral and the believe

The published image and the popular image as phenomenon of pop culture and its role in the replacement of religion through art.

 

Prerequisites：

Interest in the theory of printed art and a basic knowledge of Art History

 

Text Books and Reference Books:

None

 

Performance Evaluation and Score Assessment:

Evaluation is based on participation and contribution.

 

Name: Myron B. Allen

Position/Degree：Professor of Mathematics/Ph.D.

Nationality: United States of America

Education Background：

1.  Ph.D. in Mathematical Engineering, Princeton University, 1983

2.  M.A. in Applied Mathematics, Princeton University, 1978

3.  A.B. in Mathematics and Physics, Dartmouth College, 1976

 

Working Experiences：

1.  University of Wyoming (professor, department head, associate VP, provost) 1983-present

2.  Princeton University (graduate assistant), 1980-1983

3.  Energy Resources Co. Inc., Cambridge, MA (scientist), 1978-1980.

 

Research Interests：

Numerical analysis, partial differential equations, fluid flows through porous media.

I also spent 15 years as a university administrator, where I learned many aspects of academic management and leadership.

Syllabus

English Course Name：Managing Conflict in the American Academy

Chinese Course Name: 美国高等教育中的冲突管理

Course Code：02006060

Objectives：

The series consists of five lectures, each focusing on one aspect of a perennial problem facing leaders of American institutions of higher education: how to manage conflicts that arise over differing political points of view.  Although many American academics cherish the ideal of the university as a haven for free and open expression of thoughts and opinions, history suggests a more complicated reality.  Voices within and outside the American university­­­­­­­­­­—including voices that we often associate with advocacy for free expression—sometimes demand compromises to this ideal in favor of other values.  By reviewing history and several case studies from the last 100 years, the lectures will examine principles that academic leaders must confront when managing these conflicts as well practical difficulties that leaders face when the conflicts arise.

 

Contents:

Lesson 1:

The Backdrop: Values inherited from the European Enlightenment, the 1915 and 1940 statements on academic freedom published by the American Association of University Professors, and U.S. Supreme Court decisions bearing on the issue.

Lesson 2:

Dissent from the Left:  The 1974 Woodward Report at Yale University and its dissenting statement; the critique from the New Left.

Lesson 3:

Pressure from the Right: The 2009 Ayers affair at the University of Wyoming, its legal resolution, ramifications of recent U.S. Supreme Court decisions, and subsequent changes in faculty regulations at the University of Wyoming.

Lesson 4:

Lessons in Crisis Management:  Student protests at Dartmouth College in 1970, the University of Vermont in 1991, and the University of California-Davis in 2011, with a comparison of how administrators responded to the events and the consequences of these decisions.

Lesson 5:

Modern Sensitivities: Problems associated with speech codes, "safe spaces," and trigger warnings, analyzed as separate issues, even though the American press and public commonly treat them as common symptoms of a new generation's reservations about free expression.

 

Prerequisites：

Students must be able to understand and read English and to express their thoughts in spoken English.  There are no other special prerequisites.

 

Text Books and Reference Books:

1. Myron B. Allen, "The University as Forum: Aspects of Free Expression in the Academy," 2011, retrievable online at http://www.uwyo.edu/acadaffairs/_files/docs/Freedom_of_expression_thoughts.pdf.

2. John Stuart Mill, On Liberty, 1859, chapter 2, "Of the Liberty of Thought and Discussion," retrievable online at http://ebooks.adelaide.edu.au/m/mill/john_stuart/m645o/chapter2.html.

3. C. Van Woodward et al., "Report of the Committee on Free Expression at Yale," retrievable online at http://yalecollege.yale.edu/deans-office/policies-reports/report-committee-freedom-expression-yale.

 

Performance Evaluation and Score Assessment:

Students' performance will be assessed on the basis of their participation in short discussion sessions, in which we try to answer some of the important questions that confront students, faculty members, and administrators when controversial events occur on a university campus.

 

 

Name: Nancy Joan Scannell, Ph.D.

Position/Degree：Associate Professor, Department of Business Administration, College of Business and Management, University of Illinois Springfield USA

Nationality: USA American

Educational Background, Working Experiences & Research Interests：

Nancy Scannell is a tenured Associate Professor in the UIS College of Business & Management where she teaches finance. She has held lecture posts at Northwestern University and the University of Illinois Chicago. She is also a Faculty Associate at the University of Illinois Urbana's Russian, E. European & Eurasian Center and a Faculty Affiliate for the William Davidson Institute for the University of Michigan Business School's International Executive Education program. Nancy earned her undergraduate and Ph.D. degrees in economics from, respectively, Michigan State University and the University of Illinois Chicago.  Nancy studied introductory Arabic language at the University of Chicago and communicates as well in basic Spanish. Nancy has visited and engaged in internationally-scoped cultural activities in nearly 80 countries. Her research is reflective of her global sojourns, primarily in collaboration with international colleagues. Nancy is a 7-time Fulbright award recipient and served as an IREX Embassy Policy Specialist in Azerbaijan. She was a Fellow to Morocco with the National Council on U.S.-Arab Relations (NCUSAR) and is a founding member of the International Association of Feminist Economists European division. Nancy served as a mentor for the Women's Foreign Policy Group (WFPG) and Reviewer for the inaugural Mandela Washington Fellowship for Young African Leaders Initiative (YALI). She is a life member of the Fulbright Alumni Association and served as a Fulbright Specialist Program peer reviewer for Business Administration and Economics roster applicants. Nancy serves on various Boards including her local Mayor's Commission on International Visitors (SCIV).

Syllabus

English Course Name：Financial and Practical Manifestations of Risk and Return

Chinese Course Name: 风险和报酬的金融表述和实践特征

Co-Lecturers:

       Professor Amy Zheng, Shanghai University, China

       Professor Nancy J. Scannell, University of Illinois Springfield USA

Course Code：04006009

Course Objectives：

Attract more students to the Economics Disciplines: Finance is a discipline that intimidates many students, who then prematurely decide to reject economic sciences as their major fields of study in college. Indeed, a Finance career is portrayed in media outlets as a slick, sexy, lucrative, and complicated undertaking found in the nearly-exclusive domain of alpha-males and the elite. Thus, a major objective of this course is to shift by 180 degrees the students' perceptions that Finance should be left to others. The fact is that Finance is a very good fit for many college students, once they can relate to its interesting core underpinnings. Most learners grasp new economic-related concepts more readily when they can firstly observe how the given concepts are manifest in their daily affairs. Accordingly, this course will match up otherwise-intimidating constructs in Finance with applications that tap into territories more familiar to students.

The Risk – Return Tradeoff. Risk, Return and Price are sometimes collectively referred to as the Big 3 of Finance. No matter which path you intend to take or role you plan to play in the financial sector, it all starts with establishing a foundation on which all financial decisions are made – Risk, Return and Price. This course will focus on various aspects of the first two, the infamous tradeoff between Risk and Return.

Finance Theory. Students who complete this course should acquire a greater appreciation for both financial theory and practice and for the critical roles financial stakeholders play in the global financial markets.

Broader perspective of the Finance landscape. Another objective of this course is to expose students to fresh insights and perspectives which will add a new dimension to the student's understanding of the Finance field as a whole.

 

Languages of Instruction: Business English. Given that the English language is broadly recognized as the official language of international business, the course devotes time to a clarification of finance terminology that is often otherwise misinterpreted, misunderstood and misused, even by native English speakers and even by major players in Finance. This course will equip participants with an enhanced finance vocabulary so as to empower them to more effectively and confidently interact, compete, and dialogue with world-wide, interdisciplinary constituencies and stakeholders.   

·         English (Professor Nancy Scannell)

·         with bi-lingual language support in Chinese (Professor Amy Zheng).

 

Course Format: Lecture, discussion, and activities. (Homework will be assigned only if time permits.)

 

Audience: Shanghai University intends to enlist students into this course who hail from a variety of disciplines, including those disciplines outside of economics. This Course is geared for participants whose English language capacity is limited, or to those who wish to improve their English-language skills, while garnering a theoretical foundation in basic finance principles. This Course also appeals to participants who do not hold finance-related job titles, but who desire to more readily communicate with those who do at the workplace.

 

Prerequisites: Participants would benefit from earlier exposure to basic math, statistics, economics and accounting, but highly motivated participants without such exposure will be welcomed.

 

Text Books and Reference Books:

·         In lieu of a textbook, the lecture notes for this course have been designed by Dr. Nancy, employing colorful, vivid infographics and in a user-friendly manner, with the non-English speaker in mind. Distributed sets of lecture notes will feature sufficient white space to allow students to pen their independent notes during the course proceedings.

·         Dr. Nancy will provide a hard paper copy of her copyrighted lecture notes to Professor Amy Zheng.

·         Professor Amy Zheng will photocopy lecture slides for student participants.

·         Internet content will also be accessed on an as-needed basis.

·         Students may supplement lecture notes with material accessible online.

Performance Evaluation and Score Assessment:

·         Wednesday June 21, 2017: Professors Amy Zheng and Nancy will meet in order to write up the Exam, which will be based on Dr. Nancy's lecture slides.

·         Thursday June 22, 2017: The Exam duration = two hours.

Exam Format: Essay.

Proctors: Professors Amy and Nancy.

Grading: Professor Amy Zheng will grade the Exams in accordance with local norms.

Professor Zheng will relay the assessment results to Professor Nancy and to University officials.

 

Name: Nergis Canefe

Position/Degree：Associate Professor, Ph. D

Nationality: Canadian/Turkish/British

Education Background：

1. Osgoode Hall Law School, SJD (ABD)

2. York University, Ph. D

3. State University of New York, MA

Working Experiences：

1.2003-present, Full-time Faculty Member, York University, Canada

2.2002-2003, Full-time Faculty Member, Bilgi University, Turkey

3.1998-2002, Lecturer and Researcher, London School of Economics, England

Research Interests：

Public Law, Administrative Law, Comparative Constitutional Law, International Humanitarian Law, Global Approaches to International Law

Syllabus

English Course Name：The Wealth of the Commons: Critical Debates on Public Administrative Law and the Public Good

Chinese Course Name: 共富:关于公共行政法和公益的争论

Course Code：02006067

Objectives：

This course aims to introduce the students to the current debates on the post-industrial administrative state. It covers the history of the administrative state in the West and the Global South, tenets of administrative law, the critical relationship between administrative and constitutional law, welfare system, social provisions for health, education and infrastructure, public-private partnerships and the definition of the public good.

 

Contents:

Lesson 1: History of the Modern Administrative State

This lessons will cover the foundational theories about the birth and advancement of the administrative state in the West and the East. It will compare and contrast the basic features of the provider state in its capitalist, liberal, socialist and post-colonial forms.

 

Lesson 2: Defining the Public Good

This lesson will introduce the students to the classical notion of the public good and how it differs from profit oriented approaches to land, estate, institutions, services and in general, common property.

 

Lesson 3: The Critical Relationship between Administrative Law and Constitutional Law

This lesson will provide students an introduction to the general meaning and merits of constitutional law and how it provides the backbone to administrative law in any given state structure. It will identify the main tenets of administrative law as a regulatory and reciprocal mechanism for the relations between the citizen and the state.

 

Lesson 4: The Future of Public-Private Partnerships

This lesson will examine the examples of public-private partnerships for the provision of social services in the West and the East and examine the benefits and pitfalls/limitations of such partnerships.

 

Lesson 5: The Citizen in the eyes of the Modern State

This lesson will be critical debate on what citizenship means, in terms of both rights and obligations of the private individual vis-à-vis the state and the public.

 

Prerequisites：

Students must have some basic familiarity with theories of state, basic public law and an interest in the workings of modern theories of citizenship.

 

Text Books and Reference Books:

Arthurs, Harry W. "Jonah and the whale: The appearance, disappearance, and reappearance of administrative law." The University of Toronto Law Journal 30, no. 3 (1980): 225-239. etc.

 

Performance Evaluation and Score Assessment:

Two in class exams (40 % x 2) and one group presentation (20 %)

Attendance to at least 5 of the seminars is mandatory. The students will write a take-home reflection on the course material responding to questions given in advance.

 

Name:  Peter Ciszewski

Position/Degree：    Senior Lecturer in Multimedia
Discipline Leader – Digital Advertising Technology
Swinburne University of Technology (Melbourne, Australia)

Nationality: Australian    

Education Background：

1. Bachelor of Applied Science (Medical Biophysics)

2. Master of Multimedia

Working Experiences：

1. Lecturer in Science, electronics and image processing – Swinburne University (1986-1995)

2. Senior Lecturer in Multimedia – Swinburne University (1996-present)

3. Program Director, Multimedia, Digital Marketing – Swinburne University (1996-present)

Research Interests：

Interaction design; digital marketing; digital marketing education; evolution of touch-screen technology.

 

Syllabus

English Course Name：User Experience Design

Chinese Course Name: 用户体验设计课程

Course Code：22006046

Objectives：

User experience design (UXD) is the process of enhancing user satisfaction and loyalty by improving the usability, ease of use, and pleasure provided in the interaction between the customer and the product (typically a website or app).  It is a vital aspect of digital marketing – if users do not find the experience of using the site or app appealing they are unlikely to come back to the site or purchase products or services (unless they don't have a choice).

This course provides an overview of the concept of user experience design, and investigates the concept of usability and its importance in an increasingly online and interactive environment. 

It introduces concepts, tools and techniques that are fundamental to the practice of user experience design, including: usability; information architecture; competitor analysis; feature audit; heuristic evaluation; contextual inquiry; personas and scenarios; card sorts; paper prototyping and prototyping tools; usability testing; A-B testing.

This course does not require any website or app coding skills, but will be helpful for anyone with an interest in designing or writing code for apps/websites, or for anyone managing an organisation that uses them.

 

Contents:

Lesson 1: Introduction to the concept of usability and the user experience.

Brief history of usability.

Usability principles.  Garret's model of User Experience

Understand client needs and motivations. Client needs vs client "wants".

Tools:  Competitor Analysis; Feature Audit; Heuristic Evaluation

 

Lesson 2: Understanding the user.

Understand limitations of users (humans) – working memory, schemas, cognitive load,

Knowing your users.  Contextual enquiry, Analytics.

Representing users (persona and scenario).

 

Lesson 3: Information Architecture

Information Architecture – overview, data, information, knowledge, wisdom.

Enumerating; naming; placing.

Card sorting. Open and closed card sorts.

Indexing; Navigation.

 

Lesson 4:  Prototyping

The fundamental importance of prototyping.  Terminology (alpha, beta, walkthrough etc).

Horizontal and vertical prototypes

Paper prototyping; Online prototyping tools.

Participatory design.

 

Lesson 5:  Usability Testing

Planning a usability test.

Running a usability test.

Analysing and reporting usability test results – communicating with stakeholders.

Other techniques - A-B testing; multivariate testing.

 

Prerequisites：

None

 

Text Books and Reference Books:

No text books required.  Reading material will be provided.

 

Performance Evaluation and Score Assessment:

Multiple choice test (50%).

Assignment (50%)

 

Name: Peter Simpson

Position/Degree：Professor/PhD

Nationality: USA

Education Background：

1.1970.9 -1974.7 University of Oxford, UK BA and MA

2.1976.9-1979.7 University of Manchester, UK MA

3.1979.9-1983.7 University of Manchester, UK PhD

 

Working Experiences：

1.1982.9-1984.8 University College, Dublin, Ireland Lecturer in Ethics

2.1984.9-1988.8 Catholic University of America, Washington, DC Assistant Professor in Philosophy

3.1988.9-present College of Staten Island, City University of New York Professor in Philosophy and Classics

 

Research Interests：

Ancient Philosophy (Greek and Roman), Moral and Political Philosophy, Greek and Latin language and literature.

 

 

Syllabus

English Course Name：The Pursuit of Happiness and Political Life

Chinese Course Name: 幸福的追求和政治生活

Course Code：03006432

Objectives：

To explore the political and moral theorizing, both past and present, that lies behind the Constitution of the United States and, with the help of the thought of Aristotle and Confucius, to explore how it works in practice. To draw some comparisons with contemporary Chinese experience, especially in the light of the practice of religion.

 

Contents:

Lesson 1: Liberalism US Style. Liberalism is the view that: the state should not concern itself with the ends or the highest good of individuals but should secure the conditions whereby each person may pursue his own ends in such a way that no one prevents others pursuing their own different ends. In practice, however, the state, in order to secure this result, has to become oligarchic and despotic (as explained by Weber). The fact is proved from the philosophical origins of liberalism in Hobbes and others and in the progress of European and US history.

 

Lesson 2: Political Origins of the US Constitution. The provisions of the early Articles of Confederation in contrast with those of the US Constitution, and a discussion of the debates between Federalists and Anti-Federalists in the light of subsequent US history through the Civil War and into the contemporary period. The Politics of Aristotle will be brought in to illustrate the political and philosophical issues at stake.

 

Lesson 3: Continuation and Completion of Lecture 2

 

Lesson 4: Comprehensive Politics – Virtue and Happiness: Nature, Aristotle, Confucius. The Chinese philosophical tradition (Confucian in particular) mirrors the tradition stemming from the worlds of ancient Greece and Rome as well as the natural impulses of most people. Happiness is inseparable from the pursuit and cultivation of virtue, and requires the right education (including the right music). Evidence comes from the idea of what it is to be a 'person' in the fully philosophical sense.

 

Lesson 5: Religion and Politics Communal and political life and the pursuit of happiness in most countries and among most peoples are inseparable from some practice of religion. A quick review of the role played in the modern world by Christianity, Judaism, Islam, Buddhism, and the like makes the fact clear, and news reports contain concrete examples and data. Both the US and Chinese Constitutions recognize the importance of religion and religious rights, but in proper coordination with the political authorities.

 

Prerequisites：

Good comprehension of English. Knowledge of Confucius and the Chinese Constitution

 

Text Books and Reference Books:

Political Illiberalism. By Peter Simpson

Aristotle's Regime of the Americans. By Peter Simpson

The US Articles of Confederation

The US Constitution

The Chinese Constitution

 

Performance Evaluation and Score Assessment:

A test to examine knowledge of key facts

A short essay to display understanding of important issues

 

  

Name: Rachel Sailor

Position/Degree：Associate Professor, Ph.D.

Nationality: American

Education Background：

1 .B.A. Art History, Oregon State University, 1992

2. M.A. Art History, University of Oregon, 1994

3. Ph.D. Art History, University of Iowa, 2007

Working Experiences：

1. University of Texas at Tyler, 2007-2011

2. University of Wyoming, 2011-present

Research Interests：

My research interests include American art and photography of the American West. Specifically, I research the function that photography and photographs had in the nineteenth and early twentieth-century American West as a form of regional identity.

Syllabus

English Course Name：American Monuments and Masterpieces

Chinese Course Name: 美国建筑和艺术杰作

Course Code：02006059

Objectives：

This course will explore the short 500 years of American art and architecture from the earliest colonial occupation through the twentieth century. The works of art and architecture that I choose will ask questions about the assumptions we have about the concept of the "masterpiece." Because of the conscious and concerted effort in these American centuries to create iconography and aesthetics to match the social growth and vision of a new society, the growth of American art is deeply connected to, but also quite different from European sources. This class, then, will address the key artworks as a jumping off point to explore issues unique to American cultural growth. The presented works and topics will allow the students to delve deeper into media, aesthetics, and stylistic influences, as well as the social movements and politics that shape their respective eras, i.e. Revolutionary War, WWI, WWII, the Great Depression, the rise of Modernism, regionalism, etc.

 

Contents:

Lesson 1: The Early American Imagination—This unit will explore the earliest colonial images of the North American continent. We will look at images that demonstrate how European explorers colonized the continent and how they described what they encountered there in painting and printmaking. Topics include Spanish Conquistadors, English Puritans, French fur trappers, early encounters with Native Americans and the vast landscape—all explored through fascinating works of art from the 16^th to the 18^th century.

 

Lesson 2: The Art of the American Revolution

Although the British colony of America was not renowned for the quality of its fine arts, the painting, prints, and other works that were produced offer a fascinating glimpse into the era. Through portraits, especially, primary revolutionary individuals became known to the colonies and offer a rich record for us today. Artists like Benjamin West, John Singleton Copley, Charles Wilson Peale and others were pivotal as America transitioned to a nation and can illustrate how fine arts developed in conjunction with the new republic.

 

Lesson 3: 19^th Century American Monuments

The nineteenth century in America was a time of great industrial progress and social change. Although the fine arts still significantly lagged behind European production, American art developed to suit the needs, ideas and dreams that were distinctly American. Specifically, America had established an infrastructure that could support the arts. This unit will address important civic structures such as the Brooklyn Bridge and New York's Central Park. We will also explore the construction of the capitol, the establishment of the city of Washington D.C. and the art commissioned by the federal government. Also noteworthy in the era is the arts related to the Civil War and the late century "Gilded Age" that saw and explosion of the production of wealth and luxury goods and the expansion of the country westward.

 

Lesson 4: The American Regional and the American Modern

American Modernism developed as a response to the avant-garde European work that was first displayed in the 1913 Armory Show in New York. The aesthetic and conceptual possibilities of abstraction was taken up by artists such as Georgia O'Keeffe, John Marin and others who sought to develop a modern style of art that was distinctly American and true to its regional heritage. World War I, coupled with the Great Depression through the 1930s, influenced Americans to look inward instead of toward Europe for inspiration. From Harlem to Iowa to New Mexico, American artists explored the new modern aesthetics regionally, nationally and transnationally as they continued to seek answers to their questions about the nascent cultural identity that was emerging in the still young country.

 

Lesson 5: Post-1945 American Art

The most well-known art from America emerged on the heels of World War Two and coincided with a rise in American artistic credibility worldwide. Although a leader in movements such as Abstract Expressionism and Pop Art, American artists continued to produce work that could reflect its unique identity. Artists like Jackson Pollock and Andy Warhol wore their American-ness like a badge of honor. Later movements like Minimalism, Performance art and Postmodernism moved away from the self-conscious nationalism that pervaded the nation's history and embraced the inevitable and growing globalism that would inform art in America in the twenty-first century.

 

Prerequisites：

Although I require no formal prerequisites, a basic understanding of American history and the English language is suggested.

 

Name: Rogier. B.P.M. Busser

Position/Degree：Associate professor

Nationality: The Netherlands

Education Background：

1.Leiden University, Ph.D. 1999. Doctoral Dissertation "Changes in Organization and Behaviour of Japanese Enterprises in Thailand: Japanese Direct Investment and the Formation of Networks in the Automotive and Electronics Industry"

2.Kyoto University, Centre for Southeast Asian Studies and Faculty of Economics, 1990-1993 ( PhD course)

3.Leiden University and Erasmus University Rotterdam, MA degree, Arts and International Political Economy, 1987

Working Experiences：

1.Programme Director and professor, International Business and Management Studies (IBMS), The Hague University of Applied Sciences (2016-present)

2.Research Fellow, Asia Research Center, Leiden University (2016-present)

3.Associate professor, Leiden University College, Leiden University (October 2013-2016)

Research Interests：

I am interested in economic development in Asia. More in particular I focus on industrial organization, the automobile industry and economic international relations in East and Southeast Asia. My first current research project is a comparative study on economic development in Japan, Korea and China. In this project I investigate the drivers for economic development in these three countries. This project stretches from 1860 to the present. My second research project concerns the development of the Mekong region. In this project we

investigate the Japanese and Chinese role in the development of Southeast Asia.

 

Syllabus

English Course Name：Economic development in Japan

Chinese Course Name: 日本经济发展

Course Code：24006007

Objectives：

The major objective of this course is to offer the students a good understanding of economic development in Japan. The course will start with a short historical introduction of Japanese economic development. How did Japan respond to  the demand of the western powers to open up in the mid-nineteen century? Why was this different from China's response? Why was Japan able to industrialize the country within 50 years and how could it become competitive with the European powers and the USA? We will also address the built up and collapse of the economic development of the Japanese colonial empire. Next, we will analyze how Japan was able to rebuilt it's economy in the postwar period. The course will pay attention to a number of Japanese industries. Since the late 1980's the Japanese economy has internationalized at a high speed. In particular Japanese direct investment in Asian countries has grown tremendously. With a shrinking population in Japan, more and more Japanese enterprises are earning their income abroad.  What kind of government policies did support these developments? After this course the students will be able to explain the major causes for growth and development in Japan. Not only the most important economic institutions will be discussed but there is also ample attention to the underlying political development. By using a political economy approach, the students will gain a keen insight in development and will be able to discuss the drivers for economic growth.

 

Contents:

Lesson 1: Economic Development in Japan (1868-1945)

In this class we will discuss the economic transformation in the Meiji period. We will analyze the growth of large firms such as Mitsubishi and Mitsui. Moreover, we will see how Japan developed rapidly from an agricultural country into an industrialized economy.

 

Lesson 2: Economic Development in Japan (1945-1989)

The economy of Japan was destructed at the end of the Pacific War in 1945. How was Japan able to reconstruct its economy within two decades? What was the role of the government and what was the role of the private sector? We will analyze the cooperation between public and private sector.

Lesson 3: Economic Development of Japan (1990-present)

After the end of the bubble economy in 1989, the Japanese financial system almost collapsed in the 1990s. Many manufacturing firms also experienced difficulties and one way to grow again was expansion abroad. Japanese foreign direct investment grew gradually and Japanese enterprises earn more and more profits outside of Japan. We will also look at activities of foreign firms in Japan.

 

Lesson 4: Political Development of Japan and Japan's International Relations

To understand the economic development in Japan, we need an understanding of the political environment. Which political system enabled such rapid economic growth? How is possible that the LDP is so many years in power? And what are the relations between the LDP and the business world? Japan did not grow in international vacuum but developed economic relations with many Asian, European and American nations. How these economic relationships evolve?

 

Lesson 5: ASEAN and Japan

ASEAN is a very important trading and investment partner for Japan. In this class we will take a closer look how Japanese investment in the ASEAN countries has affected development in the e nations?

 

Prerequisites：

An interest in economic development and basis knowledge about economics.

Text Books and Reference Books:

1-      The Arc of Japan's Economic Development by Arthur Alexander

2-      The Japanese Economy by David Flath

Performance Evaluation and Score Assessment:

We will have discussions in class about the readings (10%), a quiz (10%), assignments (20%) and an essay type open book exam (60%)

 

 

 

 

 

Name: Sergiy Valyukh

Position/Degree：Associated Professor, Ph.D.

Nationality: Sweden

Education Background：

1. Diploma of Physics (Master degree), National Kiev University, Ukraine

2. Ph. D. in Optics and Laser Physics, National Kiev University, Ukraine

3. Docent in Applied Optics, Linköping University, Sweden

Working Experiences：

1.    Development of optoelectronic devices and computer controlled measuring equipment

2.    Simulation of light interaction with complex structured media

3.    Teaching

Research Interests：

Theoretical and experimental optics and optoelectronics, computer simulation of optical processes, devices based on liquid crystals such as displays, beam steerers, phase modulators, etc.  

 

 

Syllabus

English Course Name：Physics for Game Programmers

Chinese Course Name: 电脑游戏与物理学

Course Code：09006033

Objectives：

The course is intended to give fundamental physics concepts needed for computer programmers to incorporate physics-based realism into computer games. It is also may be interesting for engineers who is going to simulate physical processes. Basic physical phenomena most often used in computer games and the corresponded models for simulations will be considered.

 

Contents:

Lesson 1:     Adding realism to a computer game: motivation and methods of realization. Basic concepts of mechanics needed for computer games will be considered.

 

Lesson 2: Projectiles. Modeling the flight of projectiles, different models and approximations for realistic description and simulation. The basic concepts that apply to all projectile trajectory models. The gravity-only model. Aerodynamic drag. Laminar and turbulent flow. Wind effects. Spin effects. Details on specific types of projectiles including bullets, cannonballs, and arrows.

 

Lesson 3: Collisions. Two-body linear collisions. Elastic and inelastic collisions. Determining when a collision occurs. Collision response.

 

Lesson 4: Sport Simulations. Golf, Baseball, Basketball, Soccer, Cars and Motorcycles.

 

Lesson 5: 3D Displays, simulations of some optical phenomena. It will be considered different types of 3D displays and suggestions for simulations of some phenomena related to optics will be done.

Prerequisites：

Basic high-school-level algebra, trigonometry and physics will be sufficient in many cases to follow the material will be presented in the course. A few moments will be explained in terms of university levels mechanics and mathematics. 

 

Text Books and Reference Books: Grant Palmer, Physics for Game Programmers, Apress, 2005

 

Performance Evaluation and Score Assessment: mini-exam based on multiple choice test.

 

 

Name: Shin Dong Kim

Position/Degree：Professor, PhD

Nationality:Korea

Education Background：

1. PhD, Indiana University

2. MA, Korea University

3. BA, Korea University

Working Experiences：

1. Professor, Hallym University, 1998-present

2. Visiting Professor, City University of Hong Kong, 2010

3. Korean Studies Chair Professor, Sciences Po Paris, 2008-2009

Research Interests：

Media policy, industry, globalization

 

Syllabus

English Course Name：Media Culture and Industry in Korea

Chinese Course Name: 韩国媒体文化产业

Course Code：14006054

Objectives：

This course provides introductory understanding on the media and popular culture and industry of Korea. In the last couple of decades, media industry and pop culture of Korea made eye-catching development. Korean media and culture have spread into Asia and beyond as well. We will study how it could make such development and what is happening now in both cultural and industrial aspects from a globalization of media and communication perspective.

 

Contents:

Lesson 1:

The development of Korean media

Lesson 2:

Media culture and globalization

Lesson 3:

Global collaboration in media industry: the case of musicals in Shanghai

Lesson 4:

Globalization of media: the case of CGV operation in Shanghai

Lesson 5:

The Korean Wave

Prerequisites：

None

Text Books and Reference Books:

None

Performance Evaluation and Score Assessment:

Homework and final exam

 

Name: Simon Penny

Position/Degree：Professor

Nationality: USA

Education Background：

1. Diploma Sculpture SA School of Art, 1979.

2. Grad Diploma Sculpture, Sydney College of the Arts, 1982

Working Experiences：

1. I have been teaching theory and practice of media art at major institutions internationally for over 30 years.

Research Interests：

Simon Penny is an Australian practitioner in the fields of Digital Cultural Practices, Embodied Interaction, Art and Technology and Interactive Art. His practice includes: artistic practice, technical research, system design, theoretical writing, pedagogy and institution building. Trained in sculpture, he has engaged electronics, robotics and computing in the pursuit of embodied interaction and an aesthetics of behavior. In parallel he has maintained an active theoretical practice in related fields. His current theoretical focus is on application of post-cognitivist theories of cognition to theorisation of art, design and cultural practices.

 

For 25 years he has made interactive and robotic installations utilising novel sensor arrays and custom machine vision systems. These works address the issues arising around enactive and embodied interaction, informed by traditions of practice in the arts including sculpture, video-art, installation and performance; and by theoretical research in ethology, neurology, ethnology, situated cognition, phenomenology, human-computer interaction, ubiquitous computing, robotics, critical theory, cultural and media studies. Informed by these sources, he designs and builds custom technologies with custom code, electronic, electro-mechanical and structural components.

 

 

 

Syllabus

English Course Name：A Short History of Technoculture

Chinese Course Name: 技术文化简史

Course Code：02006061

Objectives:

A broad and interdisciplinary introduction to the interaction between technological change and cultural change in the west over the last 200 years, with special attention paid to the history of communications and computing, and the development of industrial technologies. The course considers both popular culture and 'high art', paying attention to the emergence of new art/media forms influenced by new technologies and new science (including:  photography, cinema, kinetic art, robotic art, interactive and virtual reality art, internet art, social media art and gaming) and their influence on society. Class will be illustrated with online video and websites.

Contents:

Lesson 1: How did we get here? Technocultural history for the born-digital generation

 

Lesson 2: The Victorian internet – industrialisation and colonisation

 

Lesson 3: Hippies and Happenings. Kinetic art and Cybernetics (the 1960s).

 

Lesson 4: Analog and digital – electronics and computing in the 20^th century. Analog electronics, Analog computing, cybernetics, digital computing, artificial life.

 

Lesson 5: Media Art, Interactive Art and Virtual Reality in the 1990s

 

Prerequisites：

Proficiency in understanding, speaking, reading and writing English. Some background in Modern world history, Art History and basic science would be helpful.

 

Text Books and Reference Books:

The Victorian Internet. Standage. (available as pdf)

Other relevant material will be provided as papers online.

(Could use the translation into Chinese of my "Desire for Virtual Space")

 

Performance Evaluation and Score Assessment:

A final assignment in which the students identify 10 major concepts and ideas of the course (self determined and subjective) and write brief passages (100-250 words) on each of these.

 

Name: Stefan Majetschak

Position/Degree：Full Professor/Dr.

Nationality: German

Education Background：

1. 05/1986 Magister Artium

2. 10/1989 Dr. phil.

3. 10/1998 Habilitation

Working Experiences：

1. 1990-1996 University of Bonn, Assistant Professor

2. 2000-present University of Kassel, Full Professor

Research Interests：

Philosophy, Aesthetics, Theory of Arts

Syllabus

English Course Name："Bloomsbury" Aesthetics: the Theory of Art and Artistic Modernism in the Writings of Roger Fry and Clive Bell

Chinese Course Name: "布鲁姆斯伯里派"的美学理念: 罗杰.弗莱、克莱夫.贝尔的艺术原理与现代艺术理论研究

Course Code：02006063

Objectives：

Roger Fry (1866 – 1934) and Clive Bell (1881 – 1964) were leading members of the so called 'Bloomsbury Group', a circle of artists, writers, and intellectuals which since 1905 weekly gathered at the Gordon Square in the Bloomsbury quarter of London. In their writings both made efforts to gain an understanding of modern painting which had developed since around 1860 in France and which they firstly exhibited within the anglo-saxon world in two groundbreaking exhibitions (London 1910 and 1912). In their writings An Essay in Aesthetics (Roger Fry, 1909) and Art (Clive Bell, 1914) both presented theories of the visual arts in general and of modern painting in particular which are still influential. With his thesis that art has to be conceived as 'significant form' Clive Bell has inspired 20. century's formalistic aesthetics.

 

The series of five lectures aims at elaborating Fry's and Bell's basic thoughts. By means of them the lectures will endeavor to reconstruct and elucidate the origins of modern art in Europe. The texts in question of Fry and Bell will be provided for the participants in digital versions.

 

Contents:

Lesson 1:

The origin of the western artistic image in the European renaissance: Theory, Concepts of the image, Examples

Breaking with Tradition: The development of modern painting since impressionism. Main steps between 1860 and 1910

 

Lesson 2:

Roger Fry, An Essay in Aesthetics. Joint close reading. Explanation. Discussion

 

Lesson 3:

Continuation of the work on the Fry text

Clive Bell, Art. Joint close reading. Explanation. Discussion

 

Lesson 4:

Continuation of the work on the Bell text

 

Lesson 5:

Additional Topics (Only in case of sufficient time left!)

The influence of Chinese painting on Fry and Bell

A Comparison of Chinese and European Concepts of the Image

 

Prerequisites：

Participants are advised to have basic knowledge of the following: study of visual culture, cultural studies, philosophy, aesthetics, art history

Text Books and Reference Books:

An Essay in Aesthetics (Roger Fry, 1909)

Art (Clive Bell, 1914)

Performance Evaluation and Score Assessment:

After the end of the course, participants will be required to submit a three-page English essay (1,500 characters with spaces and footnotes per standard page) before June 26, 2017 (Monday). The topic will be announced before the third lesson.

 

 

Name: Tao Zhang

Position/Degree：Ph. D. / Associate Professor, Doctoral Program Coordinator in Sport Pedagogy & Motor Behavior, and Director of Pediatric Movement and Physical Activity Laboratory at the University of North Texas

Nationality: China

Education Background：

1. Shanghai University of Sport (B. Ed., 1995-1999)

2. Shanghai University of Sport (M. Ed., 1999-2002)

3. Louisiana State University (Ph.D., 2005-2009)

Working Experiences：

1. University of North Texas (2009-present)

2. Shanghai University of Sport (2004-2005)

3. Shanghai Aquatic Sports Center (2002-2004)

Research Interests：

Dr. Zhang has made more than 100 research presentations at international and national conferences, published over 40 refereed research articles and book chapters, (co-)authored more than 65 peer-reviewed research abstracts and conference papers, and completed 12 funded research projects. His research focuses on supportive school physical activity environments, achievement motivation, and youth physical activity and health promotion from social, psychological and behavioral perspectives. He has investigated individual, social environmental, and physical environmental factors to promote school-aged children's physical activity guided by the self-determination theory and social ecological model.

Syllabus

English Course Name: Leisure-time Physical Activity and Health Promotion

Chinese Course Name: 休闲体育与健康促进

Course Code：00856997

Objectives：

Introduces students to health, leisure and exercise behavior change strategies, and provides knowledge and skills necessary to improve the initiation and adherence of lifetime health and physical activity behaviors among individuals and groups. Offers a comprehensive inquiry into individual behaviors and lifestyles that affect physical and mental health from health promotion, exercise science and psychological perspectives. Topics include enhancement of health, identification of health risk factors, prevention and treatment of disease, improvement of the health care system and shaping of public opinion with regard to health and leisure-time physical activity.

 

Contents:

Lesson 1: Introduction to the Leisure-time Physical Activity and Health Promotion

 

The first lecture will cover several important components, including individual determinants/correlates of physical activity, physical activity guidelines, historical developments, topics of interest, and several important terminologies

 

Lesson 2: Physical Activity Epidemiology

The second lecture will introduce and define sedentary behavior, health significance of sedentary behavior, prevalence of sedentary behavior, correlates of sedentary behavior, measuring sedentary behavior, and physical activity epidemiology.

 

Lesson 3: Social Influences on Leisure-time Exercise

The third lecture will introduce the social influence and social support in leisure-time physical activity, different sources and types of social support, and discuss the interaction among social support (cohesion, leadership, and social norms), exercise, and sedentary behavior.

 

Lesson 4: Physical Activity Interventions

The fourth lecture will introduce how to conduct effective physical activity interventions to promote our leisure-time physical activity behavior and reduce the sedentary behavior. We will cover four different approaches, including individual information approach, behavioral approach, social approach, and environmental or policy approach.

 

Lesson 5: Psychological Health Effects of Leisure-time Exercise

The last lecture will introduce the psychological health benefits of leisure-time physical activity, including self-esteem, body image, anxiety, depression, stress, cognition, health-related quality of life, and sleep.

 

Prerequisites：

Not Available

 

Text Books and Reference Books:

Not Necessary

 

Performance Evaluation and Score Assessment:

Short answer questions and final paper to evaluate student understanding toward leisure-time physical activity and health promotion.

 

 

· A = 90-100

· B = 80-89.9

· C = 70-79.9

· D = 60-69.9

· F = 60 or lower

 

 

 

Name: Tarique Niazi

Position/Degree：Professor with a Ph.D. in Environmental Studies (Land Resources)

Nationality: U.S.A.

Education Background：

1. Ph.D. in Environmental Studies, University of Wisconsin-Madison

2. M.Sc. in Agricultural Journalism, University of Wisconsin-Madison

Working Experiences：

1. Visiting Assistant Professor, University of Wisconsin-Eau Claire (2000-2010)

2. Associate Professor, University of Wisconsin-Eau Claire (2010-2016)

3. Professor, University of Wisconsin-Eau Claire (2016- to present)

Research Interests：

Please see the accompanying copy of curriculum vitae.

 

Syllabus

English Course Name：Environmental Security: As If Earth Matters

Chinese Course Name: 环境安全

Course Code：28006014

Objectives:

This course is designed to make first-year students ecologically literate about environmental security and its key elements. It is premised on the assumption that liberal arts education cannot be completed without an elementary understanding of the ecological-social system, and its concepts and practices such as environmental security. A literacy in the eco-social system is important because eco-literacy precedes environmental attitudes, and plays a crucial role in forming environmental beliefs and behaviors. The course will thus lend students "agency" to govern their beliefs and behaviors to shape environmental change.

 

To achieve this objective, students will be acquainted with the broader concept of 'environmental security,' defined as continued supply of ecosystem services that are critical to sustain nature and society both. They will then be familiarized with five key dimensions of environmental security in a global perspective: 1. Food Security, 2. Water Security; 3. Energy Security; 4. Climate Security; 5. Human Security (i.e., freedom from fear of natural and unnatural disasters, freedom from want). Although primary focus of this course is on building students' knowledge base in environmental security, in doing so it will also skill them in critical thinking through discussions, analyses and critiques of the very concept of environmental security and its various dimensions.

 

To engage students as 'change agent,' two special instructional methods will be introduced: "Expert for a Day," and "Thought Experiment." As "experts," students will be encouraged to build enough knowledge to be able to give a talk on 'environmental security' to a class of seniors in their native high school. In 'Thought Experiment,' students will be challenged to come up with a 'solution' to a particular 'environmental security challenge,' such as crop failure, flooding in low-lying areas, power outages, drought, or natural disasters.

These hands-on exercises are meant to inspire and enable students to 'manage' environmental change throughout their lifetime. For instance, a student who resolves, from now on, to celebrate her birthday, or the birthday of her father or her graduation from Shanghai University by 'planting a tree' is simultaneously 'managing' food security, water security, climate security and human security. This sense of 'empowerment' to manage environmental change and promote environmental security makes an individual student a 'change agent' and 'change leader,' which will be the practical outcome of this short colloquium.   

 

 

Contents:

Lesson 1:Food Security: concept and meaning of food security; Foundations of Food Security; The state of global food security; Inequitable distribution of food resources across the world; Consequences of food insecurity; obstacles in the path of achieving food security; Food security and technologies; Green Revolution and Food Security; Gene Revolution and Food Security; Solutions: Individual: What can I do as a student to ensure food security? Collective: What can 'we' as world citizen do to ensure food security?

Lesson 2: Water Security: concept and meaning of water security; Foundations of Water Security; the state of global water security; unequal distribution of water resources across the world; the 'thirstiest' regions of the world; Middle East and water resources; challenges to water security; consequences of water security; conflicts over water resource distribution; interdependence of water security and food security; solutions: individual: What can I do as a student to ensure water security? Collective: What can we as world citizen do to ensure water security?

Lesson 3: Energy Security: concept and meaning of energy security; Foundations of Energy Security; the state of global energy security; unequal distribution of conventional sources of energy; turn to unconventional and renewable sources of energy; challenges to energy security; consequences of energy deficit; interrelationship between energy and food security; transition from 'overpowered' lifestyle to 'depowered lifestyle;' Solutions: Individual: What can I do as a student to ensure energy security? Collective: What can we do as world citizen to ensure energy security?

Lesson 4: Climate Security: concept and meaning of climate security; foundations of climate security; the state of global climate change; major causes of climate change; unequal distribution of the impact of climate change across the world; most vulnerable regions to climate change; Middle East and climate change; consequences of climate change for food and water security; Solutions: Kyoto Protocol to Paris Climate Pact; Individual: What can I do as a student to ensure climate security; Collective: What can we do as world citizen to ensure climate security?

Lesson 5: Human Security and Environmental Security: concept and meaning of human security; concept and meaning of environmental security; foundations of human and environmental security; the state of global human and environmental security; interdependence of human and environmental security; sources of human insecurity and environmental insecurity; the impact of environmental (in)security on human (in)security; Solutions: What can I do as a student to ensure human and environmental security? Collective: What can we do as world citizen to ensure human and environmental security? Recapping the Course: Broader lessons of environmental security for human security. 

 

Prerequisites:

No prerequisites are set for this course. Structured as a basice course is open to students of all standing. In its structure it focuses on the building of knowledge base of students, and constructing their skills sets to not only understand the causal explanations of various environmental phenomena, and their impact on human life, but offer practical solutions. 

 

Text Books and Reference Books:

As this is a short colloquium, a reading packet, consisting of articles, one each for each topic, will be used to help the learning community build their knowledge base and develop their skills set. Readings will help students prepare for in-class discussions and activities.

 

Performance Evaluation and Score Assessment:

Students' performance will be evaluated on the basis of a teach-in at the end of the colloquium, in which students will identify three things that they 'learned' in class; three things that they 'unlearned' in class; and three things that they 'relearned' in class. They will be given conceptual and operational definitions of what 'learning,' 'unlearning' and 'relearning' mean to help them formulate their responses.

 

 

 

 

 

 

 

 

 

Name: Y. Ken Wang

Position/Degree：Associate Professor and Ph.D.

Nationality: China

Education Background：

1. Ph.D. in Business Administration, Washington State University (2008)

2. M.B.A., Washington State University (2004)

 

Working Experiences：

1. Associate Professor with tenure, University of Pittsburgh at Bradford (2015)

2. Assistant Professor, University of Pittsburgh at Bradford (2009)

 

Research Interests：

Dr. Y. Ken Wang is an active researcher in information systems and related fields. He has published scholarly research in SSCI indexed and various other journals and conference proceedings. He serves as a reviewer for several SCI or SSCI indexed journals and a number of international conferences. He is also a contributing author of the book The Encyclopedia of Knowledge Management. He has taught a variety of information systems courses such as systems analysis and design, data analytics, electronic commerce, information systems strategy, emerging technologies and innovation, objected-oriented programming and Web development, database management system, business intelligence, business computing, project management, etc. Dr. Wang is a member of Association of Information Systems (AIS), Academy of Management (AOM), Decision Sciences Institute (DSI), and The Institute for Operations Research and the Management Sciences (INFORMS).

Syllabus

English Course Name：Introduction to Data Analytics with Python

Chinese Course Name: Python数据分析导论

Course Code：15006002

Objectives：

This course is offered as an introductive theme seminar to first-year undergraduate students in business and general majors with a strong interest in data analytics and data-related topics. This course will introduce concepts, tools, methods, and cases related to data collection, cleaning, processing, analysis, and visualization in business operations. A programming language will be introduced, most likely Python subject to technology availability, for practice projects. Students in this class will benefit from the hands-on teaching style and real world cases and examples. Topics of this course include: Jupyter notebook, Python and Web crawling, Python methods and packages in data analytics and visualization, statistical methods, database and SQL integration, and other data analytics related tools and topics. This course is intended for students who plan to seek data analytics related career or apply for graduate schools in information systems and/or data sciences. Students who wish to improve academic research skills may also benefit from this course.

It is recommended that all students bring their personal laptops to the class for notetaking and practice projects. Unix based operating systems such as macOS and Linux (Ubuntu) are preferred. Recent versions of Windows operating systems are also acceptable.

 

Contents:

Lesson 1:

·         Installation of Python

·         Installation of Jupyter Notebook, pip, and other Python packages.

·         Jupyter Notebook – a web-based interactive tool for Python learning and testing

·         Basic Python syntax

Lesson 2:

·         Online resources of data sets and data repositories

·         Python data structures with numpy and pandas

·         Data plotting and visualization in Python.

Lesson 3:

·         Introduction to statistical methods (t-test, ANOVA, and regression)

·         Statistical analysis in Python

Lesson 4:

·         Python Web handling packages

·         Web crawling with urllib, beautifulsoup, scrapy, etc.

·         Regular expression

Lesson 5:

·         Python database connectivity with MySQL or Sqlite

·         Frameworks with Python Web development

 

Prerequisites：

·         Knowledge of any programming language is preferred

 

Text Books and Reference Books:

Reference Book 1

Learning Python, by Mark Lutz, published by O'Reilly Media, Inc., ISBN 978-0-596-15806-4

Reference Book 2

Python for Data Analytics, by Wes McKinney, Published by O'Reilly Media, Inc., ISBN 978-1-499-31979-3

Performance Evaluation and Score Assessment:

Class attendance and participation 10%

Assignments 30%

Project report      60%

Name: Ying Chen

Position/Degree：Senior Quantitative Analyst/Ph.D.

Nationality: China    

Education Background：

1. Ph.D. in Civil Engineering, Stanford University (2000—2005)

2. M.S. in Statistics, Stanford University (2002—2003)

3. M.S. in Civil Engineering, Hong Kong University of Science & Technology (1998—2000)

4. B.S. in Engineering Science, Tsinghua University (1993—1998)

Working Experiences：

1. Senior Quantitative Analyst, Eversping Capital, New York (2016—present)

2. Senior Quantitative Analyst, QFR Capital, New York (2010—2015)

3. Quantitative Analyst, MEAG New York, a member of the Munich Re Group (2009—2010)

4. Quantitative Analyst, JPMorgan Investment Management Inc. (2005—2009)

Research Interests：

Applied economics and finance. Statistics.

Syllabus

English Course Name：An Introduction to Financial Institutions and Products in the Wall Street

Chinese Course Name: 华尔街金融机构和产品简介

Course Code：04006010

Objectives：

This course will introduce the type of financial institutions and their roles in the Wall Street. The major financial institutions include commercial bank, investment bank, asset management firms, insurance companies and hedge funds. The courses will also introduce various types of financial products including stocks, fixed income securities, forex, commodities and their derivatives.  

 

Contents:

Lesson 1: An Overview of the Financial System

Lesson 2: Financial Institutions

Lesson 3: Financial Products I (Stocks, Forex and Commodities)

Lesson 4: Financial Products II (Fixed Income Securities)

Lesson 5: Type of Jobs in the Wall Street

 

Prerequisites：

It would be better that students may have some knowledge of modern economics and banking, but not required.

 

Text Books and Reference Books:

Financial markets and institutions by Frederic S. Mishkin and Stanley Eakins (not required)

 

Performance Evaluation and Score Assessment:

The student need write a class paper about the topics covering in this course.

 

Name: Kelly Chen

Position/Degree：Lecturer, PhD

Nationality: New Zealand

Education Background：

1. 2008-2013      University of Canterbury                              PhD in Chinese Studies

2. 2006-2007      University of Canterbury                            Master in Chinese Studies

3. 2005-2006      University of Canterbury                            BA Honours in Chinese

4. 1998- 2002      Beijing Language and Culture University   Bachelor of Arts

Working Experiences：

1. 05/2013- Present    CEO Assistant and Lecturer, New Zealand College of Business

2. 05/2015- Present    Licensed Immigration Advisor, New Zealand Trade Connections

3. 02/2012 to 12/2012       Women's advocate, Shakti Ethnic Women Support Group (Non-profit organisation)

4. 02/2010 to 07/2010       Tutor, University of Canterbury

Research Interests：

Dr. Kelly Chen completed her PhD study on Chinese popular cinema from a gender perspective with the support of the Brownlie PhD Scholarship at the University of Canterbury and received her PhD degree in 2013. Her passion is in the Chinese language cinema, in particular, the gender construction and de-construction in cinema, the definition and reconstruction of femininity and masculinity through visual images, the gendered gaze, and the seduction of the game between the visual object and the gazer, as well as the East-West dichotomy. She also has a keen interest in Hong Kong cinema, in particular, the gangster films and its depiction of masculinities and implication of Hong Kong's colonial and post-colonial identities. 

Syllabus

English Course Name：Gender politics in Chinese films

Chinese Course Name: 华语电影里的性别形态

Course Code：14006058

Objectives：

Chinese cinemas are full of contradictory but fascinating representations of heroes and heroines. There are amazing women warriors along with fragile scholars, but we could also easily identify macho warriors with docile, submissive ladies waiting for rescue. The implications of the gender meanings of these contradictory images are of profound significance to understand Chinese cinemas as well as Chinese gender traditions and relationship.

This course aims to examine a number of esteemed Chinese language films in a greater China from the early 1920s to present. Students who pass this course should be able to:

1.      understand the fundamental elements of film texts and its uniqueness of meaning construction

2.      demonstrate fundamental knowledge of Chinese films from a gender perspective

3.      critique different opinions and film reviews on the images in Chinese films

4.      critically communicate their arguments on the gender politics behind the filmic images.

 

Contents:

Lesson 1: introduction: basic cinematography

This chapter will introduce a number of basic terminologies for this course: shot, cinematography.

The lecture objective is to teach the students the skill to describe any shot in a film by identifying the following elements:

v  its proximity to its subject.

v  the angle of the camera.

v  the nature of camera movement, if any, within the shot.

v  the speed and length of the shot.

v  Light and colour

 

Lesson 2: The male gaze and the silent bodies

Lesson two will focus on the introduction of the concept of gender, patriarchy and the theory of the "Gaze" by Laura Mulvey, with an expansion of her theory from Hollywood tradition to Chinese context. Mulvey introduces the theory of the male gaze and women as the object to please the men. One of the Most important silent film in Chinese film history—The Goddess (1934) by Wu Yonggang, will be used as an example to look at the camera angles and the women's role as both the object of the male gaze as well as her role as a symbol of contradiction between Chinese traditions and modernity.

 

However, the male gaze theory deny female pleasure. This lecture will use images from film texts and other visual images to argue that both men and women are undeniably the object of the gaze for the audience as well as the characters in the films. These gaze could be female gaze, gay/lesbian gaze or male gaze, opening up the multiple possibilities of the gaze theory.

 

 

Lesson 3: revolutionary heroine or object of the (male) gaze?

The third lecture focuses on typical women images as revolutionary heroine in the cinemas after 1949. The socialist cinema emphasises genderless features of women protagonists who are revolutionary women solders. A typical progressive woman is a male soldier's comrade who finds herself fighting against the enemy alongside men and equality means they do what men can do. There is only comradeship but seldom male-female romantic stories.

 

However, revolutionary heroines might be read differently according to different audiences. The famous cultural theorist Stuart Hall believes that people interpret media texts in different ways, depending on their cultural backgrounds, economic standings and personal experiences. The lecture will be divided into two parts:

Part one:

·         Introduction of Stuart Hall and His encoding-decoding theory

Part two                   

This chapter will use examples such as A Song of Youth (Dir. Cui Wei, Chen Huaikai, 1959) and Model play Red Detachment of Women (ballet) as examples to look at multiple meanings of the women images in the 1940s to 1960s, both their significance for gender equality and limitation. 

 

Lesson 4: the fragile scholar

Although an ideal Chinese man is often described as wenwu shuangquan (文武双全), which could be translated as "both excelling in literature (wen) and military skills (wu)," fragile scholars are very popular male protagonists in Chinese film history, from the weeping scholar in The Death of Yuli (dir. Zhang Shichuan, 1924) which is influenced by the early mandarin-duck literature, to the Cantonese tear-jerkers in the 1960s, to the handsome scholar embodied by Leslie Cheung in the martial arts epic such as A Chinese Ghost Story (dir. Ching Siu-tung, 1987). 

 

They show many feminine features: emotional, sensitive and fragile, and they constantly need help and even rescue, quite often from women. Do such helplessness and powerlessness of these fragile scholars refer to the weakness of patriarchy and indicate patriarchal crisis?

This lecture is delivered in two parts:

Part one:

1. the meaning of scholar masculinity

2. the rising importance of female audience and the recognition of female gaze.

Part two will look at Leslie Cheung's images from A Chinese Ghost Story as an example, to look at an ideal scholar image on screen and the meaning of scholar masculinity.

 

Lesson 5: the women warriors

Women warriors have been very important images in Chinese film history. Right from the early cinema's martial arts series The Burning of the Red Lotus Temple in the 1920s and 1930s to Zhang Yimou's Hero and The House of Flying Daggers, even the controversial Chinese language film-- Ang Lee's Crouching Tiger, Hidden Dragon, women warriors are the most discussed phenomena. According to the patriarchal order, men belong to the outside world, the public world, while women belong to the domestic, private (family) world, women warriors are boundary-crossers. However, have they violated the patriarchal society with their rebellious, violent behavior? Or Are they the protectors of patriarchal order with their violence?

The fifth chapter looks at a range of different women warriors images in Chinese cinemas, with examples from Dragon Inn (dir. King Hu, 1967), The Heroic Trio. (dir. Johnnie To, 1993) and New Dragon Inn (Dir. Raymond Lee, 1992) to look at a range of different types of women warriors and understand their gender implications.  

 

Prerequisites：

There is no prerequisites for the course, but it would be preferable that students will have easy access to the films that are going to be discussed in this course.

 

Text Books and Reference Books:

Zhang, Yinjing. Chinese National Cinema. New York and London: Routledge Taylor & Francis Group, 2004.

Berry, Chris and Mary Farquhar. China on Screen: Cinema and Nation. New York: Columbia University Press, 2006.

Bordwell, David and Kristin Thompson. Film Art: In Introduction, Seventh Edition, Mcgraw-Hill, 2003.

 

Performance Evaluation and Score Assessment:

Choose one of the films listed by the instructor to write a movie review of no less than 800 words, including discussion of its cinematic features and relationship between the main characters.

 

 

 

Name: Zhuofei Wang

Position/Degree：Assistant Professor/Dr.

Nationality: Chinese

Education Background：

1. 06/2005 Master in Literature and Art, Shandong University

2. 06/2010 Dr. phil., Shandong University

3. 2013-present Habilitation, Kassel University

Working Experiences：

1. 2008-2010, Steinke-Institut, Bonn: Freelance Teacher

2. 2010-2011, Leipzig University , academic assistant

3. 2013-present, Kassel University, assistant professor

Research Interests：

Philosophy, Aesthetics, Theory of Arts

Syllabus

English Course Name："Atmosphere" as a New Concept of Aesthetics and its Artistic Practice

Chinese Course Name: 美学的新范畴"气氛"及艺术实践 

Course Code：02006064

Objectives：

In recent years, the term "atmosphere" has gone beyond the boundaries of natural science and everyday language, and gradually become a core concept of aesthetics. As sensuous reality, atmosphere is neither a purely subjective state, nor an objective thing, but essentially an intersection point between a perceived object and a perceiving subject whose aesthetic effect is characterized by vagueness and inexpressibility. In the formation process of atmosphere, the corporeality of man is of decisive importance, because it embeds man, together with all his multifarious ways of perception and sense experiences in the world. The research on atmosphere contributes to the revision of the  traditional aesthetics overemphasizing judgment and discourse analysis. Correspondingly, sensual interaction with environment is placed in the foreground of aesthetic consideration.

In this course, the following priorities are at the center of the discussion: the background, meaning and features of the aesthetic concept "atmosphere", several representative standpoints, the comparison of atmospheric production between the Chinese literati paintings and the artworks of the European Expressionism.

 

Contents:

Lesson 1:

Overview of the aesthetic research on atmosphere since the 20th century, primarily the standpoints of Hubert Tellenbach, Hermann Schmitz, Walter Benjamin and Gernot Böhme

 

Lesson 2:

Gernot Böhme: "Atmosphere as the fundamental concept of a new aesthetics". Explanation. Discussion

Lesson 3:

Continuation of the analysis of Böhme's text

Lesson 4:

Atmospheric production: Comparison of the Chinese literati paintings and the artworks of the European Expressionism

Lesson 5:

Continuation of the discussion on atmospheric production

Conclusion

 

Prerequisites：

Participants are advised to have basic knowledge of the following areas: philosophy, aesthetics, and art history.

Text Books and Reference Books:

Gernot Böhme: Atmosphere as the Fundamental Concept of a New Aesthetics. Thesis Eleven 1993;36:113-26. Trans. David Roberts Print.

Tonino Griffero: Atmospheres: Aesthetics of Emotional Spaces. Routledge, 2014.

The texts in question of Fry and Bell will be provided for the participants in digital versions.

Performance Evaluation and Score Assessment:

After the end of the course, participants will be required to submit a three-page English essay (1,500 characters with spaces and footnotes per standard page) before June 26, 2017 (Monday). The topic will be announced before the third lesson.