English

This course covers the eventful and tumultuous decades of German history after the founding of the federal monarchy in 1871. Students study the Prussian kingdom and German Empire, World War I, and the collapse of the monarchy. The promise and failings of the Weimar Republic are examined in the context of the rising political extremes of communism and fascism that gave way to the terror of Hitler and the Nazi Party. The course analyzes World War II, including the Holocaust and complete defeat of Germany, and the 40 years of occupation and division of the country during the Cold War. Finally, the course examines the 1989 “peaceful revolution,” the fall of the Berlin Wall, and Germany’s reunification.

Following classical control theory (Control Engineering I), this course utilizes modern control theory and studies the state-space method, a method to control multivariable linear dynamic systems. The focus of modern control theory is how to analyze the characteristics of a system represented by the state equation and how to design a control system to achieve desired characteristics. After learning the representation method of a multivariable dynamic system with a state equation, the course introduces basic concepts of multivariable systems, such as stability, controllability, and observability. The class also learns specific control strategies based on concepts such as pole assignment by state feedback, state estimation by an observer, and optimal control by an optimal regulator.

This course provides an introduction to the study of psychology as it relates to human behavior and performance in sport settings. It examines how practice and competition environments give rise to psychological states (e.g., motivation, anxiety, fatigue) that impact on motor learning, visuo-motor control and sport performance. It reviews evidence for the use of several psychological skills (e.g., arousal regulation, attention control, goal-setting, imagery, thought control) and apply models of psychological skills training to design evidence-based interventions that aim to improve performance in individual athletes and sport teams.

This course is part of the Laurea Magistrale degree program and is intended for advanced level students. Enrollment is by permission of the instructor. At the end of the course, the student has learned modern methods to design electronic circuits for analog and digital signals coming from experimental apparata. Students also acquire knowledge of the technological processes that are the basis of digital integrated circuits. In particular, in the laboratory session students are able to design circuits with analog components and discrete programmable digital circuits (FPGA) and verify their operation. Also, the student will possess the knowledge to design relatively complex electronic circuits for high-speed data acquisition systems. The student will finally participate to specific laboratory sessions dedicated to FPGA implementations of digital architectures and signal transmissions via high-speed electro/optical lines. The course is divided into two modules. The first module is primarily geared towards analog electronics focused on high frequency amplifiers and circuits. The second module is focused primarily on frontier FPGA implementations. Digital high frequencies, synchronization, and reading processes are covered. Each student is shown some laboratory experiences. The laboratory session consists of a series of analog and circuits demos that are shown in the classroom. Particular emphasis is paid to the digital programming pf commercial FPGAs (Xilinx families). Mini-Tesla coil is studied, simulated, and shown in a lab session.

This course introduces non-majors to dance as an expression of culture that involves aesthetic awareness, technical training (formal and informal), and social interaction. It emphasizes foundational movement skills and historical and anthropologic studies. A variety of dance forms will be examined in terms of their power to heal, celebrate, tell stories, and resolve conflicts. 

This course helps solve the intertwined mystery of what it is that makes us choose to adopt a physically inactive and sedentary lifestyle, when we know the negative health impacts of it. To unfold the box of this enigma, the course first provides understanding of the inter-disciplinary nature of exercise and physical activity determinants. Through a series of themed lectures, it explores together how individuals’ participation in exercise and physical activity is determined not only by personal factors, but also by contextual, cultural, and environmental factors. "Be Fit! Be Active!" is a course that radically changes your understanding of the essence of bodily movement. It helps not only acquire a strong theoretical background, but also engagement in hands-on tasks and experience. It includes practical, useful projects, and the opportunity to evaluate the effectiveness of real-world interventions. Students learn in-depth about the fundamental techniques needed to design programs and policies aimed at increasing physical activity and well-being.

This course regards the researcher’s self as a critical resource for ethnographic inquiry, observation and representation in anthropology. Building on queer-feminist debates around participation and positionality and taking The Vulnerable Observer (Ruth Behar, 1996) as a starting point, students are asked to introspectively examine who they are in the world and how that unique location informs the questions they are able to pose and pursue. This includes an understanding of the politics of belonging, experiences of class and queerness, racial or gendered difference, de/coloniality and so on, but equally the ethical and emotional dilemmas posed by their research engagements. Students read works that call into question the sharp divides between academic and other forms of writing, theory and poetry, ethnography and memoir. The course is designed to be interactive and workshop-oriented. Participants engage in short writing exercises in class and are encouraged to draw on their own experiences of life and learning in research.

Political Philosophy is conceived as the application of philosophical investigation to politics and thus as a study of the contribution that philosophy may give to political practice. This implies both a clarification of the terms used in our everyday political vocabulary and an attempt at designing models of a just society. The course provides students with the following abilities: a) notions on methodology in historical investigation; b) ability to analytically read a text while at the same time situating it into the historical and linguistic context of the age; c) knowledge of the perennial tasks of political philosophy; d) an examination of a specific topic: the origins of democracy. The course is divided into two modules: 1. Relativism and its Discontents: this module examines the sophist Protagoras, the first coherent relativist, who argued that "man is the measure of all things", and the answers to his relativism elaborated by Plato and Aristotle; and how 20th century philosophers revived those positions, specifically investigating Richard Rorty, Leo Strauss, and Alasdair MacIntyre. The first class is devoted to a clarification of the notion of 'political philosophy' and to an account of the methodology in the history of political thought. 2. The just society: unending quest: this module is devoted to the search for a just society, reading John Rawls, the author who put back the notion of justice at the center of political philosophy and who wrote the milestone treatment on the subject in the 20th century.

Centered on the theme of "Rebuilding the Coordinates," this course explores how China, since the crisis of 1840, has sought to rediscover its place in the modern world through revolution, reform, and innovation. Combining Shanghai's "Walking Classroom" with advanced "AI Academic Dialogue," you will traverse from the late Qing transformations to the digital future. 

This course offers a thorough and in-depth exploration of the fundamental principles, procedures, and techniques involved in engineering project management. It equips students with a comprehensive understanding of key concepts, enabling them to effectively navigate the complexities of managing engineering projects. The curriculum encompasses a broad range of topics essential for success in this field, including the project life cycle, project scheduling, project financing, quality management, and project delivery methods. Students will also delve into the intricacies of project organization, budget estimation and assessment, leadership, global culture, supply chain management, and contract management. They can gain crucial insights into effective project planning, execution, monitoring, and early warning mechanisms. Furthermore, the course emphasizes the significance of project environment, health, and safety management, highlighting the importance of maintaining a secure and sustainable work environment. It also addresses the critical aspects of project communication and information management (such as building information modeling), recognizing their pivotal role in fostering collaboration and ensuring project success. Finally, the course also dedicates attention to human resources and team building, underscoring the significance of building cohesive and high-performing project teams.