English

The course covers the translation between biology and mathematics; population models and spatial models, simulations: Deterministic versus stochastic simulations of mathematical models; weaknesses, strengths, and applicability; the Gillespie algorithm for stochastic simulations: Naive implementation and possible optimizations for large systems; cost functions; optimization methods including local optimization, thermodynamic methods, particle-swarm optimization, and genetic algorithms; and sensitivity analysis: Estimation of the uncertainty of determined parameter values. Strategies to achieve robustness. Admission to the course requires 90 credits Science studies, including knowledge equivalent to BERN01 Modelling in Computational Science, 7.5 credits or FYTN03 Computational physics, 7.5 credits and English 6/B. Admission to the course also requires knowledge in programming in Python equivalent to NUMA01, 7.5 credits or similar knowledge in Matlab, C++ or the like programming language.

The course explores everyday relationships and their sociological significance for contemporary debates on family, personal life, and kinship; as well as illuminating the importance of relationships in all aspects of everyday life,  provides theoretical frameworks and empirical materials to allow students to explore for themselves how personal relationships are played out through all aspects of everyday life, and explore and critique different relationships through different institutions and practices.

This course is part of the Laurea Magistrale degree program and is intended for advanced level students. Enrollment is by permission of the instructor. The course content covers the following topics:

a) a review of theoretical models for interpreting daily life and daily social interactions as educational arenas

b) video-ethnographic methodological approaches centered on social interaction to identify and study educational processes in daily life

c) observation and analysis of video recordings of communicative and educational events in both ordinary (e.g., parent-child interactions in the family) and institutional contexts (e.g., pupil-teacher or parent-teacher interactions at school, doctor-patient or caregiver-doctor interactions in healthcare contexts)

d) the illustration of training perspectives that can be implemented to promote self-reflexivity and support the subjects involved in communicative and educational experiences

At the end of the course, the student knows: the main theoretical assumptions concerning the study of everyday life and mundane educational events; the main theories and theoretical-methodological approaches for investigating mundane interactions as occasions for learning, education, and socialization; the micro-pedagogical approach to education, i.e., the study of the ways in which the members of a community give meaning to their everyday lifeworld, construct, and transmit culture in and through their social practices and interactions. The student is be able to: analyze mundane practices and interactions by relying on a (video-)ethnographic approach and Conversation Analysis; identify the educational value of social interactions in a variety of ordinary contexts (e.g., parent-child interactions in the family, pupil-teacher or parent-teacher interactions at school, doctor-patient or doctor-parent/caregiver interactions in healthcare settings); reflect on mundane educational experiences and the role of language and interaction in education, socialization, and learning processes; use this knowledge and skills to act as a “reflective practitioner”, in order to implement interventions aimed at promoting self-reflexivity and awareness of the subjects involved in mundane educational experiences.

This course is part of the Laurea Magistrale degree program and is intended for advanced level students. Enrolment is by permission of the instructor. By the end of the course, students know the main epigraphic disciplines from a comparative, diachronic, and diatopic perspective. They are able to analyze the writer’s intention implicit in every written document in relation to the support and the type of archaeological context. Students will know how to use the main methods of documentation and study of inscriptions, including new developments in digital epigraphy. They will have a critical understanding of a written document qua archaeological find, thus enhancing its purely material side. They will also make independent use of the main corpora and repertoires (even digital ones), as provided by the epigraphic disciplines.

The course focuses on the materiality of ancient Near Eastern written evidence. Starting from the emergence of the first written documents toward the end of the fourth millennium BC, the use of the cuneiform script, which was first invented to express Sumerian and was later adapted to write a variety of unrelated languages throughout the ancient Near East, is analyzed. Specifically, different material supports and the social, religious, archival, and archaeological contexts of writing are examined. Particular attention is devoted to the relation between writing and royal ideology, and to scribal training and education.

A research project that assigns students to expert professors in their proposed research topic. The course takes the student's research capabilities to a more professional level. This can be most closely compared to what is called a supervised research project in American universities.

The course is an introduction to vector calculus and a specialization of differential and integral calculus of functions of several variables. The course covers line and surface integrals; Green's formula, Gauss divergence theorem, and Stokes theorem; Basic potential theory. To be eligible for the course, 45 credits in courses in mathematics equivalent to MATA21 Analysis in One Variable (15 credits), MATA22 Linear Algebra 1 (7.5 credits), MATA21 Analysis in Several Variables 1 (7.5 credits), MATB22 Linear Algebra 2 (7.5 credits) and one of the courses NUMA01 Computational Programming with Python (7.5 credits) and MATA23 Foundations of Algebra, (7.5 credits) are required.
 

The course analyzes the political and policy-making processes in contemporary Greece, Italy, and Spain. The study of the three countries is placed into a strong comparative perspective with particular attention focusing on (a) the common historical traits that shaped their political culture and development, (b) the similarities and contrasts of their political institutions and policy-making processes, (c) the nature of party political competition, (d) the impact of EU membership on their political systems and on their political economy, and (e) their foreign policy orientation. 

This course covers estimating relationships between economic variables associated with agricultural situations. Students are enabled to understand the general concepts about model identification, estimation, forecasting, and policy analysis. Students learn simple regression, multiple regression, and time series analysis. Prerequisite: Principles of Economy, Statistics, Mathematics for Economic Analysis. 

George Orwell once wrote that "many people who would consider themselves extremely sophisticated and “advanced” are actually carrying through life an imaginative background which they acquired in childhood." This course examines the political lessons children’s books encode about what childhood is, and about which children matter and why. Students read children’s texts from a range of genres and forms – including fantasy, school stories, picture books, and domestic fiction – written between the late 18th century and the present day. Key focuses include agency, gender, race, class, and the environment. 

This course examines marine protection and conservation science and associated management of marine environments. It covers the principles of marine protection, including the varied ways that marine habitats are assessed for protection, can be protected, and the techniques used to assess whether protection has been successful.