English

This course introduces students to the core ideas and fundamental concepts behind machine learning. Students learn different machine learning problems and the algorithms that exist to address them. They formulate machine learning problems and machine learning pipelines, apply suitable algorithms to tackle different machine learning tasks, implement machine learning algorithms to solve supervised learning problems, and assess appropriate methodologies to evaluate machine learning algorithms.

This course offers a systematic review of international migration and refugee movements to, through, and from the Middle East and North Africa over the last decade. It addresses their trends, causes, and consequences for individuals and societies, and stresses the universality of international mobility determinants, as well as the specificity of the context in which they operate in the region.

This course is mainly based on the organizational behavior perspective in a global context. It focuses helping one build their own global mindset; enhance their understanding of issues in global management, and develop their own global skills. Topics to be covered in the course include individual-level inputs, outputs and processes (IOPs) such as demographic diversity, personality and values, attitudes and behaviors, emotions and moods, perception and Individual decision making, and motivations, as well as group-level and organizational level IOPs in the global context. The focus will be on leading and managing people in a global setting, and issues such as strategy, trade, finance, etc. will not be covered. 
 

This course examines various concepts related to software, system and network security. It covers a range of topics including attacks on privacy and attack surface, static and dynamic analysis of malware, hardware security (trusted computing base, secure boot, and attestation), network security and some hot topics in cryptography including elliptic curve, blockchain and bitcoin.

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 topics for this course differ each term. In spring 2024, the course had special emphasis on black women writers. Black Britain is a diaspora space (Avtar Brah): its literature and cultural productions are not only concerned with displaying experiences of insertion and adaptation within British society, but also with exploring and expanding the borders of a multi-layered identity that implies, even in its situatedness, transnational and transcultural routes. The course focuses on the literary and artistic production of some black British women writers from the second half of the 20th century up to the present. On one side, complicating the use of the lens of “migration” to read this production, the course deals with the question of being both black in Britain and black and British; on the other side, by taking an intersectional approach, blackness will be analysed not as singular and homogenous, but as crossed by heterogeneous, and at time opposing, movements – and especially in a constant dialogue with a series of other categories such as gender, class, ethnicity, sexual orientation, age, education, equity, oppression, and violence (both “external” and “internal”). The course provides in-depth knowledge of English women's literature, using practical methodologies for the analysis and the interpretation of the literary text.

This course introduces the theoretical and practical aspects of sport and exercise coaching. Through active participation in lectures and movement laboratories, students develop a basic understanding of training and performance, with reference to a variety of groups. Students also learn how to evaluate and improve their own coaching performance by applying reflective and analytical skills. Topics examined in this course include coaching pedagogy, training principles, session planning, basic concepts of sports science, and ethical issues. 

This course is focused on recent developments in Nutrition Behavior Research including the physiological and psychological determinants of food choice and eating behavior. The course includes lectures, group assignments, and a computer practical. Prerequisites course in Nutrition Behavior.

This course examines current issues in the study of psychological disorders. It presents an introduction to a range of psychological disorders of childhood and adulthood and highlights the scientist-practitioner approach that is applied in clinical psychology.

This course studies future-defining themes such as Food, Water, Energy, Engineering, and Health both from an academic and real-life perspective. While learning about contemporary efforts and policies to address climate change, inequality, and globalization, the course also explores what these phenomena really entail and how they can be addressed through thinking and actions. The course discusses the thoughts of our greatest philosophers as well as site visits, interviews with leading policymakers, entrepreneurs, and scientists, and an exploration of real life. Understanding the essence of entrepreneurship in the realm of globally interconnected markets, production, and supply chains is a continuous thread throughout the course. Seeking to understand human behavior through the lens of consumption and lifestyles, key elements of positive psychology are studied. 

This course is a ASEAN fieldwork course jointly organized by ASEAN partner universities and Keio University. Students who participate in the fieldwork in Japan and aim to obtain an "EBA Perspectives" certificate will take this course in the semester following their participation in the fieldwork. SFC offers four fieldwork courses, two in ASEAN and two in Japan, so that up to four fieldwork courses in total can be included as credit-bearing courses.

Vietnam Fieldwork is a Field-based Project. The primary purpose of the project is to investigate how families live with their disabled children against the backdrop of poverty and limited medical infrastructure. Note that the fieldwork is conducted in Phu Cat District, Binh Dinh Province in central Vietnam, where the US heavily sprayed the toxic defoliant known as Agent Orange during the Vietnam War (1963-1971). That background explains the high number of disabled people in this District alone, 4298 (as of 2018), accounting for 2% of the District population (not including mild cases of disabilities). 

The issue that the fieldwork aims to address lies in a complex context of risk and risk management: Environmental risk, Public Health risk, and risks that these two have generated. An equally important concern of our examination includes the basic infrastructure and policies designed to cope with these risks. 

For that purpose, our examinations incorporate the Vietnam War, Vietnam’s recent Socioeconomic Development, and Vietnam’s welfare policies (public health policies and safety net, among others). 

Participants are asked to explore the following questions: 1) How do these families (primarily farmers) perceive the environmental problem (as signified by the disabled child), the source of the problem, and the risks? 2) How do they live with the problem in the absence/presence of external support, such as health clinics and other facilities? Moreover, 3) how their narratives reveal a larger picture of which their living is part. The students are asked to call attention to people’s narratives through intimate interaction while observing their facial expressions, bodily expressions, and languages. 

The fieldwork also takes us to the “weekend class” for the disabled children, their families, the volunteer teachers of the class, and the local residents. The classes are valuable sites for us to observe how the disabled children, their families, and the teachers interact with each other openly. Over the past 10 years, we have established four such classes, which they call “Dream Class.”