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This course is for true beginners to Italian language. It runs at the pre-A1 level according to the CEFR level. This communicative course develops oral skills in Italian.
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This is a special studies course involving an internship with a corporate, public, governmental, or private organization, arranged with the Study Center Liaison Officer. Specific internships vary each term and are described on a special study project form for each student. A substantial paper or series of reports is required. Units vary depending on the contact hours and method of assessment. The internship may be taken during one or more terms but the units cannot exceed a total of 12.0 for the year.
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Rome has played a pivotal role in the construction of a global scale culture. It first contributed to unifying the ancient world system as the capital of an empire. Then, in the early modern period (parallel to the age of explorations and colonialism), it became a laboratory for interactions between the local and the global. This course focuses on these interactions roughly between 1550 and 1750, the so-called Counter Reformation and Baroque Age. Although this is mainly an on-site art history course, each art work, building, or urban plan is studied as a document to understand broader concepts related to geography, politics, religion, science, and philosophy. To assess the value of early modern art and architecture students develop multidisciplinary skills to investigate the multilayered meanings of objects, buildings, and urbanism. Focusing first on Caravaggio, then on the rivalry between Bernini and Borromini, and finally on the Renovatio Urbis (the new avenues connecting the main churches of the city), this course simultaneously explores the micro and the macro context of every commission. From the private fashioning of papal families (Borghese, Barberini, Pamphili, and Chigi) to the impression of orbialization (the concept that pervades the papal blessing addressed to the city and to the world), the city promised to be a topographical space of universal salvation. From the different approaches to art and architecture by Bernini and Borromini (theatrical and philosophical respectively) to the impact of the interreligious encounters of the new religious orders, Rome appeared as the laboratory of a globalization actualized in tandem with the colonial powers of Portugal, France, and Spain. The Spanish Ignatius Loyola, founder of the Society of Jesus in 1540 in Rome, shifted the religious discourse toward the universal good setting the program for a possible global society. The Jesuit system with their missionary and educational activities throughout the world was the most important institution for “interactions”. No wonder that in the 17th century, the Roman main educational institutions (Studium Urbis, Collegio Romano, Propaganda Fide) focused on the study of languages and the publication of dictionaries and grammar books. The impact of the Jesuit father Athanasius Kircher over 17th century Rome is as polyhedric as his writings. Kircher created one of the biggest cabinets of curiosities (wunderkammer) of Europe. His collection of Egyptian, Greek, and Roman antiques, embalmed animals, botanical rarities, scientific instruments, and a myriad of objects coming from China, India, Mexico, etc. was referred to as theatrum mundi (the theatre of the world), a metaphoric representation of the culture of the early modern city. By the end of the 17th century, Rome simultaneously assumed the connotations of new Jerusalem, Athens, Constantinople, Alexandria, and Babel mirroring the world as if in a theatre of memory and geography while other cities in different continents took the name of Rome of the East or Rome of the West through a religious and architectural response. The visual arts reveal the global resonance of Rome but also the presence of different ethnic groups in the city. The Eternal City was, undoubtedly, one of the loci where the subjective dimension of globalization originated.
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This course provides an information set to properly assess investment opportunities using accounting publicly released information. The course includes: a review of basic accounting concepts and main tools; the analysis of financial statements; earnings quality analysis: determinants, economic consequences, and proxy; firms’ valuation using the most common valuation techniques; and an overall understanding of role and responsibility of key players in the financial information field (analysts, investor relators, and so on). The course requires knowledge of basic financial accounting as a prerequisite.
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This course focuses on how to create value and growth through innovation in new and existing markets. The course includes a general overview of reasons for success or failure of new products as well as techniques on how to identify opportunities for successful product/service innovations. Students examine the skills of innovation and how to apply those skills within the context of a marketing strategy framework. Students apply innovation methods across a wide variety of product and service categories. The course is taught using interactive workshop methods and techniques. Students first experience these facilitation techniques while learning innovation.
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This course examines some features of the disciplines that study animal behavior and focuses on the most relevant methods of investigation. The different aspects of behavior are examined from a comparative perspective and with a particular focus on cognitive and perceptual processes. The course discusses topics including a brief history of ethology and comparative psychology, approaches to the study of behavior, the evolution of behavior, phylogeny and behavior, physiological mechanisms and behavior, learning and cognition, motivation, early experience and learning, comparative cognition, social behavior, living in groups, social cooperation, predators and preys, optimal foraging theory, and anti-predatory behavior. The course recommends students have basic knowledge of general biology, psychobiology, and genetics as a prerequisite.
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This course is part of the LM degree program and so is intended for advanced level students. Enrollment is by consent of the instructor. This course discusses fundamentals of the most important multivariate techniques that help to make intelligent use of large data base by recognizing patterns for predicting or estimating an output based on one or more inputs. At the end of the course the student is able; to represent and organize knowledge about big data collections; to turn data into actionable knowledge; and to choose the best suited methodology for the problem at hand to critically interpret the results. The course discusses topics including an introduction to supervised statistical learning; resampling methods: Cross-Validation, and Bootstrap; classification: Naive Bayes, k-Nearest Neighbors, Logistic Regression, and Linear Discriminant Analysis; Dimension Reduction and Regularization; Tree-based methods: Regression and Classification trees, Bagging, Random Forests, and Boosting; and an overview of the main machine learning methods: Support Vector Machines, and Neural Networks.
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This course is part of the Laurea Magistrale program. The course is intended for advanced level students only. Enrollment is by consent of the instructor. The course focuses on the history of Iran and Central Asia from the arrival of Islam to contemporary times. Special attention is placed on the methodology of historical research, and the treatment of historical themes in original and autonomous ways. Students are encouraged to evaluate sources and to know how to orient themselves with regards to specialized bibliographies. Emphasis is placed on how to prepare and communicate knowledge and how to make valid judgments in the historical field. The course is intended as a general introduction to the history of Iran and Central Asia in the Islamic period. Single historical periods are, broadly speaking, indicated below. Students are warmly encouraged to focus on specific thematic topics and to carry on, if possible, with further readings according to their personal interests. Basic historical periods covered: the Islamic penetration in Iran and Central Asia; the Mongol and Timurid periods, Iran and Central Asia under "Turkic" dynasties; the Safavid period and the formation of the so called "national state" in Iran; the contemporary condition of Caucasus and Central Asia and the relations of Iran with Ottoman Empire and Moghul India; contacts with Western countries: missionaries, diplomats and travelers; Iran under the Pahlavis, Caucasus, and Soviet Central Asia: "Cold War" challengers; the present-day situation: a "non-exotic" approach.
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The contents of the class are arranged around the following topics: the concepts of health and illness, why do we care about health; the social determinants of health, why is health social, beyond mind and body, construing in inter-action; a systemic-constructivist model of health and illness; and caregiving experience. Depending on the nature of discussions and research articles, the class content may be adapted to promote students’ interests and engagement, and develop their research and evidence based readings. The course requires a foundation level of psychological literacy developed throughout the first to second year of undergraduate study in psychology as a prerequisite.
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