Acquisition of B2 ( advanced) level of english

www.cla.uniroma3.it

The students:
Can understand the basic concepts of speech formulated in standard language or in a familiar variety on concrete and abstract topics, even when dealing with conceptually and linguistically complex speeches; to also understand the technical discussions of his / her field of specialization.
Can follow a long speech and complex arguments, as long as the topic is relatively familiar to him / her and the structure of the speech is indicated with explicit signals

Oral production
He is able to produce clear and precise descriptions and expositions of various topics that fall within his field of interest, developing and supporting ideas with additional elements and relevant examples.

Oral interaction
Is able to interact with such spontaneity and fluency as to allow normal interaction and easy relationships with users of the target language without any effort for either party. It highlights the meaning it attributes to events and experiences, clearly exposes points of view supporting them with appropriate explanations and arguments.

The course of Philosophy of Psychiatry is part of the program in Cognitive Sciences of Communication and Action (master level) and is included among the characterizing training activities. The course will introduce some topics that arise when we treat psychiatry as a special science and deal with it using the methods and concepts of philosophy of science. This includes discussion of such issues as the explanation, the reduction and the classification of mental disorders.
Upon completion of the course students
- will have gained familiarity with some of the most important philosophical questions raised by mental disorders and our attempts to understand/treat them;
- will be able to critically evaluate different positions on core themes of the course;
- will develop a critical thought on philosophical matters involving mental disorders, and the ability to build rigorous, clear arguments using an appropriate scientific and philosophical vocabulary.

Understand history of italian political parties and movements from 1848 to the crisis of the "first " Republic (1992-1994).
Understand the main nodes of the relationship between the press and political power.
Form an understanding of the differencies which revealed in the history of human events that constituite history.

The course of Philosophy of Mind is part of the program in Cognitive Sciences of Communication and Action (master level) and is included among the characterizing training activities. The course will introduce some central topics in empirically informed philosophy of mind including the functionalist view of the mind, the nature of mental representations, the mechanistic approach to cognitive neuroscience, the naturalization of consciousness and self-consciousness, the possibility of a clinical cognitive neuroscience.
Upon completion of the course students
- will have gained familiarity with some of the most important issues in the philosophy of mind driven by cognitive sciences;
- will be able to critically evaluate different positions on core themes of the course;
- will develop a critical thought on philosophical matters involving the mind, and the ability to build rigorous, clear arguments using an appropriate scientific and philosophical vocabulary.

The course in scientific journalism is part of the journalistic teachings within the Laurea Magistrale Degree in Information, Publishing, and Journalism. The degree aims to provide the knowledge and skills necessary to work in the areas of information production and management, print, digital, and online publishing, as well as various forms of journalism, both general and specialized.
In this context, the course aims to provide:
1. An adequate understanding of the peculiar and specific characteristics of scientific journalism, in its various forms and methods.
2. The ability to retrieve, contextualize, analyze, verify, synthesize, and critically examine information and sources of different nature within the realm of scientific communication and research.
3. The capability to produce high-quality informational and educational content for different communication channels, ranging from print journalism to broadcast and online journalism, including through innovative cross-media and transmedia formats.
4. Adequate knowledge of the main editorial realities operating in this field, along with their characteristics and specificities, with an in-depth analysis of some particularly relevant and interesting cases.

Expected Learning Outcomes:

* In terms of knowledge and understanding:
- Understand the current context of scientific communication and journalism, in its complexity and specific characteristics.

*In terms of applying knowledge and understanding:
- Apply knowledge and methodologies related to the retrieval, evaluation, and production of high-quality content for journalism and scientific dissemination.

*In terms of judgment autonomy:
- Critically and autonomously evaluate information gathered from sources, identifying the relationships between the world of scientific research and the journalistic and communication world, including references to the new digital ecosystem.

*In terms of communication skills:
- Be able to share, critically discuss, and socialize both the information acquired from external sources and the informational content produced.

*In terms of learning ability:
- Recognize one's own educational and informational needs and the limits of one's understanding and competence in various disciplinary fields, and be able to address these limits as best as possible.
- Identify, select, and consult relevant sources and scientific literature to enhance understanding of the phenomena and topics addressed.

The course offers the basic notions of philosophy of technology.
The course aims at a general understanding of the grand challenges of transformation of society as a consequence of the spread of technology
The aim of the course is the introduction of the issues related to interactions between technology, philosophy, ethics and society.
The aim of the course is that attendees acquire knowledge, understand and reflect on the political, ethics and epistemic outputs of the introduction of technology in society.
At the end of the course students will be able to analyze the open questions in the field of philosophy of technology with special attention to society

We live in an information network and in an exchange of opinions that is ubiquitous and constant – a net of epistemic acts that we exchange with other agents and affect what we end up believing and deciding. Working with information implies more and more that we face the social effects of this – and these are today faster and faster, and we get a glimpse of them in real time. However, the more agents we have involved, the harder to understand the dynamics of information release turn to be.

This course introduces a formal toolkit that helps in this enterprise.
In particular, the course aims at securing: (1) the understanding of the problems of reasoning that can be triggered by the release of information; (2) the understanding of models that capture the dynamic effects of information release, and the conceptual problems they raise; (3) the problems connected to the representation of belief-merging and, in general, the relations between individual and collective notions of epistemic attitudes;
(4) the understanding of the conditions at which consensus is possible, the role it can play, and the relation between the information release policies, the connection of the epistemic network, and the hierarchies and trust distribution in epistemic communities.

(3) e (4) presuppose (1) and (2). In turn, the last two objectives come with a view on the social impact that the information release policies have on a community of epistemic agents. The course employs a varied package of methods and tools, especially those from Epistemic Logic and Dynamic Epistemic Logic, but also, to a lesser extent, notions and methods from Judgement Aggregation and Network Epistemology, which the course will briefly introduce.

The course aims to
- acquire the fundamental concepts of evolutionary biology, such as natural selection, variation, heredity, adaptation, plasticity, reductionism and genocentrism
- analyse the objectives and limitations of evolutionary explanations
- understand and discuss the main debates in evolutionary biology;
- apply the analytical tools of philosophical reasoning in the discussion of problems related to evolutionary sciences;
- critically evaluate and discuss the social and cultural implications of debates on evolution in a linguistically appropriate manner.

The course aims to use the tools of epistemology to study communicative phenomena. To this end, we will first provide an introduction to the fundamental concepts of the theory of knowledge and the fundamental aspects of the scientific method. Some issues of social epistemology will then be addressed, such as epistemological disagreement, testimony and beliefs, the epistemology of experts.
At the end of the course, students will have acquired fundamental notions of philosophy of science and some tools to conduct the methodological and epistemological analysis of the communication models developed in various disciplinary sectors (such as cognitive science, psychology, ethology, theory of games).

For teaching purposes and on the basis of an assessment of merit, students may carry out an internship in public or private research centres. The request to carry out a research traineeship is proposed by a lecturer of the degree course and submitted to the Didactic Coordination Committee, which then decides on the recognition of the CFUs (maximum 6) to be included in the student's choice.

Il modulo di English for Journalism and Media destinato agli studenti della laurea magistrale in Informazione, Editoria e Giornalismo è finalizzato allo studio dell’inglese per scopi speciali (ESP) applicato al discorso giornalistico e dei media. Considerando le pratiche comunicative proprie della comunità discorsiva nell’ambito del giornalismo e dei media, i diversi generi e le possibili relazioni intertestuali, le attività didattiche saranno incentrate sulla descrizione linguistica, l’identificazione del sistema e delle strutture concettuali, la spiegazione del testo in un contesto socioculturale, attraverso una scelta di generi utilizzati dai media tradizionali e digitali.
In relazione alle diverse aree del giornalismo e tipologie testuali esaminate, verranno illustrati e approfonditi i seguenti aspetti:
• How to analyse the language of journalism: The development of Critical Discourse Analysis.
• Forms of communication in traditional media: The discursive community, shared values and point of view; the language of the press, radio and television; advertising; types of newspapers and politics; media genres; broadcast journalism: managing the extraordinary and the ordinary; forms of language and voices in news broadcasting; magazine journalism and linguistic strategies of synthetic personalization; newspaper journalism: popular and quality styles.
• The social environment of contemporary communication: new models of communication in the Age of the Internet; the constituents of modern digital communication; properties of web communication and web genres; online journalism: live news writing; citizen journalism: practices and identities.
• Participants in the discourse of journalism: roles, relationships and identities; personal identity, social identity and identification; power and community; stance and style; audience, politeness, accommodation; texts and social structures; intertextuality; agency and power; news values, balance and bias; conflict, proximity/cultural relevance.
• The linguistic individual in media communication: media and identity in a communicational frame; history, culture and memory in press coverage; authorial identity and the audience; reader positioning and ethics; inclusion/exclusion; gender roles, irony and taboo language.
• Discourse styles and structures: parts and sequences; discourse organisation; depersonalization; nominalisation; evidentiality, coherence and cohesion; genres, gender stereotypes and discourse styles; narrative, gender and personal stories; gender, irony and taboo language; structures and lexical choices of news stories.
• Features of argumentation and dissemination in journalism and media discourse: rhetorical devices, dissemination strategies, defence strategies and legitimation techniques; ideology and power; persuasion and evaluation; conversational and emotional language in traditional and digital media; engagement features.

OBIETTIVI FORMATIVI: Il modulo è finalizzato allo studio dell’inglese per scopi speciali (ESP) applicato al discorso giornalistico e dei media. Gli studenti avranno la possibilità di esplorare un'ampia varietà di testi in questo settore.
CONOSCENZA E CAPACITÀ DI COMPRENSIONE: Al termine del corso lo studente dovrà essere in grado di comprendere e collocare il testo giornalistico in un contesto socioculturale, e saperne individuare le caratteristiche discorsive fondamentali.
CAPACITÀ DI APPLICARE CONOSCENZA E COMPRENSIONE: Lo studente dovrà essere in grado di analizzare il testo giornalistico, evidenziandone autonomamente le peculiarità linguistiche in relazione al genere e alla comunità discorsiva di riferimento.


Bibliografia critica consigliata:

• Smith, M. Higgins (2013). The Language of Journalism: A Multi-genre Perspective. Bloomsbury Publishing. ISBN 9781849660662.


Prova d’esame
L’esame consiste in una prova scritta computerizzata (60 items) della durata di 60 minuti strutturata in esercizi di analisi del testo (multiple choice, gap filling, matching) e domande. Lo studente dovrà dimostrare di aver acquisito le nozioni fondamentali e gli strumenti di analisi applicati a un testo giornalistico, individuandone le caratteristiche strutturali e linguistiche.

Modalità di erogazione
Il corso prevede sia lezioni frontali che esercitazioni in classe.

The course is intended for students enrolled at the Master’s degree in Publishing and Journalism and aims at developing critical discourse analysis skills related to ESP in the field of Journalism and Media. Lessons focus on the various communicative practices that characterize the discursive community of journalism and media, as well as the various genres and the possible intertextual relationships. Lessons also aim attention at the exploration, conceptual interpretation and sociocultural explanation of the linguistic features exploited in the texts for traditional and digital media. In relation to the different journalism areas and text-types, special attention will be paid to the following categories:



• How to analyse the language of journalism: The development of Critical Discourse Analysis.
• Forms of communication in traditional media: The discursive community, shared values and point of view; the language of the press, radio and television; advertising; types of newspapers and politics; media genres; broadcast journalism: managing the extraordinary and the ordinary; forms of language and voices in news broadcasting; magazine journalism and linguistic strategies of synthetic personalization; newspaper journalism: popular and quality styles.
• The social environment of contemporary communication: new models of communication in the Age of the Internet; the constituents of modern digital communication; properties of web communication and web genres; online journalism: live news writing; citizen journalism: practices and identities.
• Participants in the discourse of journalism: roles, relationships and identities; personal identity, social identity and identification; power and community; stance and style; audience, politeness, accommodation; texts and social structures; intertextuality; agency and power; news values, balance and bias; conflict, proximity/cultural relevance.

• The linguistic individual in media communication: media and identity in a communicational frame; history, culture and memory in press coverage; authorial identity and the audience; reader positioning and ethics; inclusion/exclusion.
• Discourse styles and structures: parts and sequences; discourse organisation; depersonalization; nominalisation; evidentiality, coherence and cohesion; genres, gender stereotypes and discourse styles; narrative, gender and personal stories; gender, irony and taboo language; structures and lexical choices of news stories.


• Features of argumentation and dissemination in journalism and media discourse: rhetorical devices, dissemination strategies, defence strategies and legitimation techniques; ideology and power; persuasion and evaluation; conversational and emotional language in traditional and digital media; engagement features.


LEARNING OUTCOMES: The course aims at developing critical discourse analysis skills related to ESP in the field of Journalism and Media. Students will be offered to explore an extensive variety of texts used in the field of journalism and media.
KNOWLEDGE AND UNDERSTANDING: At the end of the course, students are expected to show an adequate understanding of the discourse of journalism, as well as to identify its main discursive features and sociocultural context.
APPLYING KNOWLEDGE AND UNDERSTANDING: Students will be required to develop analytical skills in journalistic discourse, and autonomously elucidate genre- and community-based language typicalities.


Recommended Critical Bibliography:

• Smith, M. Higgins (2013). The Language of Journalism: A Multi-genre Perspective. Bloomsbury Publishing. ISBN 9781849660662.



Final examination
The final exam is a written computer test. The exam is approximately 60 minutes long; it consists of 60 items including textual analysis exercises (multiple choice, gap filling, matching) and questions. Students will be asked to show knowledge of the basic theoretical notions and tools to analyse a media genre, identifying the structural and linguistic features of the text.


Teaching methods
The course includes both lectures as well as class exercises.

The aims of course is to analyze the different models of television information in the Italian context focusing on in-depth journalism. The formats of the news will be analyzed: news, talk shows, infotainment, reportage and documentaries.
Analyzing the narrative, the "actors": journalists, anchorman, guests, stars, including the role of the public. We will also analyze the convergences with social media platforms. To complete we will make a comparison with the journalistic narrative models of the printed press and social media.

The Workshop offers the opportunity to deepen the knowledge of composers, tracks and fundamental moments in the history of music, through a series of concert-lessons. All the performances are preceded by an introductory lesson of a theoretical-critical nature. It is, at the base, a review of classical concerts, but introduced by real lessons, useful to train the public, to make the authors, styles and periods easier to be understood. It is no coincidence that monographic programs are often preferred in this perspective, precisely because they lend themselves, better than others, to the didactic part and to the introduction of certain, fundamental authors of the repertoire.
The concert review therefore aims to bring students closer to the great repertoire, by listening live music and explaining this way the different genres and compositional forms.

The course aims at giving the students awareness, understanding, and autonomy of judgment in regard to the ethical implications of the introduction of the new technologies in the field of media education and e-learning. In this light, we will discuss questions such as the pervasiveness of algorithmically-based decision-making, the right to privacy, the morally controversial advancements of Artificial Intelligence, and the risks that the infosphere poses to individual autonomy.

The course aims to provide students with the basic notions of persuasive communication combining the theoretical tools of the discipline that traditionally has dealt with the persuasive uses of language, rhetoric, with the empirical results achieved in the context of the modern cognitive sciences. Specifically, the cognitive foundations of the persuasive uses of language are analyzed with reference to a particular tool of communication: storytelling.

Through the discussion of case studies, such as scientific communication, marketing, advertising and political communication, the course aims to provide students with a general understanding of the fundamental cognitive mechanisms underlying storytelling.



At the end of the course, the student will be able to:

- use the key theoretical concepts developed in the context of rhetoric.
- read and understand experimental scientific articles dealing with issues relating to the cognitive foundations of persuasive processes.
- transfer the theoretical concepts to the analysis of case studies.

The course aims at improving students’ reading and writing skills focusing on technical-scientific texts. Such skills are particularly important in research as well as in scientific dissemination. To this purpose, during the laboratory students will be guided in the critical reading of the scientific literature, to analyze the distinctive features of academic texts and the main techniques of scientific writing in the field of communication sciences. At the end of the course, students will be able to comprehend, project and write the contents of a scientific paper.

The course aims to deepen the authors, moments, genres and themes that caracterize the italian literature of our time, from the early twentieth century, taking into account also, as much as possible, the links with the other systems of literary expression other arts, the literatures of other countries, as well as the history and geography of our country. Critical and analytical tools that will be used during the course will also help the studente to hone their reading mode.

At the end of the class, the student will be able to orient him/herself in the Italian Contemporary Literature.

The course provides students with the general understanding of the development of Artificial Intelligence (AI) projects.
The aim of the course is the introduction to machine intelligence, with special regards to the recent evolution of data science and machine learning.
At the end of the course students will acquire the basic knowledge about the intelligence concept and its transformation in order to emerge via the algorithmic strategies of digital machines

The course aims to provide students with a general understanding of social research focusing on the technological and social transformations that impact the citizen/consumer.

The purpose of the course is to introduce the main methods and main qualitative and quantitative research techniques for the understanding, analysis and implementation of socio-economic research, with particular reference to the analysis techniques carried out using digital methods.

In particular, the course will illustrate:
- Quantitative research: questionnaire creation; methodologies for carrying out the interview (C.A.TI. Computer-Assisted Telephone Interviewing; C.A.W.I. Computer-Assisted Web Interviewing; C.A.M.I. Computer-Assisted Mobile Interviewing; C.A.P.I. Computer-Assisted Personal Interviewing); the digital methods approach;
- Qualitative research: focus groups; the in-depth interviews; digital ethnography.

From the theoretical point of view, the course will also provide the necessary skills to analyze the changes in society and in particular of final consumers, decision makers and opinion leaders.

The theoretical approach will address the following issues:
- Relationship between media and social construction of reality;
- Theory of public opinion;
- Citizen / consumer empowerment in web 2.0.

Knowledge of the methodologies and techniques related to media consumption represents a significant contribution to the student's autonomy of judgment and in particular to his ability to assess the impact of products on the market and on socio-economic dynamics.
The course will make use of practical examples which will provide to the student a critical perspective, and at the end of the course he/she will be in possession of an appropriate technical language. At the end of the course students will be able to critically relate to analyses and research published in the main media and social networks.

The course on neuroethics is part of the teaching activities of the curriculum in Scienze Cognitive della Comunicazione e dell’Azione. The course aims at introducing and discussing the basic notions of neuroethics, an interdisciplinary research field at the interplay between moral philosophy, moral psychology and cognitive (neuro)science. In particular, the course will focus on the cognitive and motivational basis of moral reasoning and judgment.

The aim of the course is to provide students with the tools for understanding, analyzing and discussing philosophical and scientific texts on the course topics, learning to navigate the contemporary debate. By the end of the course, students are supposed to have acquired a basic knowledge of the main topics in the field of neuroethics and a more in-depth knowledge of selected topics, and to be able to efficiently navigate the relevant literature.

In the first part, the course aims at giving the students the basic concepts of applied ethics, with a particular focus on roboethics and the relation between ethics and communication, in particular considering films. In the second part, the course aims at providing a basic understanding of the debate on human reasoning and decision-making.

The goal of the course is that the students understand these fundamental issues of moral philosophy. At the end of the course, the students will be able to understand the essential features of these discussions.

In this class students will learn
- the main features of verbal and non verbal communication
- the cognitive substrates of human communication
- the interconnection between language, perception, memory, attention, and executive functions
- the neuroanatomical substrates of human communication

The course aims to give students chance of acquiring analytical skills in order to identify the many factors involved in the dynamics of historical processes and understand their interconnections. The students will also develop a research method and investigation abilities in order to discover the inner complexity of the present age in its historical depth; they will be educated on how to understand otherness disclosing in the study of human events that constitute historical development.

This course aims will examine the historical development of the main themes, problems and theories of behavioural sciences and neuroscience. In particular, the course aims to foster a critical understanding of the historical development of the major themes, problems, and models of scientific explanation on behavior and psychological processes, from the earliest naturalized conceptualizations to experimental psychology and contemporary neuroscience. The evolution of the behavioural sciences and neuroscience will be discussed in its relationship with the history of philosophical ideas and other human sciences such as sociology and anthropology, in its close intertwining with the natural and biological sciences. At the same time the history of the behavioural sciences and neuroscience will be situated in the context of concrete history, such as the material, economic and techological transofrmations.
Particular attention will be given to the examination of the evolution of neuroscientific models of explanation of cognitive and communication processes.
The course will also examine the history of the cultural and moral impact of developments of the behavioural sciences and neuroscience with particular regard to the applications of cognitive science, neuropsychopharmacology and neurotechnologies in the 20th century.
The course aims to achieve these learning outcomes:
1) an organic knowledge of the major research programs, concepts, and problems of the behavioural sciences and neuroscience;
2) the ability to contextualize, analyze, and critically interpret the ideas and models of explanation of the behavioural sciences and neuroscience also in relation to other research disciplines, material history, culture, ethics, and technological evolution;
3) the historical and theoretical tools for understanding the transformations of psychological and neuroscientic models of cognitive and communication processes.
4) the lexical and conceptual tools necessary to the study of the history of the behavioural sciences, neuroscience, and for acquiring good analytical and argumentative skills in written and oral form.

The monographic part of the program this year aims to critically illustrate the history of the contribution of the behavioral sciences and neuroscience to the understanding of the nature of desire and the processes of construction of habits and their control/dyscontrol, with particular focus on the case of pathological addictions (behavioral/ substance/affective addictions).

Unit 1. The course aims to give a fundamental theoretical knowledge in the field of musical performance and of its teaching, both in historical and stylistic perspective. The relationships with extra-musical elements (literature, cinema, theatre, figurative arts), in the perspective of an interdisciplinary teaching, will be analyzed, with specific regard to the role of the teacher.

Unit 2. The course aims to provide fundamental knowledge on the history of music education between the sixteenth and twentieth centuries, with particular reference to the teaching of instruments and singing. The different approaches that are used modernly for the teaching of musical interpretation will also be explored

The course aims to provide students with knowledge on the main psychopathological spectra and nosographic systems of personality disorders. Space will be given to the presentation of clinical and psychodiagnostic assessment tools for the evaluation of normal and pathological personality traits.

The course aims to provide students with
• An introduction to the United Nations 2030 Agenda for sustainable development in its unity and in its general articulation
• The analysis of the 17 SDGs (Sustainable Development Goals)
• The critical discussion of the structure of the Agenda and the links between its various objectives, both in terms of synergies and possible conflicts
• Insights into some objectives of the Agenda, in connection with the specific interests and / or study plans of individual students
At the end of the course, the student will be able to discuss in depth the policies of the UN on sustainable development

The course aims at exploring the evolutionary trajectory of psychoanalytic technique theory by presenting a range of intervention methodologies, each rooted in a distinct theoretical-conceptual framework. Specifically, the course delves into the intricate workings of unconscious dynamics within therapeutic settings and examines the concept of "therapeutic action", emphasizing how clinicians can effectively facilitate understanding, promote change, and nurture patient growth.
The Learning Objectives of the course are as follows:
1) Illustrate the evolution of psychoanalytic technique theory through an exploration of its historical origins and contemporary contributions.
2) Provide students with the necessary skills to recognize and understand unconscious dynamics in the therapeutic context, and how they contribute to promoting the patient's process of change.
3) Deepen understanding of the concept of "therapeutic action" within the psychodynamic/psychoanalytic approach

Teaching target

The course "Laboratory of Artificial Intelligence Applied to Language" is part of the Cognitive Science of Communication and Action training activities.
The lab aims to provide students with a solid theoretical foundation of AI applied to language and a well-established ability to interact with Large Language Models (LLMs) through the most advanced prompt engineering techniques.
These objectives are achieved through two phases.
The first, more theoretical, involves teaching how neural networks work with a particular focus on Transformers, i.e., the architecture used in commonly used language models today such as ChatGPT.
The second, practical phase involves teaching prompt engineering techniques and the student's application, including experimental application, of these techniques in the various scenarios that will be presented.

Expected accomplishments
By the end of the course the student will have understood both theoretically and practically how these models work.

Theoretically he or she will have understood:
- how neural networks are similar to human functioning and how they differ;
- how neural networks and in particular language model neural networks (LLMs) work; and
- What prompt engineering techniques should be used depending on the context and in general how to relate to these models
- How they can be used in society, work, and their socio-economic implications.

Practically, the student will be able to:
- Write the most appropriate prompts for the required case and know how to get the most out of language models
- Understand the limitations of such models and how they can be used in a pipeline to create linguistic automations.
No prior knowledge of code is necessary

What is self-control and what is emotion regulation? How do they work; what psychological and brain mechanisms do they depend on? Why is voluntary control of psychological processes, such as staying focused, resisting distractions, managing a negative emotion, inhibiting rumination or stopping the mind from wandering, so difficult? And why does voluntary control of actions often fail? That is, for what reasons do we relapse into habits we no longer want to have, into various forms of addiction, or frequently fail to contain an inappropriate impulse or the expression of a potentially harmful emotion?
Are there techniques or exercises capable to improve self-control and emotion regulation? What psychological and brain mechanisms are they based on? How are they performed and what evidence of effectiveness exists in the scientific literature?
The Workshop on Self-Control and Emotional Regulation. Theories and Practices, aims to provide participants with knowledge of the main theoretical elements and models of explanations of the processes of self-control and emotion regulation, between neuroscience, psychosocial science and philosophy. At the same time, the Lab aims to teach exercises and techniques useful for improving self-regulatory capacity, including several Mindfulness based practices, illustrating its scientific basis and experimental verification of effectiveness.
At the end of the Workshop, the student should know and understand the main explanatory models of self-control and emotion regulation and will have a basic mastery of the principal and scientifically validated techniques, exercises and trainings for cognitive enhancement, self-control and emotional regulation.
If the number of participants will be sufficient, the Workshop may involve conducting an experimental study designed for measuring the impact of training on some basic variables of self-control, mood, impulsivity, and perceived stress level.

The Course provides for an introduction to the main periods, issues, and authors, in feminist and gender studies and movements.
The Course is intended to the acquisition of historical and analytical tools, both in reading and in debating.
International students can ask for a final exam in their native language or in English.

The course is devoted to the profiling of a new field of research - through the contribution of political philosophy, aesthetics, history of economics, environmental justice, social geography, urban studies, etc.- to the acquisition of analytical and interpretative conceptual tools in relation to the general dimensions of “environment” and “territory”.
International students can ask for a final exam in their native language or in English.

The aim of the course is to introduce the themes of experimental research in the field of cognitive sciences and neurosciences. The laboratory aims to provide students with the necessary knowledge for the design, implementation and administration of experimental research protocols.

The Course aims to provide the students with extensive knowledge and to develop study and critical skills concerning the interaction between law, science and new technologies through the learning of theoretical and general aspects, the methodology necessary to identify the critical points and the analysis of the national and international context.

The Course aims to offer:
- the necessary knowledge to enable the students to apply, where possible, the traditional institutions of law to the above mentioned fields;
- delve into legal knowledge in order to deal with juridical-technological problematic issues proficiently
- the skill to address on a practical level the issues object of study by means of the development of specific activities (practical exercises in class, moot court, presentation and discussion of case study).

The course aims to provide students with the fundamental tools to know and do news journalism today, from the role of the reporter to the contribution to investigations, up to research tools. Trainees will then be able to
- Learn how to construct an investigative enquiry
- Learning methods for researching sources, access to databases, relations with press offices, new media resources
- Compare the right and duty of freedom of information in Italy and in the major western countries
- Equip themselves with fact-checking tools in the age of disinformation and post-truths
- Challenge themselves with classroom exercises
- Meet reporters specialising in news (crime, legal, pink, sports, the evolution of reporting in emergencies, from terrorism to health and environmental crises).

The course has the following learning objectives:
• Getting to know the historical trends characterizing contemporary age in Russian and Eurasian territories that first were part of the Russian Empire and then of the USSR;
• Understanding the major questions and interpretations of Russian and Eurasian history in contemporary historiography;
• Appreciating how cultural, political, religious, social, geopolitical elements have constantly been intertwined in the historical development of the area;
• Becoming aware of how that characteristic ‘Russian otherness’ has been shaped in contemporary age through the relation with global events and concurrent differentiation processes .

The course aims to deepen the authors, moments, genres and themes that caracterize the italian literature of our time, from the early twentieth century, taking into account also, as much as possible, the links with the other systems of literary expression other arts, the literatures of other countries, as well as the history and geography of our country. Critical and analytical tools that will be used during the course will also help the studente to hone their reading mode.

At the end of the class, the student will be able to orient him/herself in the Italian Contemporary Literature.

The course aims at providing students with a basic knowledge of methods, tools and approaches characterizing sociolinguistics, taking also into account the epistemological problems concerning its adjacency to other branches of linguistic and social knowledge. At the end of the course, students will write an essay showing their competence in gathering data and analyzing them in sociolinguistic perspective.

The course aims to provide students with advanced knowledge of the vocabulary and the fundamental problems of aesthetics. Specific attention will be deserved to some of the most significant authors in the discipline.
Students will be able to apply the acquired knowledge to discuss and to develop arguments both in a theorical and in a historical perspective.
Students are expected to acquire the following skills:
Advanced critical thinking on aesthetics;
Advanced language and argumentation skills about the topic of the course;
Capacity to read and analyse texts about Aesthetics;
Oral and/or written presentation (Italian or English)

The course has two main goals. The first one is to propose an education finalized to learn the main classification methods of language disorders in pathologies such as aphasia, autism, schizophrenia. The second is to illustrate how the investigation of language disorders might be used to inform theoretical models on language functioning.

At the end of the course, the student will be able to: a) use knowledge on linguistic pathologies to reflect on the more general issue of the cognitive plausibility of the theoretical models proposed to account for the functioning of language; b) read and understand experimental scientific articles written in English dealing with issues relating to the cognitive foundations of language.

The course aims to define the Adv Language as a powerful tool of verbal-iconic design.
A series of teaching/learning activities complete the presentation of the cognitive models and the explication of the grammar that, marking slogans, headlines, jingles, captions and trademarks, change the objects we live by.
In this perspective the creative and innovative Adv Language is described as a perceptive transformer code, that has to understood through the different phases of project, realization, and representation. In this process the activities of naming regarding the products and the promotional messages are a fundamental strategy of conceptual construction.
With the course, the students also acquire the specific skill for transcribing them in a repository and analyzing complex icono-texts as the tv commercial and that of using their a-grammatical rules and their non-senses in a coherent and creative way.
The course is divided in three parts:
1.From the spatial design to the word design;
2.The grammar of the Adv Language between rules and semantic mappings;
3. The adv language around the bod mail-order catalogues and the trademarks of Cosmetics, Fashion, Food and Sport.
Workshops, experiments and surveys improve the theorical study with aapplied training.

The course aims to illustrate how the historical perspective, the sociolinguistics, the pragmatics and the semiotics can analyze the language of newspapers highlighting the lexical, syntactic and morphological features and the intercultural aspects of different texts. A part of course will focus on the cognitive paradigm, the titles and the metaphors.
There are no prerequisites. Specific activities could be organized to support the study of the foreign students and the working students.