The course focuses on the relationship between language and narrative from a cognitive and evolutionary point of view. In contrast to the theories considering the sentence as the essence of language, the course suggests an interpretative hypothesis based on the priority of discourse over sentence; specifically, it is suggested that the ability to tell stories is the distinctive trait both of language and human nature.
The course includes experimental activities aimed at supporting the theoretical model proposed.

- Corballis M. (2020), La verità sul linguaggio, Carocci, Roma.
- Scott-Phillips (2017) Dì quello che hai in mente. Le origini della comunicazione umana, Carocci, Roma
- Caruana F., Borghi A. (2016) Il cervello in azione, Il Mulino, Bologna

The course aims to analyse and to translate Hispanci essayistic prose. Guided by the teacher, students will learn techniques of the expositive and argumentative writings in Spanish and translation’s strategies and they will focus primarily on the strategies and thinking of Ortega y Gasset.

1) Textbooks and critical essays
Montolío, Estrella, Manual de escritura académica y profesional, I. Estrategias gramaticales, II. Estrategias discursivas, Barcelona, Ariel, 2014.
Vicente Cervera, Belén Hernández - Mª Dolores Adsuar (eds.), El ensayo como género literario, Murcia, Universidad, 2005 (articoli di Pedro Aullón de Haro, Elena Arenas Cruz, José María Pozuelo Yvancos). Disponibile online.
Aullón de Haro, Pedro, «La teoría del ensayo en España entre Ortega y Gasset y Juan Chabás», Pensamiento literario español del siglo XX, 2, pp. 40-55. Disponibile online.
Bueno, Gustavo, «Sobre el concepto de ensayo», in El Padre Feijoo y su siglo, Actas del Simposio (Universidad de Oviedo, 28 de septiembre al 5 de octubre de 1964),
Oviedo, 1966, I, pp. 89-112. Disponibile online.
Jaimes, Héctor, «Octavio Paz: ensayo, historia y estética», in Octavio Paz: la dimensión estética del ensayo, México, Siglo XXI editores, 2004, pp. 40-62.
Eventual other bibliographical references will be provided during the course.
2) Texts
Ortega y Gasset, La rebelión de las masas y otros ensayos, Madrid, Alianza Editorial, 2014. (see Roma Tre Discovery) Only text online.
Ortega y Gasset, La deshumanización del arte, Madrid, Biblioteca Nueva, 2015. The text, without the critical introduction, is available online in another edition.
Abellán, José Luis, Ensayo sobre las dos Españas. Una voz de esperanza, Barcelona, Ediciones Península, 2011. (see Roma Tre Discovery)
Unamuno, Miguel de, En torno al casticismo, ed. J-C. Rabaté, Madrid, Cátedra, 2005. (see Roma Tre Discovery). The text, without the critical introduction, is available online in another edition.
Paz, Octavio, El laberinto de la soledad. Posdata. Vuelta al laberinto de la soledad, ed. Enrico Mario Santí, México D. F., Fondo de Cultura Económica, 2016 (Edición por el 65 aniversario). (see Roma Tre Discovery)
3) Dictionaries
Diccionario de la Real Academia Española, Madrid, RAE, 2014 (23ª ed.)
Seco, Manuel; Ramos, Gabino; Andrés, Olimpia, Diccionario del Español Actual, Madrid, Santillana, 2006.
Diccionario CLAVE, Madrid, SM, 2006.
Diccionario de americanismos, Madrid, Santillana, 2010.

Additional mandatory material for students who have failed their final tests and for non attending students.
Del Molino, Sergio, La España vacía, Madrid, Turner Libros, 2016.
Gracía, Jordi - Ródenas, Domingo, El ensayo español Siglo XX, Barcelona, Crítica, 2009 or Fuente Rodríguez, Catalina - Alcaide Lara, Esperanza R., La argumentación lingüística y sus medios de expresión, Madrid, Arco Libros, 2010.

NB: As per interdepartmental agreements, LM39 students are requested to contact the teacher for details of the programme.

Dante as a linguist, literary historian, father of the nation: from the "De vulgari eloquentia" to the Italian unification

This course focuses on an essential aspect of the figure and the oeuvre of Dante Alighieri, who stands out as the first linguist and historian of Italian literature. We will thoroughly read the unfinished treatise "De vulgari eloquentia", along with some other pages by both Dante (Purg. 6-7) and other authors (Petrarca, All'Italia). The final part of the course (that will be delivered during the celebration of the Dantean Centenary) will be devoted to the promotion, during the Risorgimento and the unification of Italy, of the figure of the poet as the forefather and undisputed champion of the Italian literary tradition, father of the nation and of its language.

Gli studenti leggeranno integralmente:
- DANTE, De vulgari eloquentia, a cura di Mirko Tavoni, Milano, Mondadori, 2017 (Introduction included; during lectures, a specific attention will be paid to the Latin lexicon deployed by Dante: however, students are expected to demonstrate their acquaintance with the treatise in translation);
- the dossier of texts available on the Moodle platform.
NB: on Moodle, Power Point presentations are also available.

Essays:
- F. BRUNI, Un’invenzione di Dante: l’Italia linguistica, in Id., Italia. Vita e avventure di un’idea, Bologna, il Mulino, 2010, pp. 69-103;
- C. DIONISOTTI, Varia fortuna di Dante, in ID., Geografia e storia della letteratura italiana, Torino, Einaudi, 1967, pp. 255-303 (questo saggio è un classico della letteratura critica sulla ricezione di Dante. Di lettura non sempre agile, è ricchissimo di nomi e riferimenti anche minuti. Il discorso va colto nei suoi snodi fondamentali e negli esempi principali);
- C. MARAZZINI, «Questione della lingua», in Enciclopedia dell’italiano, Roma, Istituto dell’Enciclopedia Italiana, 2011, https://www.treccani.it/enciclopedia/questione-della-lingua_(Enciclopedia-dell%27Italiano)/.
Si aggiungerà la lettura dei seguenti saggi (gli studenti frequentanti ne sceglieranno due):
- F. BRUNI, Petrarca tra Italia e Francia, in ID., Italia. Vita e avventure di un’idea, Bologna, il Mulino, 2010, pp. 123-145;
- T. BRUNO, La statuaria dantesca nell’Italia liberale: tradizione, identità e culto nazionale», in «Melanges de l’École française de Rome», 109, 1 (1997), pp. 75-87 (https://www.persee.fr/doc/mefr_1123-9891_1997_num_109_1_4479);
- A. CICCARELLI, Dante and Italian Culture from the Risorgimento to World War I, in «Dante Studies, with the Annual Report of the Dante Society», 119 (2001), pp. 125-154 (disponibile su Jstor tramite Opac di Ateneo);
- A. COTTIGNOLI, Mazzini e l’amor patrio di Dante», in «Letture classensi», 40. Dante nel Risorgimento italiano, (Ravenna: Longo, 2012), 21–38 (https://access.torrossa.com/it/resources/an/2511312 si consiglia di effettuare il login in Torrossa scegliendo l’affiliazione a Roma Tre e usando le proprie credenziali di Ateneo);
- Matteo PALUMBO, Foscolo lettore di Dante, in «Rivista di studi danteschi», IV (2004), 2, pp. 396-413 (disponibile su Torrossa, anche a partire dall’ Opac di Ateneo);
- Chiara TOGNARELLI, Il mito di Dante nell’opera del Carducci giovane, in «La Rassegna della Letteratura Italiana», IX, 116. Culto e mito di Dante dal Risorgimento all’Unità (Atti del Convegno di Studi, Firenze, Società Dantesca Italiana, 23-24 novembre 2011), 2 (2012), pp. 513-525 (https://www.academia.edu/2247134/Il_mito_di_Dante_nellopera_del_Carducci_giovane).

Per un’adeguata informazione di base sui singoli autori trattati, ci si potrà avvalere di un manuale scolastico di letteratura italiana a scelta. Per quanto riguarda la fortuna di Dante presso essi, si tengano presenti le voci relative dell’Enciclopedia dantesca, disponibile online all’indirizzo www.treccani.it/enciclopedia/elenco-opere/Enciclopedia_Dantesca
Per un’adeguata preparazione storica sul contesto risorgimentale, si rinvia all’utile voce «Risorgimento» dell’Enciclopedia Italiana Treccani (https://www.treccani.it/enciclopedia/risorgimento/).

On the basis of documents and contemporary testimonies to the different linguistic phenomena, the course will illustrate some aspects of linguistic communication in Latin, considered in its diachronic development (from protohistory to the Romance) and in its various registers (standard and informal). The reading and analysis of various texts regarding Latin technical-scientific and didactic literature is aimed at providing the tools to grasp the specificities of the historical evolution of the Latin language and to identify its morphosyntactic and stylistic peculiarities. For this purpose the course consists of:
(1) A number of lessons minded in particular to offer an overview of the history of the Latin language from its origins up to the 6th century A.D., through the reconstruction of its evolution in the dimension of language of everyday use and literary language;
(2) Setting, reading, italian translation and commentary of texts included in Latin technical-scientific (by Cato, Varro, Celsus, Apicius, Vitruvius, Mela, Seneca, Plinius senior, Frontinis, Vegetius) and didactic literature (by Virgilius, Anonymous of Aetna, Columella, Grattius, Nemesianus).

Point 1:
- (a) I. Mazzini, Storia della lingua latina e del suo contesto. Linguistica e lingua letteraria, Vol. 1, Roma, Salerno Editrice, 2007.
- (b) Further bibliography and tools about the texts in the syllabus will be given during the course, and made available on line at the url of the course.

Point 2:
- (a) P. Parroni, La poesia del mondo naturale, in A. Fusi-A. Luceri-P. Parroni-G. Piras (a cura di), Lo Spazio Letterario di Roma antica, vol. VI (I Testi. 1 – Poesia), Roma, Salerno Editrice, 2009, pp. 214-269.
- (b) A. Luceri-P. Parroni-G. Piras, La letteratura tecnico-scientifica ed erudita, in A. Fusi-A. Luceri-P. Parroni-G. Piras (a cura di), Lo Spazio Letterario di Roma antica, vol. VII (I Testi. 2 – Prosa), Roma, Salerno Editrice, 2012, pp. 597-798.


Non-attending students will integrate the program with the individual study of the following text:

- Elena Malaspina, La comunicazione linguistica in latino. Testimonianze e documenti, Seconda edizione riveduta e ampliata con la collaborazione di Ermanno Malaspina, Alessandria, Ediz. dell’Orso, 2014.

The course program is divided into five thematic areas.

1. Individual differences
The temperament
Personality development
Coping styles

2. Implicit theories
Implicit theories of intelligence and personality: impotence / mastery, judgments, stereotypes.

3. Socio-emotional learning
Self-regulation of learning
Social and Emotional Learning

4. Development of social and emotional skills
Social and emotional development
Development of prosocial skills
Socio-emotional skills of the teacher

5. Prosociality at school
Prosocial education in the school context: theoretical and methodological aspects.

1. Individual Differences
Temperament:
- Gillibrand, Lam, O'Donnell, Tallandini (2010). Psicologia dello sviluppo. Milano, Torino: Pearson. Capitolo 10: Temperamento e sviluppo del comportamento nei bambini (pp. 265-295).
Personality development:
- Caprara, Cervone (2003). Personalità. Determinanti, dinamiche, potenzialità. Milano: Raffaello Cortina. Capitolo 5: Lo sviluppo della personalità nel corso della vita (pp.145-176).
- Articolo 1: Personality development: stability and change. Caspi, A., Roberts, B.W. & Shiner, R.L. (2005). Annual Review of Psychology, 56, 453–84.
Coping:
- Articolo 1.bis: Personality and Coping. Carver, C.S. & Connor-Smith, J. (2010). Annual Review of Psychology, 61, 679-704.

2. Implicit theories
Implicit theories of intelligence and personality: impotence / mastery, judgments, stereotypes:
- Dweck, C. (2000). Teorie del Sé. Trento: Centro Studi Erickson. Capitolo 10: Credere nei tratti sociali fissi: effetti sulla competenza sociale (pp.101-112). Capitolo 11: Giudicare ed etichettare gli altri: un altro effetto delle teorie implicite (pp. 113-123). Capitolo 13: Possedere e formarsi degli stereotipi (pp. 135-142).

3. Socio-emotional learning
Self-regulation of learning:
- Articolo 1.ter: Zimmerman, B.J. (2002). Becoming a self-regulated learner: An Overview. Theory into Practice, 41 (2), 64-70.
Social and Emotional Learning:
- Articolo 4: Zins, J.E. & Elias M.J. (2006). Social and emotional learning. In G.G. Bear & K.M. Minke (Eds.), Children’s needs III: Development, prevention, and intervention (pp. 1-13). Bethesda, MD: National Association of School Psychologists.
- Articolo 3: Elias, M.J. (2003). Academic and social-emotional learning. Report: Educational Practices – 11, The International Academy of Education - IAE.
- Articolo 4.bis: Jones, S.M. & Bouffard, S.M. (2012). Social and Emotional Learning in Schools. From Programs to Strategies, Sharing child and youth development knowledge, 26, 4.
- Articolo 4.ter: Denham, S.A. & Brown, C. (2010). “Plays nice with others”: Social–emotional learning and academic success, Early Education and Development, 21(5), 652–680.

4. Development of social and emotional skills
Social and emotional development:
- Schaffer, H. R. (2005). Psicologia dello sviluppo. Milano, Raffaello Cortina. Capitolo 4. Creare le relazioni (pp. 91-135). Capitolo 5. Lo sviluppo emotivo (pp. 137-177).
Development of prosocial skills:
- Articolo 2: Hyson, M. & Taylor, J.L. (2011). Caring about Caring: What Adults Can Do to Promote Young Children’s Prosocial Skills, Young Children, July, 74-83.
Teacher's socio-emotional skills:
- Articolo 2.bis: Jennings, P.A. & Greenberg, M.T. (2009). The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes, Review of Educational Research, 79, 1, 491-525.

5. Prosociality at the school
Prosocial education in the school context: theoretical and methodological aspects:
- Caprara, G.V., Gerbino, M., Luengo Kanacri, P., Vecchio, G.M. (2014). Educare alla prosocialità. Teoria e buone prassi. Milano - Torino: Pearson Italia.


Programma per LM in Didattica dell’Italiano come Lingua Seconda (DIL2):

Woolfolk, A. (2020). Psicologia dell'educazione. Teoria, metodi, strumenti 14/Ed. Milano - Torino: Pearson Italia. TUTTI I CAPITOLI + MyLab.

Caprara, G.V., Gerbino, M., Luengo Kanacri, P., Vecchio, G.M. (2014). Educare alla prosocialità. Teoria e buone prassi. Milano - Torino: Pearson Italia. TUTTI I CAPITOLI + MyLab.

The students will be introduced to the major concepts, theories and methods employed by anthropologists to understand social and cultural aspects of human experience, with a particular attention to specifical mechanisms of human relationships and social systems.
They will be also familiarised with fieldwork practice and ethnographic research, so as to form a skilled and qualified personnel, sensitive to the complexities of nowadays.
On completing the course, the students should be able to apply the concepts and perspectives learned in the course of the lessons to new, original research fields and broader contexts, making interdisciplinary connections.
Acquiring the knowledge of the fundamentals of ethno-anthropology, at the end of the course the students should be able to deal independently with anthropological topics and issues.
Besides knowledge and understanding of key terms, concepts and methods in ethnology and anthropology, at the end of the course students will be expected to demonstrate the capacity to express, present and explain with the necessary clarity their knowledge.
The systematic self-reflection peculiar to the anthropological approach, its critical self-conscious thinking not only about the “objects” of its research but also about the tools used to describe and interpret them, is expected to favour the develop in the student of important learning skills such as creative and critical thinking, which will be decisive throughout their formative years and beyond.
The course aims at providing the students with the fundamentals of anthropology, updated and adjusted to the urgencies of modernity and current affairs.

1. A textbook for the general part:
Matthew Engelke, Pensare come un antropologo, Torino, Einaudi, 2018.

2. The monographic part includes:
Victor Turner, Antropologia della performance, Bologna, il Mulino, 1992.
Stefano de Matteis, Le false libertà. Verso la post globalizzazione, Milano, Meltemi 2017.

The course deals with the study and analysis of images and it refers particularly to the social aspects that affect the meaning construction. The first part of the course will provide the analytical and methodological tools to analyze images and photos (Roland Barthes' and Susan Sontag's theories will be considered). The second part will focus on the public and social uses of photos, devoting a special attention to the images of controversial pasts (wars, natural disasters, violence, terrorist attacks). Moreover, the following topics will be illustrated: a) the relation between memory and photography; b) the digital photography; c) selfie and social identities; d) photography as art; e) photography and fashion. The third part will deal with the use of images in advertising.

1) Roland Barthes (1979), La camera chiara. Nota sulla fotografia, Piccola Biblioteca Einaudi, Torino.
2) Susan Sontag (1973), On Photography, Chapter 1 "In Plato's Cave, RosettaBooks, New York, pp. 1-19.
3) David Bate (2017), Il primo libro di fotografia, Capitolo 7 "Fotografia e Arte", Piccola Biblioteca Einaudi, Torino, pp. 193-211.
4) Barbie Zelizer (2004), The Voice of the Visual in Memory, in Phillips R. Kendall (Hg.), Framing Public Memory, University of Alabama Press, Tuscaloosa, pp. 157-186.
5) Anna Lisa Tota (2013), A Photo that Matter: The Memorial Clock in Bologna and its Invented Tradition , in Olga Shevchenko (ed.), Double Exposure: Memory and Photography, Transaction Publishers, pp. 41-64.
6) André Gunthert (2016), L'immagine condivisa. La Fotografia digitale, soltanto capitoli 11 e 12, Contrasto Edizioni, Roma, pp. 135-173.
7) Susie Linfield, La luce crudele. Fotografia e violenza politica, Contrasto Edizioni, pp. 10-46.
8) Nicholas Mirzoeff (2002), Introduzione alla cultura visuale, Capitolo Secondo, Meltemi, Roma, pp. 111-144.
The articles and essays will be available for the students on the website http://filosofiacomunicazionespettacolo.uniroma3.it (personal webpage).

Database systems: general properties. Relational model. Relational algebra. SQL. Conceptual database design. Logical database design. Normalization-

P. Atzeni et al. Basi di dati 5/Ed. McGraw-Hill, 2018 (in alternative, any major database textbook, contact the instructor for advice)
Additional material available on the course site:
http://www.dia.uniroma3.it/~atzeni/didattica/BDN/BDNindex.html

Master’s degree course – HISTORY OF CONTEMPORARY ITALY

Italy: from the birth of the democratic republic to today

This course is organised on different levels. The basic level will focus on the following topics: the Economic Miracle and the “Great Transformation” (with changes in society and mores) and the long-standing roots of anti-politics and populism, from the Movimento dell’Uomo Qualunque (the Common Man’s Movement) up to the recent ascent of populist movements like the League and the Five Star Movement.

This part of the course lays the foundation for both Module 1 and 2. Each module will then provide a more in-depth look at some topics.

In Module I, the following topics will be analysed: The Republic, the “Movimento dell’Uomo Qualunque” (The Common Man’s Movement), The mass-parties, the large-scale transformations during the sixties and the change in mores, the important changes in women’s conditions, the 1968 protest, the hot autumn of 1969, civil rights movements, the Piazza Fontana bombing and the “Strategy of Tension”, the political-economic crisis, armed struggle and political violence, the Movement of 1977, the “Historic Compromise”, the Case of Aldo Moro, changes in collective ethos, the advent of commercial TV, the emergence of the politics of spectacle, the foundations and development of the eighties. T34he crisis of the so-called “First Republic”, the collapse of the party system with “Tangentopoli”, Berlusconi’s rise to power and “Berlusconism”, the choice to become part of the Eurozone, the reasons why “Berlusconism” was successful and then why it began to decline between Liberalism and Populism, the 2008-2009 financial crisis, the emergence of the Five Star Movement and the League.


Within this framework, students may choose to more closely examine one of the following topics: changes in the condition of women and the feminist movement, the strategy of tension and the parliamentary and extra-parliamentary right, the Red Brigades and the kidnapping of Aldo Moro.

Module 2 furthers the reflections already developed in Module 1 by picking up where they left off and expanding on them, placing them within the broader context of the events of recent years. Therefore, we will look more closely at the Movimento dell’Uomo Qualunque (the Common Man’s Movement) and “Berlusconismo”.


BASIC TEXTS for both Module 1 and Module 2:

Umberto Gentiloni, “Storia dell’Italia Contemporanea”, Il Mulino

Marco Tarchi, “L’Italia populista. Dal Qualunquismo a Beppe Grillo”, Il Mulino


This common foundation is then divided into 2 modules, each worth 6 university credits.

Students who need to earn 6 university credits must do Module 1, in addition to the shared foundation part of the course.
Students who need to earn 12 university credits must do both Module 1 and 2, in addition to the shared foundation part of the course.

MODULE 1 (6 university credits):

In Module 1, after the required reading, students may choose one of the following topics for further study:

a) The condition of women and the women’s movement
- Perry Wilson, Italiane. Biografia del Novecento, Laterza (from Chapter 7 to the end)
- Fiamma Lussana, Il Movimento femminista in Italia, Carocci (whole book)

b) The right and the strategy of tension
- Davide Conti, L’Anima nera della repubblica, Laterza

c) The Red Brigades and the case of Aldo Moro
- Agostino Giovagnoli, Il Caso Moro, Il Mulino


MODULE 2 (6 university credits)


In Module 2, after the required reading, students may choose one of the following for further study:

a) Maurizio Cocco, Qualunquismo. Una storia politica e culturale dell’Uomo Qualunque, Le Monnier.

b) Giovanni Orsina, Il Berlusconismo nella storia d’Italia, Marsilio.

BASIC TEXTS for both Module 1 and Module 2:

Umberto Gentiloni, “Storia dell’Italia Contemporanea”, Il Mulino

Marco Tarchi, “L’Italia populista. Dal Qualunquismo a Beppe Grillo”, Il Mulino


This common foundation is then divided into 2 modules, each worth 6 university credits.

Students who need to earn 6 university credits must do Module 1, in addition to the shared foundation part of the course.
Students who need to earn 12 university credits must do both Module 1 and 2, in addition to the shared foundation part of the course.

MODULE 1 (6 university credits):

In Module 1, after the required reading, students may choose one of the following topics for further study:

a) The condition of women and the women’s movement
- Perry Wilson, Italiane. Biografia del Novecento, Laterza (from Chapter 7 to the end)
- Fiamma Lussana, Il Movimento femminista in Italia, Carocci (whole book)

b) The right and the strategy of tension
- Davide Conti, L’Anima nera della repubblica, Laterza

c) The Red Brigades and the case of Aldo Moro
- Agostino Giovagnoli, Il Caso Moro, Il Mulino


MODULE 2 (6 university credits)


In Module 2, after the required reading, students may choose one of the following for further study:

a) Maurizio Cocco, Qualunquismo. Una storia politica e culturale dell’Uomo Qualunque, Le Monnier.

b) Giovanni Orsina, Il Berlusconismo nella storia d’Italia, Marsilio.

Spazio: a journal in post-war Italy
The course will focus on the journal "Spazio", founded by Luigi Moretti in 1950 in Rome and published for about three years. The journal, recently digitized by the Biblioteca delle Arti at Roma Tre University, has been a place of formal experimentation and unconditional support for modern art and architecture. Along with some interesting investigation into history of art and architecture, “Spazio” deals with some crucial and controversial aspects of the Italian post-war period, related to the legacy of the fascist regime.

Spazio: http://arti.sba.uniroma3.it/rivistaspazio/

The course focuses on the relationship between language and narrative from a cognitive and evolutionary point of view. In contrast to the theories considering the sentence as the essence of language, the course suggests an interpretative hypothesis based on the priority of discourse over sentence; specifically, it is suggested that the ability to tell stories is the distinctive trait both of language and human nature.
The course includes experimental activities aimed at supporting the theoretical model proposed.

- Corballis M. (2020), La verità sul linguaggio, Carocci, Roma.
- Scott-Phillips (2017) Dì quello che hai in mente. Le origini della comunicazione umana, Carocci, Roma
- Caruana F., Borghi A. (2016) Il cervello in azione, Il Mulino, Bologna

English as an International Language: Methodological and Didactic Issues is one of the characterizing modules of the programme. The course provides basic knowledge about the phenomena that have allowed the emergence of variant forms of English among native speakers, among the populations of the former British colonies, and finally among other international communities of speakers. The student is expected to develop a deeper awareness of the multifaceted nature of English as an international language, while using this language as a tool for work and metalinguistic reflection. Specific methodological skills related to the pedagogical implications of Global Englishes in the field of English language teaching will also be provided, including a critical reflection on the role of the teacher, the purpose of activity design, and different learning styles.
The student is expected to be able to: develop lesson plans for the teaching of English in an international context; communicate in written and oral form at an advanced level, including the acquisition of socio-cultural competence.

1. Nicola Galloway and Heath Rose, Introducing Global Englishes, London: Routledge, 2015. ISBN 978-0-415-83532-9

2. Enrico Grazzi, Trajectories of Change in English Language Teaching. An ELF-aware Approach, Trento: Gruppo Editoriale Tangram, 2018. ISBN 978-88-6458-178-1

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Students will be introduced to the political crisis which ensued the death of Nero in 68 A.D. and the
following convulsions during the short reigns of Galba, Otho and Vitellius. It will be stressed how on
December 21 69 A.D. Vespasian’s position was officially confirmed by the Senate, but he remained quite
frank about the military origin of his rule. He dated his powers to July 1, when the troops had acclaimed
him, thus flouting constitutional precedent and contradicting even the behaviour of his rival Vitellius, who
had awaited confirmation by the Senate. Later Vespasian received by law a number of powers for which his
Julio-Claudian predecessors had not sought explicit sanction. .
A part of the course will be dedicated to the building developments of the period in Rome (domus
Transitoria and domus Aurea). There will two archaeologists' lessons in particular about the Transitoria
domus, which can now be visited.

G.Geraci-A. Marcone- Storia Romana (editio maior), Le Monnier Università,
Mondadori Education, Milano 2017.
G.Geraci-A. Marcone- Fonti per la storia romana, Le Monnier Università, Mondadori
Education, Milano 2019.
In Storia di Roma Einaudi ( A. Schiavone ed), vol. II, 2 “I principi e il mondo”,
Torino 1991, the papers of W. Eck, E. lo Cascio and Mario Pani.

Never as in recent years has Europe been at the center of public debate: for some the only lifeline against nationalisms and wars, for others the ultimate cause of all our problems and malaises, especially from an economic point of view. In the political discourse Europe is automatically identified with the community bodies; nevertheless, it is a concept which possesses an extraordinary historical depth, the knowledge of which imposes itself as an essential necessity in order to correctly insert the events of our continent in the framework of world history and also in order to avoid falling into clichés and generalizations deriving from the flattening of the perspective solely on the events of the last seventy years. The course aims to analyze the evolution of the notion of "Europe" over the very long period, by deepening on the one hand its role in global history (colonialism, decolonization, etc.), on the other the conceptualization of its internal articulations, and in particular the Mediterranean sector, traditional and fundamental area of ​​contact, communication and clash with the Arab and Ottoman world.

First unit: "History of Europe, World History" (6 ECTS)

Books:
Lucien Febvre, L’Europa. Storia di una civiltà, Roma, Donzelli.
Federico Chabod, Storia dell’Idea d’Europa, Roma-Bari, Laterza.
Serge Gruzinski, La macchina del tempo. Quando l’Europa ha iniziato a scrivere la storia del mondo, Milano, Raffaello Cortina Editore.

Second unit: "The Mediterranean: corsair wars, slavery, religious conversions"

Books:
Salvatore Bono, Guerre corsare nel Mediterraneo. Una storia di incursioni, arrembaggi, razzie, Bologna, Il Mulino.
Giovanna Fiume, Schiavitù mediterranee. Corsari, rinnegati e santi di età moderna, Milano, Mondadori.

Students not attending the course will have to study, for this unit, the following additional book:
Bruno Pomara Saverino, Rifugiati. I moriscos e l'Italia, Firenze, Firenze University Press, 2018 (Open Access, free download: https://www.fupress.com/catalogo/rifugiati/3516)

The Risorgimento seen by foreigners
Inside a general framework of events and debates related to the history of the Risorgimento,, the course intends to deepen the positions that foreigners took towards the events of the Risorgimento, conveyed both by journeys to Italy, and by diplomatic relations, and by the testimonies of the exiles who found hospitality in several European and American countries especially between 1820 and 1860. The aim is to understand also what influence foreigners' attitudes and their active participation had on Italian events.
Ample space will be given to reading and commenting on essays and documents, to start the students with a critical approach to literature and sources.

1) Dossier of documents provided from the teacher (download from website Moodle).
2) MARIO BELARDINELLI, Il Risorgimento e la realizzazione della comunità nazionale, Roma, edizioni Studium, 2011.
3) Il Risorgimento visto dagli altri, a cura di MATILDE DILLON - GIULIO FERRONI, Roma, Edizioni di storia e letteratura, 2013 (Temi e testi, 117), pp. 1-319.

Attending students will be given further information during the lessons.

The course program is divided into five thematic areas.

1. Individual differences
The temperament
Personality development
Coping styles

2. Implicit theories
Implicit theories of intelligence and personality: impotence / mastery, judgments, stereotypes.

3. Socio-emotional learning
Self-regulation of learning
Social and Emotional Learning

4. Development of social and emotional skills
Social and emotional development
Development of prosocial skills
Socio-emotional skills of the teacher

5. Prosociality at school
Prosocial education in the school context: theoretical and methodological aspects.

1. Individual Differences
Temperament:
- Gillibrand, Lam, O'Donnell, Tallandini (2010). Psicologia dello sviluppo. Milano, Torino: Pearson. Capitolo 10: Temperamento e sviluppo del comportamento nei bambini (pp. 265-295).
Personality development:
- Caprara, Cervone (2003). Personalità. Determinanti, dinamiche, potenzialità. Milano: Raffaello Cortina. Capitolo 5: Lo sviluppo della personalità nel corso della vita (pp.145-176).
- Articolo 1: Personality development: stability and change. Caspi, A., Roberts, B.W. & Shiner, R.L. (2005). Annual Review of Psychology, 56, 453–84.
Coping:
- Articolo 1.bis: Personality and Coping. Carver, C.S. & Connor-Smith, J. (2010). Annual Review of Psychology, 61, 679-704.

2. Implicit theories
Implicit theories of intelligence and personality: impotence / mastery, judgments, stereotypes:
- Dweck, C. (2000). Teorie del Sé. Trento: Centro Studi Erickson. Capitolo 10: Credere nei tratti sociali fissi: effetti sulla competenza sociale (pp.101-112). Capitolo 11: Giudicare ed etichettare gli altri: un altro effetto delle teorie implicite (pp. 113-123). Capitolo 13: Possedere e formarsi degli stereotipi (pp. 135-142).

3. Socio-emotional learning
Self-regulation of learning:
- Articolo 1.ter: Zimmerman, B.J. (2002). Becoming a self-regulated learner: An Overview. Theory into Practice, 41 (2), 64-70.
Social and Emotional Learning:
- Articolo 4: Zins, J.E. & Elias M.J. (2006). Social and emotional learning. In G.G. Bear & K.M. Minke (Eds.), Children’s needs III: Development, prevention, and intervention (pp. 1-13). Bethesda, MD: National Association of School Psychologists.
- Articolo 3: Elias, M.J. (2003). Academic and social-emotional learning. Report: Educational Practices – 11, The International Academy of Education - IAE.
- Articolo 4.bis: Jones, S.M. & Bouffard, S.M. (2012). Social and Emotional Learning in Schools. From Programs to Strategies, Sharing child and youth development knowledge, 26, 4.
- Articolo 4.ter: Denham, S.A. & Brown, C. (2010). “Plays nice with others”: Social–emotional learning and academic success, Early Education and Development, 21(5), 652–680.

4. Development of social and emotional skills
Social and emotional development:
- Schaffer, H. R. (2005). Psicologia dello sviluppo. Milano, Raffaello Cortina. Capitolo 4. Creare le relazioni (pp. 91-135). Capitolo 5. Lo sviluppo emotivo (pp. 137-177).
Development of prosocial skills:
- Articolo 2: Hyson, M. & Taylor, J.L. (2011). Caring about Caring: What Adults Can Do to Promote Young Children’s Prosocial Skills, Young Children, July, 74-83.
Teacher's socio-emotional skills:
- Articolo 2.bis: Jennings, P.A. & Greenberg, M.T. (2009). The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes, Review of Educational Research, 79, 1, 491-525.

5. Prosociality at the school
Prosocial education in the school context: theoretical and methodological aspects:
- Caprara, G.V., Gerbino, M., Luengo Kanacri, P., Vecchio, G.M. (2014). Educare alla prosocialità. Teoria e buone prassi. Milano - Torino: Pearson Italia.


Programma per LM in Didattica dell’Italiano come Lingua Seconda (DIL2):

Woolfolk, A. (2020). Psicologia dell'educazione. Teoria, metodi, strumenti 14/Ed. Milano - Torino: Pearson Italia. TUTTI I CAPITOLI + MyLab.

Caprara, G.V., Gerbino, M., Luengo Kanacri, P., Vecchio, G.M. (2014). Educare alla prosocialità. Teoria e buone prassi. Milano - Torino: Pearson Italia. TUTTI I CAPITOLI + MyLab.

The students will be introduced to the major concepts, theories and methods employed by anthropologists to understand social and cultural aspects of human experience, with a particular attention to specifical mechanisms of human relationships and social systems.
They will be also familiarised with fieldwork practice and ethnographic research, so as to form a skilled and qualified personnel, sensitive to the complexities of nowadays.
On completing the course, the students should be able to apply the concepts and perspectives learned in the course of the lessons to new, original research fields and broader contexts, making interdisciplinary connections.
Acquiring the knowledge of the fundamentals of ethno-anthropology, at the end of the course the students should be able to deal independently with anthropological topics and issues.
Besides knowledge and understanding of key terms, concepts and methods in ethnology and anthropology, at the end of the course students will be expected to demonstrate the capacity to express, present and explain with the necessary clarity their knowledge.
The systematic self-reflection peculiar to the anthropological approach, its critical self-conscious thinking not only about the “objects” of its research but also about the tools used to describe and interpret them, is expected to favour the develop in the student of important learning skills such as creative and critical thinking, which will be decisive throughout their formative years and beyond.
The course aims at providing the students with the fundamentals of anthropology, updated and adjusted to the urgencies of modernity and current affairs.

1. A textbook for the general part:
Matthew Engelke, Pensare come un antropologo, Torino, Einaudi, 2018.

2. The monographic part includes:
Victor Turner, Antropologia della performance, Bologna, il Mulino, 1992.
Stefano de Matteis, Le false libertà. Verso la post globalizzazione, Milano, Meltemi 2017.

The course deals with the study and analysis of images and it refers particularly to the social aspects that affect the meaning construction. The first part of the course will provide the analytical and methodological tools to analyze images and photos (Roland Barthes' and Susan Sontag's theories will be considered). The second part will focus on the public and social uses of photos, devoting a special attention to the images of controversial pasts (wars, natural disasters, violence, terrorist attacks). Moreover, the following topics will be illustrated: a) the relation between memory and photography; b) the digital photography; c) selfie and social identities; d) photography as art; e) photography and fashion. The third part will deal with the use of images in advertising.

1) Roland Barthes (1979), La camera chiara. Nota sulla fotografia, Piccola Biblioteca Einaudi, Torino.
2) Susan Sontag (1973), On Photography, Chapter 1 "In Plato's Cave, RosettaBooks, New York, pp. 1-19.
3) David Bate (2017), Il primo libro di fotografia, Capitolo 7 "Fotografia e Arte", Piccola Biblioteca Einaudi, Torino, pp. 193-211.
4) Barbie Zelizer (2004), The Voice of the Visual in Memory, in Phillips R. Kendall (Hg.), Framing Public Memory, University of Alabama Press, Tuscaloosa, pp. 157-186.
5) Anna Lisa Tota (2013), A Photo that Matter: The Memorial Clock in Bologna and its Invented Tradition , in Olga Shevchenko (ed.), Double Exposure: Memory and Photography, Transaction Publishers, pp. 41-64.
6) André Gunthert (2016), L'immagine condivisa. La Fotografia digitale, soltanto capitoli 11 e 12, Contrasto Edizioni, Roma, pp. 135-173.
7) Susie Linfield, La luce crudele. Fotografia e violenza politica, Contrasto Edizioni, pp. 10-46.
8) Nicholas Mirzoeff (2002), Introduzione alla cultura visuale, Capitolo Secondo, Meltemi, Roma, pp. 111-144.
The articles and essays will be available for the students on the website http://filosofiacomunicazionespettacolo.uniroma3.it (personal webpage).

Database systems: general properties. Relational model. Relational algebra. SQL. Conceptual database design. Logical database design. Normalization-

P. Atzeni et al. Basi di dati 5/Ed. McGraw-Hill, 2018 (in alternative, any major database textbook, contact the instructor for advice)
Additional material available on the course site:
http://www.dia.uniroma3.it/~atzeni/didattica/BDN/BDNindex.html

The course program is divided into five thematic areas.

1. Individual differences
The temperament
Personality development
Coping styles

2. Implicit theories
Implicit theories of intelligence and personality: impotence / mastery, judgments, stereotypes.

3. Socio-emotional learning
Self-regulation of learning
Social and Emotional Learning

4. Development of social and emotional skills
Social and emotional development
Development of prosocial skills
Socio-emotional skills of the teacher

5. Prosociality at school
Prosocial education in the school context: theoretical and methodological aspects.

1. Individual Differences
Temperament:
- Gillibrand, Lam, O'Donnell, Tallandini (2010). Psicologia dello sviluppo. Milano, Torino: Pearson. Capitolo 10: Temperamento e sviluppo del comportamento nei bambini (pp. 265-295).
Personality development:
- Caprara, Cervone (2003). Personalità. Determinanti, dinamiche, potenzialità. Milano: Raffaello Cortina. Capitolo 5: Lo sviluppo della personalità nel corso della vita (pp.145-176).
- Articolo 1: Personality development: stability and change. Caspi, A., Roberts, B.W. & Shiner, R.L. (2005). Annual Review of Psychology, 56, 453–84.
Coping:
- Articolo 1.bis: Personality and Coping. Carver, C.S. & Connor-Smith, J. (2010). Annual Review of Psychology, 61, 679-704.

2. Implicit theories
Implicit theories of intelligence and personality: impotence / mastery, judgments, stereotypes:
- Dweck, C. (2000). Teorie del Sé. Trento: Centro Studi Erickson. Capitolo 10: Credere nei tratti sociali fissi: effetti sulla competenza sociale (pp.101-112). Capitolo 11: Giudicare ed etichettare gli altri: un altro effetto delle teorie implicite (pp. 113-123). Capitolo 13: Possedere e formarsi degli stereotipi (pp. 135-142).

3. Socio-emotional learning
Self-regulation of learning:
- Articolo 1.ter: Zimmerman, B.J. (2002). Becoming a self-regulated learner: An Overview. Theory into Practice, 41 (2), 64-70.
Social and Emotional Learning:
- Articolo 4: Zins, J.E. & Elias M.J. (2006). Social and emotional learning. In G.G. Bear & K.M. Minke (Eds.), Children’s needs III: Development, prevention, and intervention (pp. 1-13). Bethesda, MD: National Association of School Psychologists.
- Articolo 3: Elias, M.J. (2003). Academic and social-emotional learning. Report: Educational Practices – 11, The International Academy of Education - IAE.
- Articolo 4.bis: Jones, S.M. & Bouffard, S.M. (2012). Social and Emotional Learning in Schools. From Programs to Strategies, Sharing child and youth development knowledge, 26, 4.
- Articolo 4.ter: Denham, S.A. & Brown, C. (2010). “Plays nice with others”: Social–emotional learning and academic success, Early Education and Development, 21(5), 652–680.

4. Development of social and emotional skills
Social and emotional development:
- Schaffer, H. R. (2005). Psicologia dello sviluppo. Milano, Raffaello Cortina. Capitolo 4. Creare le relazioni (pp. 91-135). Capitolo 5. Lo sviluppo emotivo (pp. 137-177).
Development of prosocial skills:
- Articolo 2: Hyson, M. & Taylor, J.L. (2011). Caring about Caring: What Adults Can Do to Promote Young Children’s Prosocial Skills, Young Children, July, 74-83.
Teacher's socio-emotional skills:
- Articolo 2.bis: Jennings, P.A. & Greenberg, M.T. (2009). The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes, Review of Educational Research, 79, 1, 491-525.

5. Prosociality at the school
Prosocial education in the school context: theoretical and methodological aspects:
- Caprara, G.V., Gerbino, M., Luengo Kanacri, P., Vecchio, G.M. (2014). Educare alla prosocialità. Teoria e buone prassi. Milano - Torino: Pearson Italia.


Programma per LM in Didattica dell’Italiano come Lingua Seconda (DIL2):

Woolfolk, A. (2020). Psicologia dell'educazione. Teoria, metodi, strumenti 14/Ed. Milano - Torino: Pearson Italia. TUTTI I CAPITOLI + MyLab.

Caprara, G.V., Gerbino, M., Luengo Kanacri, P., Vecchio, G.M. (2014). Educare alla prosocialità. Teoria e buone prassi. Milano - Torino: Pearson Italia. TUTTI I CAPITOLI + MyLab.

The students will be introduced to the major concepts, theories and methods employed by anthropologists to understand social and cultural aspects of human experience, with a particular attention to specifical mechanisms of human relationships and social systems.
They will be also familiarised with fieldwork practice and ethnographic research, so as to form a skilled and qualified personnel, sensitive to the complexities of nowadays.
On completing the course, the students should be able to apply the concepts and perspectives learned in the course of the lessons to new, original research fields and broader contexts, making interdisciplinary connections.
Acquiring the knowledge of the fundamentals of ethno-anthropology, at the end of the course the students should be able to deal independently with anthropological topics and issues.
Besides knowledge and understanding of key terms, concepts and methods in ethnology and anthropology, at the end of the course students will be expected to demonstrate the capacity to express, present and explain with the necessary clarity their knowledge.
The systematic self-reflection peculiar to the anthropological approach, its critical self-conscious thinking not only about the “objects” of its research but also about the tools used to describe and interpret them, is expected to favour the develop in the student of important learning skills such as creative and critical thinking, which will be decisive throughout their formative years and beyond.
The course aims at providing the students with the fundamentals of anthropology, updated and adjusted to the urgencies of modernity and current affairs.

1. A textbook for the general part:
Matthew Engelke, Pensare come un antropologo, Torino, Einaudi, 2018.

2. The monographic part includes:
Victor Turner, Antropologia della performance, Bologna, il Mulino, 1992.
Stefano de Matteis, Le false libertà. Verso la post globalizzazione, Milano, Meltemi 2017.

The course deals with the study and analysis of images and it refers particularly to the social aspects that affect the meaning construction. The first part of the course will provide the analytical and methodological tools to analyze images and photos (Roland Barthes' and Susan Sontag's theories will be considered). The second part will focus on the public and social uses of photos, devoting a special attention to the images of controversial pasts (wars, natural disasters, violence, terrorist attacks). Moreover, the following topics will be illustrated: a) the relation between memory and photography; b) the digital photography; c) selfie and social identities; d) photography as art; e) photography and fashion. The third part will deal with the use of images in advertising.

1) Roland Barthes (1979), La camera chiara. Nota sulla fotografia, Piccola Biblioteca Einaudi, Torino.
2) Susan Sontag (1973), On Photography, Chapter 1 "In Plato's Cave, RosettaBooks, New York, pp. 1-19.
3) David Bate (2017), Il primo libro di fotografia, Capitolo 7 "Fotografia e Arte", Piccola Biblioteca Einaudi, Torino, pp. 193-211.
4) Barbie Zelizer (2004), The Voice of the Visual in Memory, in Phillips R. Kendall (Hg.), Framing Public Memory, University of Alabama Press, Tuscaloosa, pp. 157-186.
5) Anna Lisa Tota (2013), A Photo that Matter: The Memorial Clock in Bologna and its Invented Tradition , in Olga Shevchenko (ed.), Double Exposure: Memory and Photography, Transaction Publishers, pp. 41-64.
6) André Gunthert (2016), L'immagine condivisa. La Fotografia digitale, soltanto capitoli 11 e 12, Contrasto Edizioni, Roma, pp. 135-173.
7) Susie Linfield, La luce crudele. Fotografia e violenza politica, Contrasto Edizioni, pp. 10-46.
8) Nicholas Mirzoeff (2002), Introduzione alla cultura visuale, Capitolo Secondo, Meltemi, Roma, pp. 111-144.
The articles and essays will be available for the students on the website http://filosofiacomunicazionespettacolo.uniroma3.it (personal webpage).

Database systems: general properties. Relational model. Relational algebra. SQL. Conceptual database design. Logical database design. Normalization-

P. Atzeni et al. Basi di dati 5/Ed. McGraw-Hill, 2018 (in alternative, any major database textbook, contact the instructor for advice)
Additional material available on the course site:
http://www.dia.uniroma3.it/~atzeni/didattica/BDN/BDNindex.html