Technologies for Conservation and Restoration of Cultural Heritage

Educational objectives

Basic knowledge of linear algebra (vectors, matrices, vector spaces, linear transformations and solution of linear systems), differential and integral calculus with one variable, first order linear differential equations. Basic knowledge of probability and statistics.

Educational objectives

A - Knowledge and understanding
OF 1) To know the fundamental principles of general and inorganic chemistry, useful in the field of
Cultural Heritage
OF 2) To understand and to know the main properties of the chemical compounds
OF 3) To know the equilibrium chemical reactions in solution
OF 4) To know the analytical techniques employed for the study of materials
OF 5) Understand the chemical phenomena that underlie the degradation of works of art
B - Application skills
OF 6) To be able to solve problems regarding moles and acid-base equilibrium in solution
OF 7) Be able to apply analytical techniques for the study of chemical-physical and biological degradation
of work of art
C - Autonomy of judgment
OF 8) To be able to choose the analytical technique to use
D - Communication skills
OF 9) Integrate the knowledge acquired in order to be able to illustrate with adequate scientific
terminology the prevention interventions and the methods of conservation of works of art

E - Ability to learn
OF 10) Have the ability to consult the bibliographical and IT tools useful for independent study of the
discipline

Educational objectives

A - Knowledge and understanding
OF 1) To know the fundamental principles of general and inorganic chemistry, useful in the field of
Cultural Heritage
OF 2) To understand and to know the main properties of the chemical compounds
OF 3) To know the equilibrium chemical reactions in solution
OF 4) To know the analytical techniques employed for the study of materials
OF 5) Understand the chemical phenomena that underlie the degradation of works of art
B - Application skills
OF 6) To be able to solve problems regarding moles and acid-base equilibrium in solution
OF 7) Be able to apply analytical techniques for the study of chemical-physical and biological degradation
of work of art
C - Autonomy of judgment
OF 8) To be able to choose the analytical technique to use
D - Communication skills
OF 9) Integrate the knowledge acquired in order to be able to illustrate with adequate scientific
terminology the prevention interventions and the methods of conservation of works of art

E - Ability to learn
OF 10) Have the ability to consult the bibliographical and IT tools useful for independent study of the
discipline

Educational objectives

A - Knowledge and understanding
OF 1) To know the fundamental principles of general and inorganic chemistry, useful in the field of
Cultural Heritage
OF 2) To understand and to know the main properties of the chemical compounds
OF 3) To know the equilibrium chemical reactions in solution
OF 4) To know the analytical techniques employed for the study of materials
OF 5) Understand the chemical phenomena that underlie the degradation of works of art
B - Application skills
OF 6) To be able to solve problems regarding moles and acid-base equilibrium in solution
OF 7) Be able to apply analytical techniques for the study of chemical-physical and biological degradation
of work of art
C - Autonomy of judgment
OF 8) To be able to choose the analytical technique to use
D - Communication skills
OF 9) Integrate the knowledge acquired in order to be able to illustrate with adequate scientific
terminology the prevention interventions and the methods of conservation of works of art

E - Ability to learn
OF 10) Have the ability to consult the bibliographical and IT tools useful for independent study of the
discipline

Educational objectives

A - Knowledge and understanding
OF 1) Understand the structure and main biological functions of animal organisms
OF 2) Distinguish the main animal groups (invertebrates and vertebrates), recognizing their morphological and functional characteristics
OF 3) Understand the ecological dynamics involving animal organisms in both natural and human-influenced environments
OF 4) Analyze the interaction between fauna and cultural materials (e.g., biodegradation, biological infestations)
OF 5) Acquire theoretical tools to assess biological risks in cultural heritage conservation
OF 6) Apply zoological knowledge to strategies for the prevention and monitoring of harmful biological agents
…
B - Application skills
OF 7) Identify animal organisms potentially responsible for biological damage to cultural heritage (e.g., wood-boring insects, rodents, pest arthropods)
OF 8) Recognize signs of infestation or biological deterioration on artifacts and materials (e.g., wood, paper, textiles, etc.)
OF 9) Collaborate in the development of prevention and risk management strategies for biological threats in museum, archaeological, or archival contexts
…
C - Autonomy of judgment
OF 10) Communicate complex concepts of animal biology clearly and coherently to both specialist and non-specialist audiences (e.g., restorers, archaeologists, museum professionals)
OF 11) Use appropriate scientific language to describe animal organisms, their ecological roles, and their impact on cultural materials
OF 12) Collaborate and interact in multidisciplinary contexts, promoting knowledge exchange across different fields

D - Communication skills
OF 13) Communicate complex concepts of animal biology clearly and consistently to both specialist and non-specialist audiences (e.g., restorers, archaeologists, museum professionals)
OF 14) Appropriately use scientific terminology to describe animal organisms, their ecological roles, and their impact on cultural materials
OF 15) Collaborate and interact in multidisciplinary contexts, facilitating the exchange of knowledge across different fields
E - Ability to learn
OF 15) The ability to update and expand one's knowledge in the field of animal biology, including independently, through scientific and popular sources
OF 16) The ability to connect learned biological concepts with other areas of applied sciences in cultural heritage conservation
OF 17) A predisposition for continuous learning, especially in preparation for future specialization or postgraduate training

Educational objectives

A - Knowledge and understanding
OF 1) Know the structure and the main biological functions of the organisms investigated by botany (cyanobacteria, fungi, algae and plants)
OF 2) Distinguish the main groups of living organisms, recognizing their morphological and functional characteristics
OF 3) Understand the ecological dynamics involving living organisms in natural and anthropogenic contexts
OF 4) Analyze the interaction between living organisms and cultural materials (e.g. biodegradation, biological colonization)
OF 5) Acquire theoretical tools to assess biological risk in the conservation of cultural heritage
OF 6) Apply botany knowledgto strategies for the prevention and monitoring of harmful biological agents
B - Application skills
OF 7) Identify living organisms potentially responsible for biological damage to cultural heritage.
OF 8) Recognize signs of colonization or biodeterioration on archeological finds and materials (wood, paper, textiles, etc.)
OF 9) Collaborate in the development of strategies for the prevention and management of biological risk in museum, archaeological or archival sites
C - Autonomy of judgment
OF 10) Autonomously assess the relevance and impact of biological agents on the conservation of cultural heritage
OF 11) Critically analyze biological risk situations and propose possible appropriate conservation interventions, taking into account the environmental context and the specificities of the asset
OF 12) Integrate biological knowledge with data from other disciplines (chemistry, restoration, archaeology) to formulate well-founded and multidisciplinary judgments
D - Communication skills
OF 13) Communicate in a clear and coherent way concepts of plant biology, even complex ones, to both specialist and non-specialist interlocutors (e.g. restorers, archaeologists, museum operators)
OF 14) Correctly use scientific language to describe living organisms, their ecological role and their impact on cultural materials
OF 15) Collaborate and interact in multidisciplinary contexts, promoting the exchange of knowledge between different fields
E - Ability to learn
OF 16) The ability to update and expand one's knowledge in the field of plant biology, also independently, through scientific and popular sources
OF 17) The ability to connect the biological concepts learned with other areas of the sciences applied to the conservation of cultural heritage
OF 18) The predisposition to continuous learning, also in view of future specialization or post-graduate training courses

Educational objectives

A - Knowledge and understanding
OF 1) Understand the structure and main biological functions of animal organisms
OF 2) Distinguish the main animal groups (invertebrates and vertebrates), recognizing their morphological and functional characteristics
OF 3) Understand the ecological dynamics involving animal organisms in both natural and human-influenced environments
OF 4) Analyze the interaction between fauna and cultural materials (e.g., biodegradation, biological infestations)
OF 5) Acquire theoretical tools to assess biological risks in cultural heritage conservation
OF 6) Apply zoological knowledge to strategies for the prevention and monitoring of harmful biological agents
…
B - Application skills
OF 7) Identify animal organisms potentially responsible for biological damage to cultural heritage (e.g., wood-boring insects, rodents, pest arthropods)
OF 8) Recognize signs of infestation or biological deterioration on artifacts and materials (e.g., wood, paper, textiles, etc.)
OF 9) Collaborate in the development of prevention and risk management strategies for biological threats in museum, archaeological, or archival contexts
…
C - Autonomy of judgment
OF 10) Communicate complex concepts of animal biology clearly and coherently to both specialist and non-specialist audiences (e.g., restorers, archaeologists, museum professionals)
OF 11) Use appropriate scientific language to describe animal organisms, their ecological roles, and their impact on cultural materials
OF 12) Collaborate and interact in multidisciplinary contexts, promoting knowledge exchange across different fields

D - Communication skills
OF 13) Communicate complex concepts of animal biology clearly and consistently to both specialist and non-specialist audiences (e.g., restorers, archaeologists, museum professionals)
OF 14) Appropriately use scientific terminology to describe animal organisms, their ecological roles, and their impact on cultural materials
OF 15) Collaborate and interact in multidisciplinary contexts, facilitating the exchange of knowledge across different fields
E - Ability to learn
OF 15) The ability to update and expand one's knowledge in the field of animal biology, including independently, through scientific and popular sources
OF 16) The ability to connect learned biological concepts with other areas of applied sciences in cultural heritage conservation
OF 17) A predisposition for continuous learning, especially in preparation for future specialization or postgraduate training

Educational objectives

A - Knowledge and understanding
OF 1) To know the main rock-forming minerals
OF 2) To understand the nature of mineral structures
OF 3) To understand the relationship between mineral structure and chemistry
OF 4) To know the nature of mineral crystallization processes
OF 5) To know the chemical-physical properties and nature of minerals
OF 6) To know the main tools for mineralogical investigation
…
B - Application skills
OF 7) To be able to deduce the potential use of minerals in the field of cultural heritage based on their chemical-physical properties
OF 8) To be able to solve problems related to the crystal-chemical nature of rock-forming minerals
OF 9) To be able to apply methods/techniques for mineral identification
…
C - Autonomy of judgment
OF 10) To be able to evaluate the mineralogical characteristics of the main rock constituents
OF 11) To be able to integrate the knowledge acquired in order to suggest the most suitable mineralogical investigation techniques depending on the type of geomaterial
OF 12) To be able to evaluate the nature of different mineral species

D - Communication skills
OF 13) To know how to communicate the nature and effects of minerals on the geomaterials constituting works of art
OF 14) To be able to communicate the properties of minerals relevant to restoration and describe the methodologies applied

E - Ability to learn
OF 15) Have the ability to consult the literature on minerals and investigation methods
OF 16) Have the ability to autonomously pursue further studies throughout life, through the use of reference tables and textbooks for mineral identification and the use of scientific equipment in well-equipped laboratories
OF 17) Being able to design and develop a mineralogical project, from defining objectives to selecting the most appropriate analytical methods, critically interpreting the data obtained and integrating it with scientific literature

Educational objectives

A - Knowledge and understanding
OF 1) To know the structure and chemical-physical properties of the main organic compound classes.
OF 2) To know the criteria that allow carrying out processes with a pronounced chemical, positional, and stereochemical selectivity.
OF 3) To understand in-depth the reactivity of new classes of organic compounds and the reaction mechanisms through which they react.
B - Application skills
OF 4) To be able to recognize functional groups, and predict their chemical reactivity.
OF 5) To be able to apply key concepts such as polar covalent bonds, hybridization, sigma and pi bonds, isomerism, and resonance for describing the molecular geometry.
OF 6) To be able to assign the organic compound IUPAC name based on its molecular structure and vice versa.
OF 7) To be able to critically analyse organic molecules based on their structure, recognizing acidity/basicity, nucleophilicity/electrophilicity, and evaluate their reactivity according to their structure and reaction conditions.
OF 8) To be able to recognize if an organic molecule is chiral.
OF 9) To be able to assign the absolute configuration to a stereogenic center.
OF 10) To be able to predict the main product of an organic reaction, knowing the precursors, reagents, and reaction conditions.
OF 11) To be able to describe the mechanism of a specific transformation of an organic compound.
C - Autonomy of judgment
OF 12) To be able to evaluate the most suitable reagents to carry out the required synthetic process with the desired selectivity degree.
OF 13) To be able to integrate the most efficient method available to perform the preparation of even multi-functionalized structures.
D - Communication skills
OF 14) To know how to communicate, using appropriate technical-scientific terminology, with the teacher and experts in the subject of study.
OF 15) To know how to competently discuss the learned synthetic techniques, even in the context of an oral examination.
E - Ability to learn
OF 16) Have the ability to find and learn new information, compared to that provided during the training activity, necessary to broaden the knowledge on topics more or less correlated with those covered by the course.
OF 17) Have the ability to evaluate the contents of scientific publications containing the new research results.
OF 18) Being able to use the knowledge acquired to make it easier to understand topics related to organic chemistry delivered in other educational activities.

Educational objectives

A - Knowledge and understanding
OF 1) To know the structure and chemical-physical properties of the main organic compound classes.
OF 2) To know the criteria that allow carrying out processes with a pronounced chemical, positional, and stereochemical selectivity.
OF 3) To understand in-depth the reactivity of new classes of organic compounds and the reaction mechanisms through which they react.
B - Application skills
OF 4) To be able to recognize functional groups, and predict their chemical reactivity.
OF 5) To be able to apply key concepts such as polar covalent bonds, hybridization, sigma and pi bonds, isomerism, and resonance for describing the molecular geometry.
OF 6) To be able to assign the organic compound IUPAC name based on its molecular structure and vice versa.
OF 7) To be able to critically analyse organic molecules based on their structure, recognizing acidity/basicity, nucleophilicity/electrophilicity, and evaluate their reactivity according to their structure and reaction conditions.
OF 8) To be able to recognize if an organic molecule is chiral.
OF 9) To be able to assign the absolute configuration to a stereogenic center.
OF 10) To be able to predict the main product of an organic reaction, knowing the precursors, reagents, and reaction conditions.
OF 11) To be able to describe the mechanism of a specific transformation of an organic compound.
C - Autonomy of judgment
OF 12) To be able to evaluate the most suitable reagents to carry out the required synthetic process with the desired selectivity degree.
OF 13) To be able to integrate the most efficient method available to perform the preparation of even multi-functionalized structures.
D - Communication skills
OF 14) To know how to communicate, using appropriate technical-scientific terminology, with the teacher and experts in the subject of study.
OF 15) To know how to competently discuss the learned synthetic techniques, even in the context of an oral examination.
E - Ability to learn
OF 16) Have the ability to find and learn new information, compared to that provided during the training activity, necessary to broaden the knowledge on topics more or less correlated with those covered by the course.
OF 17) Have the ability to evaluate the contents of scientific publications containing the new research results.
OF 18) Being able to use the knowledge acquired to make it easier to understand topics related to organic chemistry delivered in other educational activities.

Educational objectives

A - Knowledge and understanding
OF 1) To know the structure and chemical-physical properties of the main organic compound classes.
OF 2) To know the criteria that allow carrying out processes with a pronounced chemical, positional, and stereochemical selectivity.
OF 3) To understand in-depth the reactivity of new classes of organic compounds and the reaction mechanisms through which they react.
B - Application skills
OF 4) To be able to recognize functional groups, and predict their chemical reactivity.
OF 5) To be able to apply key concepts such as polar covalent bonds, hybridization, sigma and pi bonds, isomerism, and resonance for describing the molecular geometry.
OF 6) To be able to assign the organic compound IUPAC name based on its molecular structure and vice versa.
OF 7) To be able to critically analyse organic molecules based on their structure, recognizing acidity/basicity, nucleophilicity/electrophilicity, and evaluate their reactivity according to their structure and reaction conditions.
OF 8) To be able to recognize if an organic molecule is chiral.
OF 9) To be able to assign the absolute configuration to a stereogenic center.
OF 10) To be able to predict the main product of an organic reaction, knowing the precursors, reagents, and reaction conditions.
OF 11) To be able to describe the mechanism of a specific transformation of an organic compound.
C - Autonomy of judgment
OF 12) To be able to evaluate the most suitable reagents to carry out the required synthetic process with the desired selectivity degree.
OF 13) To be able to integrate the most efficient method available to perform the preparation of even multi-functionalized structures.
D - Communication skills
OF 14) To know how to communicate, using appropriate technical-scientific terminology, with the teacher and experts in the subject of study.
OF 15) To know how to competently discuss the learned synthetic techniques, even in the context of an oral examination.
E - Ability to learn
OF 16) Have the ability to find and learn new information, compared to that provided during the training activity, necessary to broaden the knowledge on topics more or less correlated with those covered by the course.
OF 17) Have the ability to evaluate the contents of scientific publications containing the new research results.
OF 18) Being able to use the knowledge acquired to make it easier to understand topics related to organic chemistry delivered in other educational activities.

Educational objectives

A - Knowledge and understanding
OF 1) To understand the main types of motion and the forces to which a body may be subjected
OF 2) To understand the nature and properties of kinetic energy, potential energy, and work
OF 3) To understand the nature and properties of collisions
OF 4) To understand the nature and properties of ideal gases and the different thermodynamic transformations
OF 5) To understand the relationship between electric charge, electric field, and magnetic field
OF 6) To understand the main phenomena underlying electromagnetism
OF 7) To understand the main optical phenomena
B - Application skills
OF 8) To be able to deduce, from the physical nature of forces, the motion and the work of all components of the forces acting on a single body
OF 9) To be able to deduce, from the properties of an ideal gas, the type of thermodynamic transformation and the mechanical work done on the system
OF 10) To be able to deduce, from the properties of the electric field, the potential energy and electric potential of the studied configuration
OF 11) To be able to deduce, from the properties of the magnetic field, all electromagnetic characteristics of the system
OF 12) To be able to solve problems in mechanics, thermodynamics, and electromagnetism
C - Autonomy of judgment
OF 13) To be able to evaluate the nature of the forces acting on a material point
OF 14) To be able to assess the thermodynamic conditions of a system
OF 15) To be able to evaluate every electromagnetic aspect of the system under study
OF 16) To be able to suggest the most appropriate optical investigation techniques for the type of system
D - Communication skills
OF 17) To be able to communicate the nature of physical processes to personnel without scientific training
OF 18) To be able to describe the physical techniques to be used for a complete investigation of the system under study
E - Ability to learn
OF 19) To have the ability to consult scientific literature and technical physical methods
OF 20) To have the ability to evaluate technical descriptions of specific physical processes

Educational objectives

The course aims to provide the basic knowledge of the material constitution of the artworks.
Among the specific objectives the course aims to provide students with the ability to understand artworks from a material point of view; the ability to describe them with the proper vocabulary of the discipline; an autonomy of critical judgment.
To this end, during the course, the analysis of works will be carried forward through the study of the diagnosis, conservation and transmission of assets.
The themes of teaching, as well as the skills and abilities that are intended to be acquired, fall within the content characterizing the Degree Course in Historical-Artistic Sciences.

Educational objectives

A - Knowledge and understanding
OF 1) To know the different functions and different museum realities, in order to understand the meaning of the different structures and activities, as well as the management methods from both a museological and museographic point of view.
OF 2) To understand through guided visits to a variety of museums their different functions, structures and activities, arriving at the conclusion that beyond the communicative aspect, there are knowledge and practices that precede and prepare the exhibition function.
OF 3)
OF 4)
OF 5)
OF 6)
…
B - Application skills
OF 7) To be able to deduce the meaning and functions of scientific museums in the contemporary context, comparing them with other types of museums such as archaeological museums, art history museums, “science centers”. The course approach includes critical reflection on recent changes in museum management, such as the introduction of temporary exhibitions and the educational role of museums in the current context.
OF 8) To be able to solve problems by acquiring theoretical and practical tools, useful for critically addressing the main issues related to the management and valorization of scientific museums.
Through the study of the most discussed topics in contemporary museology, students will learn to solve specific problems, such as the definition of the museum mission, interaction with the public, sustainability of exhibitions and management of collections.

OF 9) To be able to apply techniques/methods useful for the management and organization of scientific museums, including the use of new technologies in “science centers” and temporary exhibitions. The preparation acquired will allow students to operate in different museum contexts, contributing to the management and renewal of museum structures based on the needs of the public and new trends in museology.
…
C - Autonomy of judgment
OF 10) To be able to develop an autonomous judgment regarding museum practices, critically evaluating the role of scientific museums and their evolution over time, considering ethical, educational and managerial aspects. Furthermore, students will be able to express an informed opinion on the ability of museums to respond to the social, educational and cultural challenges of the present, such as digitalization, sustainability and inclusiveness.
OF 11) To be able to integrate the knowledge acquired in order to address the challenges of museology in an innovative and articulated way, combining skills in museum management, communication and the use of technologies in scientific museums and exhibitions. The integration of knowledge in various fields (museum management, education, technology, sustainability) will allow them to develop multidisciplinary approaches to the care and management of collections and museums.
OF 12) …

D - Communication skills
OF 13) The student will acquire communication skills, as he/she will be individually invited to present in the classroom the results of the preparation for the setting up of one or more exhibits, developed in the context of a group work.

OF 14) …

E - Ability to learn
OF 15) Have the ability to consult bibliographic sources, online resources and specialist documents, using research tools to delve deeper into the themes of scientific museology and apply the knowledge acquired. Students will learn to select and use in a targeted manner the most relevant resources for their study and for the practical management of a museum.
OF 16) Have the ability to critically evaluate information and resources related to museology, distinguishing between reliable and unreliable sources, in order to apply informed judgment in museum management and in the development of museum projects. This evaluation ability will help students make informed decisions regarding the care of collections, the design of exhibitions or the conception of educational activities.
OF 17) Being able to conceive and develop a project through the preparation of one or more exhibits, in the context of group work, the student will develop critical judgment skills and application of the knowledge acquired, dealing with the preparation of a themed exhibition..

Educational objectives

The course aims to provide the basic knowledge of the material constitution of the artworks.
Among the specific objectives the course aims to provide students with the ability to understand artworks from a material point of view; the ability to describe them with the proper vocabulary of the discipline; an autonomy of critical judgment.
To this end, during the course, the analysis of works will be carried forward through the study of the diagnosis, conservation and transmission of assets.
The themes of teaching, as well as the skills and abilities that are intended to be acquired, fall within the content characterizing the Degree Course in Historical-Artistic Sciences.

Educational objectives

1. Knowledge and understanding
‐ Understanding of written, oral and digital text (level B1-CEF) concerning familiar and disciplinary fields.
‐ Understanding lexical and syntactical elements of the foreign language.
2. Applying knowledge and understanding
‐ Produce written and oral texts (level B1-CEF) related to familiar fields
3. Making judgements
‐ Understanding the message of written, oral and multimodal texts.
4. Communication
‐ Describe and comment on the content of texts with accuracy and appropriacy in a foreign language (level B1); (the plot of a film or a book)
5. Lifelong learning skills
‐ Develop knowledge acquired through autonomous and self-directed learning; ‐

Educational objectives

COURSE DESCRIPTION
This course aims to provide basic knowledge about the main classes of materials relevant to the field of Cultural Heritage, with a focus on the techniques of extraction and production of the materials used in their creation. Additionally, the course will illustrate the primary geochemical techniques applied to diagnostics in Cultural Heritage, highlighting their critical issues, potential, and effectiveness.
The course includes practical exercises on materials of archaeological interest, as well as activities related to the processing and management of geochemical data.

General Objective
The overall aim of the course is to develop students' ability to adopt a rigorous scientific approach to critically evaluate the most appropriate methodologies in the study of materials used in the past, with particular attention to archaeological and historical contexts.

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

A - Knowledge and understanding
OF 1) to identify the main classes of materials of archaeometry interest and the most advanced scientific analysis techniques, with particular attention to geoarchaeological research, as well as the protection and enhancement of cultural heritage;
OF 2) to understand the structure of archaeometric investigation and the applicable scientific approaches;

B - Application skills
OF 7) select the most appropriate geochemical analytical technique for a specific archaeometric problem;

OF 8) to develop a solid understanding of the advantages and disadvantages of each fundamental analytical technique to make informed and appropriate methodological choices in archaeometric studies;

OF 9) to acquire advanced skills in applying theoretical knowledge related to sampling, analysis, and characterization of Cultural Heritage materials, ensuring precision, reliability, and validity of the obtained results.

C - Autonomy of judgment
OF 10) to read and interpret experiment results accurately;
OF 11) to draft a scientific report using correct scientific notation;
OF 12)

D - Communication skills
OF 13) to acquire the terminology specific to archaeometry necessary to interact and collaborate with professionals and institutions in the field;

E - Ability to learn
OF 15) to be able to independently update and expand its knowledge by consulting texts and scientific articles;
OF 16) to be capable of presenting the acquired concepts about archaeometry in an accurate and detailed manner.

Educational objectives

A - Knowledge and understanding
OF 1) Knowing the main constituent materials of artworks
OF 2) Knowing the nature, the chemical properties and the periods of use of the main pigments
OF 3) Knowing the nature and chemical properties of natural film-forming materials
OF 4) Knowing the nature and chemical properties of synthetic materials for artistic use
OF 5) Understanding the relationship between structure and polarity of organic solvents
OF 6) Knowing the main phenomena of chemical degradation of the various artistic materials

B - Application skills
OF 7) Being able to deduce from the chemical nature of the constitutive materials the main degradation processes of an artefact
OF 8) Being able to deduce from the chemical properties of the various natural and synthetic substances their use in the artistic field
OF 9) Being able to design a solvent mixture for a cleaning operation

C - Autonomy of judgment
OF 10) Being able to evaluate the nature of the degradation processes of artistic materials
OF 11) Being able to suggest the most suitable instrumental investigation techniques according to the type of material and its state of conservation
OF 12) Being able to evaluate the coherence of materials and methods of intervention with the requirements of modern restoration

D - Communication skills
OF 13) Knowing how to communicate to the restoration workers without scientific training, the nature and effects of the degradation processes on the constitutive materials
OF 14) Knowing how to communicate to the restoration workers without scientific training, the properties of the restoration materials and the characteristics of the applied methodologies

E - Ability to learn
OF 15) Having the ability to consult literature on materials and methods of restoration and conservation
OF 16) Have the ability to evaluate technical data sheets and prospectuses of new materials proposed on the market

Educational objectives

A - Knowledge and understanding
OF 1) To know different types of fossil plant remains
OF 2) To understand the role of Archaeobotany in the study of Cultural Heritage
…
B - Application skills
OF 7) To be able to apply the analytical techniques for the study of plant materials
…
C - Autonomy of judgment
OF 10) To be able to evaluate the conservation of fossil plant remains
OF 11) To know how to recover and preserve plant materials

D - Communication skills
OF 13) To know how to add value to the archaeobotanical researches
OF 14) …

E - Ability to learn
OF 15) Have the ability to consult scientific literature
OF 16) Have the ability to evaluate methods and results of archaeobotanical researches

Educational objectives

A - Knowledge and understanding
OF 1) Basic knowledge of data analysis
OF 2) Basic knowledge probability, statistics and statistical inference
OF 3) Basic knowledge of spectroscopy techniques

B - Application skills
OF 7) To be able to perform a simple analysis of experimental data

C - Autonomy of judgment
OF 10) To be able to evaluate how to analyze the result of an experiment

D - Communication skills
OF 13) To know how to communicate with experts of the different physics methods

E - Ability to learn
OF 15) Have the ability to consult specialized literature about physics methods in cultural heritage

Educational objectives

1) A - Knowledge and understanding
OF 1) To know the constituent materials of works of art.
OF 2) To understand the different chemism underlying each material
OF 3) To know the main mechanisms of degradation and their possible synergies
OF 4) To understand the physical-chemical principles underlying diagnostic techniques.
OF 5) To know restoration products, their chemism and mechanism of operation
OF 6) To understand the importance of a diagnostic project and its theorization

B - Application skills
OF 7) To be able to deduce, from the type of material and based on its chemistry, the main mechanisms of degradation in place
OF 8) To be able to develop a diagnostic analytical project, to assess the characterization of materials and to identify the degradation products, based on the type of material and the application of different diagnostic techniques
OF 9) To be able to apply up-to-date non-invasive and micro-invasive diagnostic techniques/methods, with an awareness of the progressive and incremental character of this diagnostic project.
OF 10) To be able to interpret data obtained from advanced, non-invasive and micro-invasive diagnostic techniques/methods
OF 11) To be able to place data obtained from advanced, non-invasive and micro-invasive diagnostic techniques/methods in a broader context related to cultural heritage conservation and multi-technique approach
OF 12) To know how to deduce, based on the data from diagnostic analyses, the most appropriate conservation actions and which restoration interventions are desirable and which are to be avoided, in collaboration with restorers
OF 13) To know how to deduce the compatibility of a restoration material with the artistic artifact.
C - Autonomy of judgment
OF 14) To be able to evaluate the constituent materials of works of art.
OF 15) To be able to integrate the knowledge acquired in order to identify the mechanisms of degradation and which diagnostic techniques can be applied in answering a diagnostic question
OF 16) To be able to integrate the knowledge acquired in order to plan a conservation intervention and/or support the restorer.
OF 17) To be able to evaluate the best for diagnostic procedure and its articulation, as a multi-technical approach, in a conservation project
D - Communication skills
OF 18) To know how to communicate the nature of materials and mechanisms of degradation even to non-specialist interlocutors (e.g., restorers, officials, researchers from other fields).
OF 19) To know how to communicate the nature of the necessary diagnostic investigations, in terms of sampling, quantity of sampling and expected analytical response even to non-specialist interlocutors (e.g., restorers, officials, researchers from other fields).
OF 20) To know how to mediate between the different professionals involved in the field of cultural heritage (restorers, historians, etc.) and convey in this complex dialogue the importance of diagnostics and its potential in terms of conservation and restoration
E - Ability to learn
OF 21) Have the ability to consult the relevant scientific literature
OF 22) Have the ability to evaluate the different analytical procedures proposed in the reference literature
OF 23) Have the ability to design and develop a diagnostic project including non-invasive investigations, sampling, sample preparation and invasive investigations, and interpretation of results.

2)
A - Knowledge and understanding
OF 1) Know appropriate laboratory behavior and basic chemical risk assessment.
OF 2) Understand the principles of acid-base, precipitation, redox, and complexation equilibria.
OF 3) Know the basic instrumentation of a chemical laboratory.
OF 4) Understand the analytical workflow and the logic behind method selection.
OF 5) Know the theoretical foundations of the main instrumental analytical techniques.
OF 6) Become familiar with the application of analytical chemistry in the field of cultural heritage.
…
B - Application skills
OF 7) To be able to deduce the behavior of chemical systems in equilibrium under varying conditions.
OF 8) To be able to solve practical problems related to qualitative and quantitative chemical analysis.
OF 9) To be able to properly apply instrumental methods and interpret experimental data.
…
C - Autonomy of judgment
OF 10) To be able to critically assess analytical methods and results.
OF 11) To be able to integrate theoretical and practical knowledge to make informed decisions in material treatment.
OF 12) To be able to recognize limitations and uncertainties of applied techniques.

D - Communication skills
OF 13) To be able to effectively and technically communicate the results of a chemical-analytical investigation.
OF 14) To be able to present technical and scientific reports both orally and in writing in interdisciplinary contexts.

E - Ability to learn
OF 15) Have the ability to consult scientific and technical literature.
OF 16) Have the ability to critically evaluate sources and procedures to update one’s own competences.
OF 17) Being able to design and develop a chemical analysis project focused on conservation materials.

Educational objectives

A - Knowledge and understanding
OF 1) To know the constituent materials of works of art.
OF 2) To understand the different chemism underlying each material
OF 3) To know the main mechanisms of degradation and their possible synergies
OF 4) To understand the physical-chemical principles underlying diagnostic techniques.
OF 5) To know restoration products, their chemism and mechanism of operation
OF 6) To understand the importance of a diagnostic project and its theorization

B - Application skills
OF 7) To be able to deduce, from the type of material and based on its chemistry, the main mechanisms of degradation in place
OF 8) To be able to develop a diagnostic analytical project, to assess the characterization of materials and to identify the degradation products, based on the type of material and the application of different diagnostic techniques
OF 9) To be able to apply up-to-date non-invasive and micro-invasive diagnostic techniques/methods, with an awareness of the progressive and incremental character of this diagnostic project.
OF 10) To be able to interpret data obtained from advanced, non-invasive and micro-invasive diagnostic techniques/methods
OF 11) To be able to place data obtained from advanced, non-invasive and micro-invasive diagnostic techniques/methods in a broader context related to cultural heritage conservation and multi-technique approach
OF 12) To know how to deduce, based on the data from diagnostic analyses, the most appropriate conservation actions and which restoration interventions are desirable and which are to be avoided, in collaboration with restorers
OF 13) To know how to deduce the compatibility of a restoration material with the artistic artifact.
C - Autonomy of judgment
OF 14) To be able to evaluate the constituent materials of works of art.
OF 15) To be able to integrate the knowledge acquired in order to identify the mechanisms of degradation and which diagnostic techniques can be applied in answering a diagnostic question
OF 16) To be able to integrate the knowledge acquired in order to plan a conservation intervention and/or support the restorer.
OF 17) To be able to evaluate the best for diagnostic procedure and its articulation, as a multi-technical approach, in a conservation project
D - Communication skills
OF 18) To know how to communicate the nature of materials and mechanisms of degradation even to non-specialist interlocutors (e.g., restorers, officials, researchers from other fields).
OF 19) To know how to communicate the nature of the necessary diagnostic investigations, in terms of sampling, quantity of sampling and expected analytical response even to non-specialist interlocutors (e.g., restorers, officials, researchers from other fields).
OF 20) To know how to mediate between the different professionals involved in the field of cultural heritage (restorers, historians, etc.) and convey in this complex dialogue the importance of diagnostics and its potential in terms of conservation and restoration
E - Ability to learn
OF 21) Have the ability to consult the relevant scientific literature
OF 22) Have the ability to evaluate the different analytical procedures proposed in the reference literature
OF 23) Have the ability to design and develop a diagnostic project including non-invasive investigations, sampling, sample preparation and invasive investigations, and interpretation of results.

Educational objectives

1)A - Knowledge and understanding
OF 1) Identification of microorganisms used in biotechnological applications for the conservation of Cultural Heritage
OF 2) Knowledge and understanding the applications of microorganisms in Cultural Heritage conservation with sustainable solutions. Principles of microbiology focusing on microbial communities and selected species of bacteria or fungi of biotechnological interest; advanced knowledge of biocolonisation and bioconservation of frescoes and paintings; books and parchments; textiles; marble sculptures; hypogean environments, tombs and catacombs; microorganisms-stone interactions; methods of control and prevention of biodeterioration on hypogean frescoes and stone artworks; scientific examination of selected case studies; microbiological studies on stone deterioration and development of bioconservation measures; methods for studying biocolonisation and re-colonisation of the hypogeal environments after restoration; ecological approaches against biodeterioration of hypogeal and outdoor Cultural Heritage.
In the laboratory: strategies for isolation and characterisation of microorganisms used for biotechnological applications in the field of Cultural Heritage; growth of bacteria and fungi isolated from artworks to study their metabolism; microscopic identification and DNA analysis; selection of bacterial strains capable of producing calcium carbonate on a plate to identify microorganisms suitable for bioconsolidation (biorestoration).
OF 3) Students will be able to know: the biology of microbial communities that interact with artworks: frescoes, paintings, historical buildings, books and hypogeal tombs; the most important species that cause damage; the interaction between microorganisms and rocks; bacterial metabolism that degrades artworks; biotechnologies applied to Cultural Heritage for biorestoration (biocleaning and bioconsolidation). Students will also be able to: identify new technologies that can be applied in the field of bioconservation; evaluate and choose the best strategy to apply in bioconservation.
OF 4) Specific training objectives are: how to recognise the microbial species present in works of art and identify any metabolism responsible for biodeterioration through DNA analysis and microscopy; how to select bacteria useful for biorestoration.
B - Application skills
OF 6) being able to use specific terminology
OF 7) Solving problems posed by professionals involved in the conservation of Cultural Heritage and being able to identify possible processes based on the use of microorganisms suitable for bio-restoration for each individual case study proposed.
OF 8) Being able to identify and apply biotechnological techniques for biorestoration

C - Autonomy of judgement
OF 9) Acquire critical judgement skills through the study of the main applications of microorganisms in the field of Cultural Heritage
OF 10) Integrate acquired knowledge to learn to ask questions to elaborate and deepen acquired knowledge

D - Communication skills
OF 11) to be able to communicate what has been learnt in the course in order to interact with professionals involved in the conservation and preservation of Cultural Heritage

E - Ability to learn
OF 12) Having the ability to consult and acquire specific terminology
OF 13) Being able to assess and logically connect the acquired knowledge
OF 14) Being able to conceive and develop a project and identify the most relevant issues among the topics covered in the course

2)

Educational objectives

The module consists of illustrating the main microorganisms that cause the deterioration of materials of vegetal origin (paper and wood), understanding the biochemical characteristics of the study materials. Taxonomic description of the micro/macroorganisms (bacteria, fungi, plants) responsible for degradation, recognition and metabolic characteristics.

A - Knowledge and understanding
OF 1) Know the materials of plant origin
OF 2) Know the morphological and biochemical characteristics of microbial contaminants.
OF 3) Understand the nature and causes of microbiological attacks

B - Application skills
OF 7) Be able to deduce the abiotic and biotic factors of the relationship between plant material and microbiological attack
OF 8) Solving microbial contamination problems that cause permanent damage
OF 9) Be able to apply sampling and in vitro cultivation techniques/methods

C - Autonomy of judgment
OF 10) Be able to detect damage and limit the spread
OF 11) Integrate the knowledge acquired in order to understand the metabolic connections between plant material and microbial degradation
OF 12) …

D - Communication skills
OF 13) Know how to communicate the characteristics of plant materials and microbial agents
OF 14) …

E - Ability to learn
OF 15) Have the ability to consult the proposed material and study basic concepts of plant morphology and microbiology
OF 16) Have the ability to assess the impact of degradation on plant material
OF 17) Be able to design and develop a project to diagnose microbial contamination on plant material

Educational objectives

1) A - Knowledge and understanding
OF 1) To know and understand genetic processes and nature of stone materials
OF 2) To understand genetic processes and nature of alterations
OF 3) Knowing chemical and mineralogical composition of stone materials

B - Application skills
OF 7) To be able to deduce the chemical and mineralogy of stones.
OF 8) To be able to solve problems in characterization
OF 9) To be able to apply methods and techniques for classification and conservation

C - Autonomy of judgment
OF 10) To be able to evaluate problems associated with the study of the main stones in use in the Cultural Heritage field
OF 11) To be able to integrate the knowledge acquired in order to solve classification problems

D - Communication skills
OF 13) To know how to communicate scientific data on stones
OF 14) …

E - Ability to learn
OF 15 Having the ability to consult scientific literature on stones
OF 16) Have the ability to evaluate scientific data
OF 17) Being able to conceive and develop a project on stone materials

2)
A - Knowledge and understanding
OF 1) (Re)Know the different mineralogy and structure of igneous, metamorphic and sedimentary rocks.
OF 2) Distinguish the main lithotypes, recognizing their mineralogical and structural characteristics.
OF 3) Understand the chemical-physical processes that led to the formation of rocks in nature.
OF 4) Analyze rocks according to the environments of formation.
OF 5) Acquire theoretical tools to evaluate alteration and damage in the conservation of stone materials of cultural heritage.
OF 6) Apply notions of basic statistics, chemistry and physics in the recognition and classification of rocks.

B - Application skills
OF 7) Identify the most abundant minerals in rocks at the macro/microscale.
OF 8) Recognize the physical and chemical alteration processes on natural rocks and worked stone materials.
OF 9) Classify rocks using a 10X lens and a polarized light microscope.

C - Autonomy of judgment
OF 10) Independently evaluate the impact of atmospheric and mechanical agents on the conservation of rocks used in cultural heritage.

OF 11) Critically analyze the various lithotypes in order to reconstruct the paleoenvironments of formation and the current sites of origin.

OF 12) Integrate petrographic knowledge with data from other disciplines (chemistry, physics and mineralogy) to carry out a multidisciplinary and quantitative analysis.

D - Communication skills
OF 13) Communicate clearly and coherently concepts of petrography, even complex ones, to both specialist and non-specialist interlocutors (e.g. restorers, archaeologists, museum operators).
OF 14) Use scientific language correctly to describe rocks, formation processes and their impact on cultural materials.
OF 15) Collaborate and interact in multidisciplinary contexts, promoting the exchange of knowledge between different fields.
E - Ability to learn
OF 16) The ability to update and expand one's knowledge in the field of petrography, even independently, through scientific and popular sources.
OF 17) The ability to connect the geological concepts learned with other areas of science applied to the conservation of cultural heritage (mineralogy, geochemistry, archaeometry).
OF 18) The predisposition for continuous learning, also in view of future specialization courses or post-graduate training.

Educational objectives

A - Knowledge and understanding
OF 1) (Re)Know the different mineralogy and structure of igneous, metamorphic and sedimentary rocks.
OF 2) Distinguish the main lithotypes, recognizing their mineralogical and structural characteristics.
OF 3) Understand the chemical-physical processes that led to the formation of rocks in nature.
OF 4) Analyze rocks according to the environments of formation.
OF 5) Acquire theoretical tools to evaluate alteration and damage in the conservation of stone materials of cultural heritage.
OF 6) Apply notions of basic statistics, chemistry and physics in the recognition and classification of rocks.

B - Application skills
OF 7) Identify the most abundant minerals in rocks at the macro/microscale.
OF 8) Recognize the physical and chemical alteration processes on natural rocks and worked stone materials.
OF 9) Classify rocks using a 10X lens and a polarized light microscope.

C - Autonomy of judgment
OF 10) Independently evaluate the impact of atmospheric and mechanical agents on the conservation of rocks used in cultural heritage.

OF 11) Critically analyze the various lithotypes in order to reconstruct the paleoenvironments of formation and the current sites of origin.

OF 12) Integrate petrographic knowledge with data from other disciplines (chemistry, physics and mineralogy) to carry out a multidisciplinary and quantitative analysis.

D - Communication skills
OF 13) Communicate clearly and coherently concepts of petrography, even complex ones, to both specialist and non-specialist interlocutors (e.g. restorers, archaeologists, museum operators).
OF 14) Use scientific language correctly to describe rocks, formation processes and their impact on cultural materials.
OF 15) Collaborate and interact in multidisciplinary contexts, promoting the exchange of knowledge between different fields.
E - Ability to learn
OF 16) The ability to update and expand one's knowledge in the field of petrography, even independently, through scientific and popular sources.
OF 17) The ability to connect the geological concepts learned with other areas of science applied to the conservation of cultural heritage (mineralogy, geochemistry, archaeometry).
OF 18) The predisposition for continuous learning, also in view of future specialization courses or post-graduate training.

Educational objectives

1) A - Knowledge and understanding
OF 1) To know the constituent materials of works of art.
OF 2) To understand the different chemism underlying each material
OF 3) To know the main mechanisms of degradation and their possible synergies
OF 4) To understand the physical-chemical principles underlying diagnostic techniques.
OF 5) To know restoration products, their chemism and mechanism of operation
OF 6) To understand the importance of a diagnostic project and its theorization

B - Application skills
OF 7) To be able to deduce, from the type of material and based on its chemistry, the main mechanisms of degradation in place
OF 8) To be able to develop a diagnostic analytical project, to assess the characterization of materials and to identify the degradation products, based on the type of material and the application of different diagnostic techniques
OF 9) To be able to apply up-to-date non-invasive and micro-invasive diagnostic techniques/methods, with an awareness of the progressive and incremental character of this diagnostic project.
OF 10) To be able to interpret data obtained from advanced, non-invasive and micro-invasive diagnostic techniques/methods
OF 11) To be able to place data obtained from advanced, non-invasive and micro-invasive diagnostic techniques/methods in a broader context related to cultural heritage conservation and multi-technique approach
OF 12) To know how to deduce, based on the data from diagnostic analyses, the most appropriate conservation actions and which restoration interventions are desirable and which are to be avoided, in collaboration with restorers
OF 13) To know how to deduce the compatibility of a restoration material with the artistic artifact.
C - Autonomy of judgment
OF 14) To be able to evaluate the constituent materials of works of art.
OF 15) To be able to integrate the knowledge acquired in order to identify the mechanisms of degradation and which diagnostic techniques can be applied in answering a diagnostic question
OF 16) To be able to integrate the knowledge acquired in order to plan a conservation intervention and/or support the restorer.
OF 17) To be able to evaluate the best for diagnostic procedure and its articulation, as a multi-technical approach, in a conservation project
D - Communication skills
OF 18) To know how to communicate the nature of materials and mechanisms of degradation even to non-specialist interlocutors (e.g., restorers, officials, researchers from other fields).
OF 19) To know how to communicate the nature of the necessary diagnostic investigations, in terms of sampling, quantity of sampling and expected analytical response even to non-specialist interlocutors (e.g., restorers, officials, researchers from other fields).
OF 20) To know how to mediate between the different professionals involved in the field of cultural heritage (restorers, historians, etc.) and convey in this complex dialogue the importance of diagnostics and its potential in terms of conservation and restoration
E - Ability to learn
OF 21) Have the ability to consult the relevant scientific literature
OF 22) Have the ability to evaluate the different analytical procedures proposed in the reference literature
OF 23) Have the ability to design and develop a diagnostic project including non-invasive investigations, sampling, sample preparation and invasive investigations, and interpretation of results.

2)
A - Knowledge and understanding
OF 1) Know appropriate laboratory behavior and basic chemical risk assessment.
OF 2) Understand the principles of acid-base, precipitation, redox, and complexation equilibria.
OF 3) Know the basic instrumentation of a chemical laboratory.
OF 4) Understand the analytical workflow and the logic behind method selection.
OF 5) Know the theoretical foundations of the main instrumental analytical techniques.
OF 6) Become familiar with the application of analytical chemistry in the field of cultural heritage.
…
B - Application skills
OF 7) To be able to deduce the behavior of chemical systems in equilibrium under varying conditions.
OF 8) To be able to solve practical problems related to qualitative and quantitative chemical analysis.
OF 9) To be able to properly apply instrumental methods and interpret experimental data.
…
C - Autonomy of judgment
OF 10) To be able to critically assess analytical methods and results.
OF 11) To be able to integrate theoretical and practical knowledge to make informed decisions in material treatment.
OF 12) To be able to recognize limitations and uncertainties of applied techniques.

D - Communication skills
OF 13) To be able to effectively and technically communicate the results of a chemical-analytical investigation.
OF 14) To be able to present technical and scientific reports both orally and in writing in interdisciplinary contexts.

E - Ability to learn
OF 15) Have the ability to consult scientific and technical literature.
OF 16) Have the ability to critically evaluate sources and procedures to update one’s own competences.
OF 17) Being able to design and develop a chemical analysis project focused on conservation materials.

Educational objectives

A - Knowledge and understanding
OF 1) Know appropriate laboratory behavior and basic chemical risk assessment.
OF 2) Understand the principles of acid-base, precipitation, redox, and complexation equilibria.
OF 3) Know the basic instrumentation of a chemical laboratory.
OF 4) Understand the analytical workflow and the logic behind method selection.
OF 5) Know the theoretical foundations of the main instrumental analytical techniques.
OF 6) Become familiar with the application of analytical chemistry in the field of cultural heritage.
…
B - Application skills
OF 7) To be able to deduce the behavior of chemical systems in equilibrium under varying conditions.
OF 8) To be able to solve practical problems related to qualitative and quantitative chemical analysis.
OF 9) To be able to properly apply instrumental methods and interpret experimental data.
…
C - Autonomy of judgment
OF 10) To be able to critically assess analytical methods and results.
OF 11) To be able to integrate theoretical and practical knowledge to make informed decisions in material treatment.
OF 12) To be able to recognize limitations and uncertainties of applied techniques.

D - Communication skills
OF 13) To be able to effectively and technically communicate the results of a chemical-analytical investigation.
OF 14) To be able to present technical and scientific reports both orally and in writing in interdisciplinary contexts.

E - Ability to learn
OF 15) Have the ability to consult scientific and technical literature.
OF 16) Have the ability to critically evaluate sources and procedures to update one’s own competences.
OF 17) Being able to design and develop a chemical analysis project focused on conservation materials.

Educational objectives

1) A - Knowledge and understanding
OF 1) To know and understand genetic processes and nature of stone materials
OF 2) To understand genetic processes and nature of alterations
OF 3) Knowing chemical and mineralogical composition of stone materials

B - Application skills
OF 7) To be able to deduce the chemical and mineralogy of stones.
OF 8) To be able to solve problems in characterization
OF 9) To be able to apply methods and techniques for classification and conservation

C - Autonomy of judgment
OF 10) To be able to evaluate problems associated with the study of the main stones in use in the Cultural Heritage field
OF 11) To be able to integrate the knowledge acquired in order to solve classification problems

D - Communication skills
OF 13) To know how to communicate scientific data on stones
OF 14) …

E - Ability to learn
OF 15 Having the ability to consult scientific literature on stones
OF 16) Have the ability to evaluate scientific data
OF 17) Being able to conceive and develop a project on stone materials

2)
A - Knowledge and understanding
OF 1) (Re)Know the different mineralogy and structure of igneous, metamorphic and sedimentary rocks.
OF 2) Distinguish the main lithotypes, recognizing their mineralogical and structural characteristics.
OF 3) Understand the chemical-physical processes that led to the formation of rocks in nature.
OF 4) Analyze rocks according to the environments of formation.
OF 5) Acquire theoretical tools to evaluate alteration and damage in the conservation of stone materials of cultural heritage.
OF 6) Apply notions of basic statistics, chemistry and physics in the recognition and classification of rocks.

B - Application skills
OF 7) Identify the most abundant minerals in rocks at the macro/microscale.
OF 8) Recognize the physical and chemical alteration processes on natural rocks and worked stone materials.
OF 9) Classify rocks using a 10X lens and a polarized light microscope.

C - Autonomy of judgment
OF 10) Independently evaluate the impact of atmospheric and mechanical agents on the conservation of rocks used in cultural heritage.

OF 11) Critically analyze the various lithotypes in order to reconstruct the paleoenvironments of formation and the current sites of origin.

OF 12) Integrate petrographic knowledge with data from other disciplines (chemistry, physics and mineralogy) to carry out a multidisciplinary and quantitative analysis.

D - Communication skills
OF 13) Communicate clearly and coherently concepts of petrography, even complex ones, to both specialist and non-specialist interlocutors (e.g. restorers, archaeologists, museum operators).
OF 14) Use scientific language correctly to describe rocks, formation processes and their impact on cultural materials.
OF 15) Collaborate and interact in multidisciplinary contexts, promoting the exchange of knowledge between different fields.
E - Ability to learn
OF 16) The ability to update and expand one's knowledge in the field of petrography, even independently, through scientific and popular sources.
OF 17) The ability to connect the geological concepts learned with other areas of science applied to the conservation of cultural heritage (mineralogy, geochemistry, archaeometry).
OF 18) The predisposition for continuous learning, also in view of future specialization courses or post-graduate training.

Educational objectives

A - Knowledge and understanding
OF 1) To know and understand genetic processes and nature of stone materials
OF 2) To understand genetic processes and nature of alterations
OF 3) Knowing chemical and mineralogical composition of stone materials
OF 4)
OF 5)
OF 6)
…
B - Application skills
OF 7) To be able to deduce the chemical and mineralogy of stones.
OF 8) To be able to solve problems in characterization
OF 9) To be able to apply methods and techniques for classification and conservation
…
C - Autonomy of judgment
OF 10) To be able to evaluate problems associated with the study of the main stones in use in the Cultural Heritage field
OF 11) To be able to integrate the knowledge acquired in order to solve classification problems
OF 12) …

D - Communication skills
OF 13) To know how to communicate scientific data on stones
OF 14) …

E - Ability to learn
OF 15 Having the ability to consult scientific literature on stones
OF 16) Have the ability to evaluate scientific data
OF 17) Being able to conceive and develop a project on stone materials

Educational objectives

1)A - Knowledge and understanding
OF 1) Identification of microorganisms used in biotechnological applications for the conservation of Cultural Heritage
OF 2) Knowledge and understanding the applications of microorganisms in Cultural Heritage conservation with sustainable solutions. Principles of microbiology focusing on microbial communities and selected species of bacteria or fungi of biotechnological interest; advanced knowledge of biocolonisation and bioconservation of frescoes and paintings; books and parchments; textiles; marble sculptures; hypogean environments, tombs and catacombs; microorganisms-stone interactions; methods of control and prevention of biodeterioration on hypogean frescoes and stone artworks; scientific examination of selected case studies; microbiological studies on stone deterioration and development of bioconservation measures; methods for studying biocolonisation and re-colonisation of the hypogeal environments after restoration; ecological approaches against biodeterioration of hypogeal and outdoor Cultural Heritage.
In the laboratory: strategies for isolation and characterisation of microorganisms used for biotechnological applications in the field of Cultural Heritage; growth of bacteria and fungi isolated from artworks to study their metabolism; microscopic identification and DNA analysis; selection of bacterial strains capable of producing calcium carbonate on a plate to identify microorganisms suitable for bioconsolidation (biorestoration).
OF 3) Students will be able to know: the biology of microbial communities that interact with artworks: frescoes, paintings, historical buildings, books and hypogeal tombs; the most important species that cause damage; the interaction between microorganisms and rocks; bacterial metabolism that degrades artworks; biotechnologies applied to Cultural Heritage for biorestoration (biocleaning and bioconsolidation). Students will also be able to: identify new technologies that can be applied in the field of bioconservation; evaluate and choose the best strategy to apply in bioconservation.
OF 4) Specific training objectives are: how to recognise the microbial species present in works of art and identify any metabolism responsible for biodeterioration through DNA analysis and microscopy; how to select bacteria useful for biorestoration.
B - Application skills
OF 6) being able to use specific terminology
OF 7) Solving problems posed by professionals involved in the conservation of Cultural Heritage and being able to identify possible processes based on the use of microorganisms suitable for bio-restoration for each individual case study proposed.
OF 8) Being able to identify and apply biotechnological techniques for biorestoration

C - Autonomy of judgement
OF 9) Acquire critical judgement skills through the study of the main applications of microorganisms in the field of Cultural Heritage
OF 10) Integrate acquired knowledge to learn to ask questions to elaborate and deepen acquired knowledge

D - Communication skills
OF 11) to be able to communicate what has been learnt in the course in order to interact with professionals involved in the conservation and preservation of Cultural Heritage

E - Ability to learn
OF 12) Having the ability to consult and acquire specific terminology
OF 13) Being able to assess and logically connect the acquired knowledge
OF 14) Being able to conceive and develop a project and identify the most relevant issues among the topics covered in the course

2)

Educational objectives

A - Knowledge and understanding
OF 1) Identification of microorganisms used in biotechnological applications for the conservation of Cultural Heritage
OF 2) Knowledge and understanding the applications of microorganisms in Cultural Heritage conservation with sustainable solutions. Principles of microbiology focusing on microbial communities and selected species of bacteria or fungi of biotechnological interest; advanced knowledge of biocolonisation and bioconservation of frescoes and paintings; books and parchments; textiles; marble sculptures; hypogean environments, tombs and catacombs; microorganisms-stone interactions; methods of control and prevention of biodeterioration on hypogean frescoes and stone artworks; scientific examination of selected case studies; microbiological studies on stone deterioration and development of bioconservation measures; methods for studying biocolonisation and re-colonisation of the hypogeal environments after restoration; ecological approaches against biodeterioration of hypogeal and outdoor Cultural Heritage.
In the laboratory: strategies for isolation and characterisation of microorganisms used for biotechnological applications in the field of Cultural Heritage; growth of bacteria and fungi isolated from artworks to study their metabolism; microscopic identification and DNA analysis; selection of bacterial strains capable of producing calcium carbonate on a plate to identify microorganisms suitable for bioconsolidation (biorestoration).
OF 3) Students will be able to know: the biology of microbial communities that interact with artworks: frescoes, paintings, historical buildings, books and hypogeal tombs; the most important species that cause damage; the interaction between microorganisms and rocks; bacterial metabolism that degrades artworks; biotechnologies applied to Cultural Heritage for biorestoration (biocleaning and bioconsolidation). Students will also be able to: identify new technologies that can be applied in the field of bioconservation; evaluate and choose the best strategy to apply in bioconservation.
OF 4) Specific training objectives are: how to recognise the microbial species present in works of art and identify any metabolism responsible for biodeterioration through DNA analysis and microscopy; how to select bacteria useful for biorestoration.
B - Application skills
OF 6) being able to use specific terminology
OF 7) Solving problems posed by professionals involved in the conservation of Cultural Heritage and being able to identify possible processes based on the use of microorganisms suitable for bio-restoration for each individual case study proposed.
OF 8) Being able to identify and apply biotechnological techniques for biorestoration

C - Autonomy of judgement
OF 9) Acquire critical judgement skills through the study of the main applications of microorganisms in the field of Cultural Heritage
OF 10) Integrate acquired knowledge to learn to ask questions to elaborate and deepen acquired knowledge

D - Communication skills
OF 11) to be able to communicate what has been learnt in the course in order to interact with professionals involved in the conservation and preservation of Cultural Heritage

E - Ability to learn
OF 12) Having the ability to consult and acquire specific terminology
OF 13) Being able to assess and logically connect the acquired knowledge
OF 14) Being able to conceive and develop a project and identify the most relevant issues among the topics covered in the course

Educational objectives

A - Knowledge and understanding
OF 1) Know the basic textile weaves (plain, twill, satin) and their specific characteristics.
OF 2) Know the primary natural textile fibres, recognizing their morphological features and properties
OF 3) Understand the key stages of the textile operational chain, i.e., the techniques of fibre extraction and processing and fabric manufacture
OF 4) Know the primary alterations and degradation phenomena of heritage fibres and textiles
OF 5) Acquire theoretical tools for the proper documentation and analysis of heritage fibres and textiles.
OF 6) develop critical thinking skills during the analytical phase and in selecting the most appropriate methods of analysis
B - Application skills
OF 7) Identify the fundamental textile weaves (plain, twill, satin).
OF 8) Recognise and distinguish between various natural textile fibres (e.g. wool, cotton, silk, bast fibres)
OF 9) To be able to apply methods/techniques for identifying the most frequent alterations and deterioration phenomena in cultural heritage fibres and fabrics in museums, deposits and archaeological sites
C - Autonomy of judgment
OF 10) Independently assess the most appropriate analytical tools for the study of fibres and textiles, based on the conservation state of the artefacts.
OF 11) Critically analyse the conservation state of textile materials and propose appropriate conservation interventions, taking into account the environmental context and the specific characteristics of the artefact.
OF 12) Integrate chemistry and biological knowledge with data from other disciplines (e.g. restoration, archaeology) to formulate well-founded and multidisciplinary judgments
D - Communication skills
OF 13) Communicate in a clear and coherent way basic concepts of the diagnostic of textiles and fibres to both specialist and non-specialist interlocutors (e.g. restorers, archaeologists, museum operators)
OF 14) Correctly use scientific language to describe textiles and fibres
OF 15) Collaborate and interact in multidisciplinary contexts, promoting the exchange of knowledge between different fields
E - Ability to learn
OF 16) The ability to update and expand one's knowledge in the field of the diagnostics of heritage textiles, also independently, through scientific and popular sources
OF 17) The ability to connect the concepts learned with other areas of the sciences applied to the conservation of cultural heritage
OF 18) The predisposition to continuous learning, also in view of future specialization or postgraduate training courses

Educational objectives

A - Knowledge and understanding
OF 1) To know the fundamental aspects of human evolution in relation to both biology and culture.
OF 2) To understand the interaction between human evolutionary processes and the natural, social, and cultural environment.
OF 3) To acquire introductory knowledge of 3D digital management techniques for fossil remains.
B - Application skills
OF 4) To be able to critically interpret fossil, anthropological, and archaeological remains from the Paleolithic period in relation to their evolutionary and environmental context
OF 5) To be able to solve problems through the correct application of basic digital technologies.
OF 6) To be able to apply methods/technique of digital restoration
C - Autonomy of judgment
OF 7) To be able to critically evaluate morphological and digital data
OF 8) To be able to integrate the acquired knowledge from diverse fields (biology, archaeology, technology) to develop management projects for natural and cultural heritage
D - Communication skills
OF 9) To know how to communicate the main evolutionary steps that led to the emergence of our species, also in relation to the methodologies used by scholars to reconstruct our biological past
E - Ability to learn
OF 10) Have the ability to consult the available scientific literature to deepen understanding of course topics
OF 11) Have the ability to assess the most appropriate approaches for the study, conservation, and restoration of anthropological remains
OF 12) Being able to conceive and develop a digital project focused on the studying, conservation, and dissemination of knowledge about the oldest evidence of our biological and cultural past

Educational objectives

A - Knowledge and understanding
OF 1) Know the basic textile weaves (plain, twill, satin) and their specific characteristics.
OF 2) Know the primary natural textile fibres, recognizing their morphological features and properties
OF 3) Understand the key stages of the textile operational chain, i.e., the techniques of fibre extraction and processing and fabric manufacture
OF 4) Know the primary alterations and degradation phenomena of heritage fibres and textiles
OF 5) Acquire theoretical tools for the proper documentation and analysis of heritage fibres and textiles.
OF 6) develop critical thinking skills during the analytical phase and in selecting the most appropriate methods of analysis
B - Application skills
OF 7) Identify the fundamental textile weaves (plain, twill, satin).
OF 8) Recognise and distinguish between various natural textile fibres (e.g. wool, cotton, silk, bast fibres)
OF 9) To be able to apply methods/techniques for identifying the most frequent alterations and deterioration phenomena in cultural heritage fibres and fabrics in museums, deposits and archaeological sites
C - Autonomy of judgment
OF 10) Independently assess the most appropriate analytical tools for the study of fibres and textiles, based on the conservation state of the artefacts.
OF 11) Critically analyse the conservation state of textile materials and propose appropriate conservation interventions, taking into account the environmental context and the specific characteristics of the artefact.
OF 12) Integrate chemistry and biological knowledge with data from other disciplines (e.g. restoration, archaeology) to formulate well-founded and multidisciplinary judgments
D - Communication skills
OF 13) Communicate in a clear and coherent way basic concepts of the diagnostic of textiles and fibres to both specialist and non-specialist interlocutors (e.g. restorers, archaeologists, museum operators)
OF 14) Correctly use scientific language to describe textiles and fibres
OF 15) Collaborate and interact in multidisciplinary contexts, promoting the exchange of knowledge between different fields
E - Ability to learn
OF 16) The ability to update and expand one's knowledge in the field of the diagnostics of heritage textiles, also independently, through scientific and popular sources
OF 17) The ability to connect the concepts learned with other areas of the sciences applied to the conservation of cultural heritage
OF 18) The predisposition to continuous learning, also in view of future specialization or postgraduate training courses

Educational objectives

The course aims to provide a knowledge of the basic principles of environmental biology, highlighting the interactions and interdependence occurring among the components of biological and ecological systems. The aim of the course is to identify the elements useful for the conservation and sustainable use of cultural and environmental heritage.

Educational objectives

The course aims to provide a knowledge of the basic principles of environmental biology, highlighting the interactions and interdependence occurring among the components of biological and ecological systems. The aim of the course is to identify the elements useful for the conservation and sustainable use of cultural and environmental heritage.

Educational objectives

GENERAL OBJECTIVES
The course aims to provide the fundamentals of atmospheric physics applied to the conservation of cultural heritage, with particular focus on the microclimatic analysis of the spaces housing collections.
The main objective is to acquire the scientific knowledge necessary to detect and analyse the physical parameters of the microclimate, in order to identify potential causes of material degradation.
The course will also examine the main national and European regulations related to the conservation of cultural heritage.

SPECIFIC OBJECTIVES
A – Knowledge and understanding
OF1: Understand the physical processes of the atmosphere that influence the microclimate.
OF2: Understand the main physical variables of the atmosphere and their impact on material degradation processes.
OF3: Become familiar with instruments used to measure the microclimate in both indoor and outdoor environments.
OF4: Acquire knowledge of the relevant Italian and European regulations on microclimate and cultural heritage conservation.
B – Applied skills
OF5: Apply methods and tools for detecting microclimatic parameters in conservation environments.
OF6: Analyze the influence of the external microclimate on the internal environment.
OF7: Use the psychrometric chart to determine the thermo-hygrometric conditions of an environment.
C – Independent judgment
OF8: Assess the thermo-hygrometric state of a conservation environment.
OF9: Evaluate the compliance of microclimatic conditions with current regulations.
D – Communication skills
OF10: Critically discuss conservation issues related to microclimate using appropriate technical language.
E – Learning skills
OF11: Develop the ability to independently deepen course topics through the consultation of scientific articles and specialized sources.

Educational objectives

The course aims to provide fundamental knowledge of natural materials used in the history of art, with a focus on ceramics, mortars, and plasters, as well as their traditional preparation and application techniques. Students will acquire practical and critical skills to analyze, identify, and reproduce historical materials and processes, developing independent judgment and the ability to communicate technical and scientific information effectively.

A - Knowledge and understanding
OF 1) To list the main natural materials used throughout the history of art
OF 2) To identify the raw materials and fundamental components of each type of material
OF 3) To recognize traditional techniques for the preparation and application of materials
OF 4) To describe the physical and chemical transformations of materials during processing stages
B - Application skills
OF 5) To be able to deduce, from an artistic artifact, the type of material used and the corresponding application technique
OF 6) To be able to apply basic techniques for the production of samples of traditional ceramics, mortar, or plaster
C - Autonomy of judgment
OF 7) To be able to interpret technical data (observations, analyses, comparisons) to formulate hypotheses about the original technique
OF 8) To demonstrate autonomy in selecting reference sources for the historical and technical analysis of materials
D - Communication skills
OF 9) To effectively communicate the stages of processing, properties, and use of natural materials within the artistic context
OF 10) To clearly present the results of laboratory experiences and analyses, even in multidisciplinary contexts
E - Ability to learn
OF 11) Have the ability to consult bibliographic sources, technical manuals, and historical documents to deepen knowledge
OF 12) Have the ability to critically assess information derived from practical experiences and applied theories

Educational objectives

The course aims to provide fundamental knowledge of natural materials used in the history of art, with a focus on ceramics, mortars, and plasters, as well as their traditional preparation and application techniques. Students will acquire practical and critical skills to analyze, identify, and reproduce historical materials and processes, developing independent judgment and the ability to communicate technical and scientific information effectively.

A - Knowledge and understanding
OF 1) To list the main natural materials used throughout the history of art
OF 2) To identify the raw materials and fundamental components of each type of material
OF 3) To recognize traditional techniques for the preparation and application of materials
OF 4) To describe the physical and chemical transformations of materials during processing stages
B - Application skills
OF 5) To be able to deduce, from an artistic artifact, the type of material used and the corresponding application technique
OF 6) To be able to apply basic techniques for the production of samples of traditional ceramics, mortar, or plaster
C - Autonomy of judgment
OF 7) To be able to interpret technical data (observations, analyses, comparisons) to formulate hypotheses about the original technique
OF 8) To demonstrate autonomy in selecting reference sources for the historical and technical analysis of materials
D - Communication skills
OF 9) To effectively communicate the stages of processing, properties, and use of natural materials within the artistic context
OF 10) To clearly present the results of laboratory experiences and analyses, even in multidisciplinary contexts
E - Ability to learn
OF 11) Have the ability to consult bibliographic sources, technical manuals, and historical documents to deepen knowledge
OF 12) Have the ability to critically assess information derived from practical experiences and applied theories

Educational objectives

The course aims to provide fundamental knowledge of natural materials used in the history of art, with a focus on ceramics, mortars, and plasters, as well as their traditional preparation and application techniques. Students will acquire practical and critical skills to analyze, identify, and reproduce historical materials and processes, developing independent judgment and the ability to communicate technical and scientific information effectively.

A - Knowledge and understanding
OF 1) To list the main natural materials used throughout the history of art
OF 2) To identify the raw materials and fundamental components of each type of material
OF 3) To recognize traditional techniques for the preparation and application of materials
OF 4) To describe the physical and chemical transformations of materials during processing stages
B - Application skills
OF 5) To be able to deduce, from an artistic artifact, the type of material used and the corresponding application technique
OF 6) To be able to apply basic techniques for the production of samples of traditional ceramics, mortar, or plaster
C - Autonomy of judgment
OF 7) To be able to interpret technical data (observations, analyses, comparisons) to formulate hypotheses about the original technique
OF 8) To demonstrate autonomy in selecting reference sources for the historical and technical analysis of materials
D - Communication skills
OF 9) To effectively communicate the stages of processing, properties, and use of natural materials within the artistic context
OF 10) To clearly present the results of laboratory experiences and analyses, even in multidisciplinary contexts
E - Ability to learn
OF 11) Have the ability to consult bibliographic sources, technical manuals, and historical documents to deepen knowledge
OF 12) Have the ability to critically assess information derived from practical experiences and applied theories

Educational objectives

Students acquire direct knowledge on discipline regulations within the national territory and the European Union on the protection, conservation and enhancement of cultural and landscape heritage, in particular as regards both publicly owned assets that privately owned assets; internal and international circulation of cultural goods, the discipline of exhibitions and exhibits, concessions of archaeological research, the sanctions regime concerning the violation of the legislation of protecting both the falsification of cultural heritage.

Educational objectives

General objective
The course provides fundamental knowledge of the economics applied to cultural goods and activities, with particular focus on public intervention, regulation, and market functioning in the cultural sector. The course explores theoretical approaches and real-world experiences from a comparative perspective.

Specific objectives

A – Knowledge and understanding
OF 1) To know the main economic concepts related to cultural goods and activities.
OF 2) To understand the differences between private, public, and merit goods in the cultural field.
OF 3) To become familiar with models of collective welfare analysis and externalities in the cultural sector.
OF 4) To know the main public policies for supporting and regulating the cultural sector.
OF 5) To understand the methodologies for evaluating public policies (cost-benefit and cost-effectiveness analysis).
OF 6) To know national and international case studies regarding public intervention in cultural heritage.
B – Application skills
OF 7) To be able to deduce the economic implications of cultural policies in specific contexts.
OF 8) To solve problems related to the choice of different public intervention tools in the cultural sector.
OF 9) To be able to apply economic evaluation methods to cultural projects (e.g., welfare accounting, CBA).
C – Autonomy of judgment
OF 10) To critically evaluate cultural policies and their economic and social impacts.
OF 11) To integrate economic, legal, and institutional knowledge in order to develop well-founded opinions.
OF 12) To reflect on the suitability of different financing and governance models for cultural heritage.
D – Communication skills
OF 13) To clearly and effectively communicate economic and legal concepts related to cultural goods
OF 14) To argue one’s positions with coherence and rigor, both orally and in writing.
E – Ability to learn
OF 15) To be able to consult relevant economic and legal sources for economic analysis of the cultural sector.
OF 16) To be able to critically evaluate new research in the field of cultural economics.
OF 17) To be able to design and develop an analysis or policy project in the field of cultural heritage.

Educational objectives

Students acquire direct knowledge on discipline regulations within the national territory and the European Union on the protection, conservation and enhancement of cultural and landscape heritage, in particular as regards both publicly owned assets that privately owned assets; internal and international circulation of cultural goods, the discipline of exhibitions and exhibits, concessions of archaeological research, the sanctions regime concerning the violation of the legislation of protecting both the falsification of cultural heritage.

Educational objectives

Students acquire direct knowledge on discipline regulations within the national territory and the European Union on the protection, conservation and enhancement of cultural and landscape heritage, in particular as regards both publicly owned assets that privately owned assets; internal and international circulation of cultural goods, the discipline of exhibitions and exhibits, concessions of archaeological research, the sanctions regime concerning the violation of the legislation of protecting both the falsification of cultural heritage.

Educational objectives

A - Knowledge and understanding
OF 1) Understand the main groups of vertebrates, their distinctive characteristics, and their classification.
Gain an in-depth overview of the different types of biological materials that vertebrates can provide for Cultural Heritage (e.g., bones, skin, feathers, horns) and how these can be used in conservation and restoration contexts
OF 2) Acquire an understanding of the basic principles of digitization, digital photography, and 3D modeling.
Understand the principles of photogrammetry and laser scanning for the creation of accurate 3D models, and the applications of these techniques in the field of Cultural Heritage conservation
OF 3) Be able to interpret and analyze data generated by digital techniques such as photogrammetry and laser scanning, and understand how these data can be used for the documentation and preservation of biological and cultural objects.
Understand how spreadsheets and other digital tools can be used to organize, catalogue, and analyze biological and cultural collections
OF 4) Understand how animal biology and technology intersect within the field of Cultural Heritage, and how digital technologies can support the conservation and valorization of zoological and cultural heritage.
Be able to evaluate the importance of digitization for the long-term preservation of biological collections and for their accessibility to researchers and the general public
OF 5) Develop a critical understanding of the challenges and opportunities offered by the digitization of collections, both from a technical and ethical perspective, particularly regarding data conservation and accessibility
OF 6)
…
B - Application skills
OF 7) Be able to use spreadsheets (such as Excel or similar software) to create databases and manage biological and cultural collections, with particular attention to cataloguing, archiving, and data analysis.
Apply advanced techniques for organizing and analyzing data from vertebrate collections, using functions such as pivot tables, charts, and filters to facilitate research and interpretation
OF 8) Be able to use photogrammetry techniques to create 3D models of biological objects or zoological specimens, through the acquisition and processing of digital images.
Apply laser scanning techniques for the digitization and creation of highly detailed 3D models of objects of biological and cultural interest.
Be able to manage 3D modeling software to process acquired data and produce models suitable for use in conservation, restoration, or exhibition activities
OF 9) Be able to design and implement a digitization plan for biological and cultural collections, taking into account appropriate technologies and conservation principles.
Apply the acquired skills to create 3D models of objects, particularly in the context of zoological and natural history collections, using the most suitable methodologies to preserve the original characteristics of the materials
…
C - Autonomy of judgment
OF 10) Be able to recognize when a specific digitization or conservation technique is more suitable for a particular object or collection, considering factors such as cost, accuracy, data durability, and available resources
OF 11) Be able to independently decide how to organize and catalogue a biological or cultural collection, selecting the most appropriate digital tools for data storage and management, while taking into account the specific characteristics of the materials
OF 12) Be able to develop autonomous plans for digital conservation and restoration of zoological or cultural objects, including the selection of the most appropriate digital methodologies (3D models, scans, photographs) for their preservation and accessibility.
Be capable of expressing informed judgments regarding the most appropriate conservation methods for a given specimen, balancing technological, ethical, and practical aspects of preservation

D - Communication skills
OF 13) Be able to communicate clearly and accurately the knowledge acquired on vertebrate systematics, biological materials, and digitization techniques, using appropriate technical language for a specialized audience.
Be capable of writing structured reports, articles, or papers that describe the methodologies and results obtained during the digitization and conservation of biological and cultural specimens, with clarity and precision
OF 14) Be able to interact with professionals from various fields (biologists, conservators, art historians, digital technicians), using a shared language that facilitates collaboration and knowledge exchange, with the aim of developing interdisciplinary projects for the conservation and enhancement of cultural heritage

E - Ability to learn
OF 15) Develop the ability to independently organize one’s own learning process, selecting and deepening the most relevant content from both theoretical (biology, systematics, cultural heritage) and practical (digitization, 3D modeling) perspectives
OF 16) Be able to continuously update one’s skills in the field of technologies applied to the digitization and conservation of cultural heritage, keeping up with software and hardware innovations and critically integrating them into one’s academic or professional development
OF 17) Develop the ability to search for, evaluate, and critically use scientific, technical, and digital sources — including those in English — to explore topics related to zoology, conservation, and digitization
OF 18) Be able to quickly learn how to use new digital tools and methodologies, even those not directly addressed during the course, demonstrating autonomy and initiative when tackling complex problems or working in diverse professional contexts

Educational objectives

Students may study topics of specific interest in order to acquire greater skills in their field of study. The 12 CFUs of optional courses must be included in the study plan. Students can choose among all the courses on offer at La Sapienza, provided that the selected courses are consistent with the objectives of their main degree course.

Educational objectives

The stage/thesis activity consists in the development of a personal project, under the quidance and guard of a faculty member.
The work will help developng skills related to self-organization, capability to work under guidance and in group, and capability to put in practice what has been learnt during the study course or during the initial period of work in for the stage/thesis.

Educational objectives

The final exam for graduation involves the submission of a report (Final Report) to the Commission, which will award the final degree score.
The content of the document may regard, remaining nonetheless bound to a work / commitment corresponding to 6 CFU, the following aspects: 1) a report with data processing on activities carried out during the internship; 2) a survey / intervention project in the professional field. The work of preparation of the final project will be carried out by the students independently, on the basis of the concepts learned in the courses and during the internship. Candidates must therefore be able, to independently find the bibliographic material and to prepare the final report, following the structure agreed with the supervisor, who will be available for clarifications and supporting indications. Once completed, no later than on the scheduled date for the delivery, the final elaborate will be evaluated independently by the Relator and the Counter-relator.