ENGINEERING FOR NATURAL RISK MANAGEMENT

This teaching unit will provide the students with advanced knowledge and skills on risk assessment, with two specific focuses: (i) seismic risk assessment and mitigation of the built environment, and (ii) multi-hazard risk assessment, considering the impacts generated by multiple and potentially interacting hazards. At the end of the teaching unit, students will be able to: i) apply the concepts and definitions of seismic risk, as well as those related to multi-hazard and multi-risk frameworks; ii) conduct large-scale damage and vulnerability assessments of existing buildings in the post-earthquake emergency phase, and select the best approaches to manage multi-hazard risk; iii) critically evaluate potential seismic risk reduction policies and implement strategies for multi-hazard disaster risk reduction.

Many areas of the world are prone to multiple and potentially interacting natural hazards able to generate significant impacts, specifically in complex anthropized systems.
Disaster risk assessment and management are essential to ensure the sustainability and safety of the built environment and population, especially from an engineering perspective.
The teaching unit will provide the students with advanced knowledge and skills on risk assessment, with two specific focuses: (i) seismic risk assessment and mitigation of the built environment, and (ii) multi-hazard risk assessment, considering the impacts generated by multiple and potentially interacting hazards.

The final mark obtained at the end of the teaching unit will be the average of the marks obtained separately in the two modules in which the teaching is divided. Please refer to the ‘EXAM DESCRIPTION’ session of each module for details about exams modalities.

The final mark obtained at the end of the teaching unit will be the average of the marks obtained separately in the two modules in which the teaching is divided. Please refer to the ‘ASSESSMENT METHODS’ session of each module for details about the assessment criteria applied.

This teaching unit aims to provide students with an in-depth understanding of the fundamental principles of atmospheric circulation that govern weather and climate on Earth. Students will gain the analytical tools necessary to understand the mathematical formulations and parameterizations employed in numerical weather and climate prediction models, and to evaluate the sources of uncertainty inherent in forecasting atmospheric conditions. The teaching unit will also address the impacts of climate change on environmental risk, with particular emphasis on changes in the intensity and frequency of extreme events such as floods, droughts, windstorms, and heatwaves.

The teaching unit explores atmospheric dynamics and the physical processes driving weather and climate. It examines the impacts of climate change at the global and local scale, equipping students with tools to analyze and interpret atmospheric and climate data.

The course assessment relies exclusively on a single oral examination. The interview aims to verify the student's understanding of the course contents through three main questions.
The first question will address a topic chosen directly by the student. Note: The preparation of slides or digital presentations is not required nor allowed for any part of the exam, including the chosen topic.
The subsequent two questions will cover other parts of the syllabus.
During the examination, students may utilize the whiteboard/blackboard to facilitate their exposition (e.g., for diagrams, formulas, or outlines). Each question is graded on a scale of 0 to 10 points, for a maximum final score of 30/30.

The oral exam is designed to assess not only the student's memorization of the course material but also their critical understanding. Specifically, students will be evaluated on their capacity to structure a logical argument, define key concepts precisely, and use the blackboard effectively to illustrate complex points. Active problem-solving skills and the ability to link theoretical concepts to practical examples will be highly valued.
Grading Scale Guidelines:
Excellent (27-30/30): Deep and comprehensive understanding of the topics, excellent analytical skills, precise use of terminology, and fluent exposition.
Good/Satisfactory (22-26/30): Good knowledge of the core concepts, correct understanding, and clear exposition, despite minor gaps or hesitations.
Sufficient (18-21/30): Minimal knowledge of the syllabus, basic understanding of the main topics, and acceptable exposition.
Fail (Below 18): Insufficient knowledge, significant misunderstandings, or inability to address the questions.

Stull R. (2017). Practical Meteorology. https://www.eoas.ubc.ca/books/Practical_Meteorology/
Lecture notes

The objective of this teaching unit is to teach the fundamental aspects of the juridical system (in particular, the Italian one), so that students may attend profitably the second subsequent juridical teaching unit and may also understand the issues that are likely to emerge from other non-juridical teaching units in the M.Sc. program.

The teaching unit illustrates the most important concepts in the juridical field.

The exam will consist in a test of 30 questions: for each question there will be the choice among three answers.

The exam grade will depend on the number of correct answers given by the student (for instance, the exam grade will be 28 if the student will answer correctly to 28 among the 30 questions of the test).

Specific guidelines on the reference bibliography will be provided by the professor at the beginning of the lessons.

The teaching unit will focus on the system of International, European and Italian environmental Laws and Regulations, also from a comparative law perspective, as well as it aims to provide an introduction to some of the key issues of territorial management in those Law and Regulation. First of all, the teaching unit is underpinned by the main principles in environmental matter (such as prevention, precaution, best environmental protection and sustainable development). Secondly the teaching unit deals with the governance of risk (particularly with respect to natural hazard, various kinds of pollution and emerging technologies), providing students with an understanding of how the law seeks to regulate pollution control, conservation of the built and natural environment, and risk assessment and management, in particular through environmental authorisations and public planning policies. Finally, the teaching unit aims to deepen the consequent liabilities and responsibilities, in particular of public powers or technicians, according to Laws and Jurisprudence.

The teaching unit aims at providing participating students with a critical analysis of principles, rules and current trends and concerns of European Union, international and italian environmental law and natural risk management law.

The exam is written and/ or oral, depending on the number of students.

The oral exam consists of at least two questions on the topics covered by the program of the course.
The written exam consist of open-ended questions and/or multiple choices questions on the topics discussed during class.

Studying and reading materials will be suggested at the beginning of the teachin unit.
Relevant material shall be uploaded on Aulaweb. Students are invited to register on Aulaweb as soon as possible.

The module will provide students with: basic concepts on modern Network and Internet technologies; introduction to the architecture and protocols for wireless communication; basic concepts on Radio Cellular Networks , WiFi, Bluetooth and sensor networks technologies. Machine to Machine standards. Laboratory practical and simulative experiences will also be conducted.

In order to deal with various emergencies, disasters and accidents happening in the world and with the strong need of constant monitoring, the use of rapidly deployable, reliable, and efficient, stable communication networks is developing more and more. Remote control and monitoring is based on fundamental parameters such as sense, communication, computing, and control. In this perspective, the knowledge of telecommunication networks is of great importance for the comprehension and design of future systems.

The exam consists of a written test consisting of 4 questions of identical value followed by a brief comment on the writing test.

The written test is aimed at checking the skills of the students
to describe the features of main elements constituting a modern telecommunications network both concerning the infrastructure and the protocols,
to understand technical specifications concerning telecommunication infrastructures for remote control and monitoring,
to design basic elements of protocols acting at data link, network, transport, and application layer
concerning:
technical knowledge,
methodology,
clarity of the description.

• Slides used during the lectures.
• Behrouz A. Forouzan, TCP / IP protocols, Mc-Graw-Hill, 2006.
• Notes issued by the lecturer on specific topics.
• Extracts of international regulations and scientific documentation provided by the lecturer.

The main purpose of the theoretical part of the module is to provide students with basic knowledge on technologies for modern electronic embedded systems, on different types of sensor devices and sensing methods, on embedded electronic sensing systems for Internet of Things (IoT), specifically targeting environmental monitoring applications. The objective is also to enable students to acquire the ability to process basic knowledge and use it in real applications, through practical examples and questions/problems to solve.

The course follows the complete measurement chain:
environmental quantity → sensor → electrical signal → signal conditioning → analog-to-digital conversion → embedded node → distributed monitoring system
The lecture plan is structured as follows::
Introduction to environmental monitoring and electronic measurement chains;
Basic electrical quantities and resistive circuits for sensing;
Capacitors, RC circuits and dynamic response;
Materials for electronic sensing;
Semiconductors and basic solid-state devices;
Environmental sensors: principles and technologies;
Signal conditioning for sensor systems;
Analog-to-digital conversion and digital representation of measurements;
Electronic interfaces and embedded readout for sensors;
Distributed electronic systems and IoT architectures for environmental monitoring.

Written Exam.
If the student wishes to improve the written exam grade, (s)he can request to take the oral exam. However, it's important to note that opting for the oral exam also carries the potential risk of lowering the grade from the written exam.
The opportunity to take the oral exam to improve the written exam grade is limited to a maximum of one attempt.

The oral exam checks the knowledge of the students of the module's content.
The assessment of competences is certified in a progressive fashion:
a group of baseline questions aims to verify the minimal contents required to pass the exam (18-22)
intermediate questions aim to validate the expected average of competence and notions (23-28)
a group of challenging questions highlights the acquisition of original and high-level skills (29-30 e Lode)

The module material is published on Aulaweb.
Textbooks:
Sedra/Smith, Microelectronic Circuits, Oxford University Press Inc, ISBN 9780199339143 ---- ANALOG PART
Digital Circuits And Logic Design DCAP108 ---- DIGITAL PART
Lecture notes

This module is designed to provide the fundamental principles of the dynamic nature of environmental systems, and to provide students with basic conceptual tools for quantitative analysis of change for the most significant environmental problem areas. The module will provide the student with a unique combination of theoretical and conceptual basis for modelling environmental risks and sustainability, and hands-on knowledge on how to approach the modelling of complex environmental systems, often described as a system of systems with natural and anthropogenic interacting components.

This course provides fundamental knowledge in various aspects of environmental engineering, covering the following wide-ranging topics:
Definition of Discrete and Continuous Time Systems:
Introduction to the fundamental concepts and differences between discrete and continuous time systems.
Linear Systems:
Study of linear systems and their applications in environmental engineering.
Water Quality Systems:
Exploration of water quality systems, including principles of water treatment and pollution control.
System Identification:
Techniques for identifying and modeling environmental systems to understand their behavior and dynamics.
Other Examples of Environmental Systems:
Examination of additional examples of environmental systems, such as air quality monitoring and ecological modeling.
Simulation in Matlab and Simulink:
Hands-on experience with simulation techniques using Matlab and Simulink to analyze and model environmental systems.
Throughout the course, emphasis is placed on providing students with the fundamentals of each aspect, enabling them to develop a comprehensive understanding of environmental engineering principles and practices.

Project and interview

Marsili-Libelli, Stefano. Environmental systems analysis with Matlab®. CRC Press, 2018.

The module provides the fundamental skills related to radar remote sensing and electromagnetic techniques for monitoring structures and protecting systems. In particular, knowledge on approaches based on radar concepts, impedance and capacitance tomography, inverse scattering, and microwaves tomography will be provided, with particular reference to civil and environmental applications.

Overview of basic concepts of electromagnetic fields. Introduction to radiation and antennas. Interaction between electromagnetic waves and structures. Radar systems (basic concepts). Radar for remote sensing applications (SLAR and SAR). CW and FMCW radars for monitoring applications. Weather radar. Ground penetrating radar. Electrical tomography.

The exam is oral and consists of multiple questions concerning the lecture topics.

Students will have to show that they have understood the fundamentals concepts and working principles of electromagnetic monitoring and protecting systems.

Lecture notes provided by the teacher.

The aim of the module is to provide the student with basic principles and methods to characterize the nature and magnitude of health risks to humans and ecological risks to organisms and receptors due to chemical contaminants present in the environment, released during disasters or by Human and Industrial Activities.

ENVIRONMENTAL RISK ASSESSMENT OF CHEMICALS 1: METHODS
Practical Environmental Risk Assessment & Environmental Forensics
Environmental Crime: Definitions; Hazards and Risks - how a Hazard becomes a Risk.; Classification of the sources - natural release, controlled release during operation, continuous / discontinuous release during start-up, accident; Difference between known or unknown sources.
Investigation Scenarios: Scheme to design investigations; Procedure to define possible scenarios; How to organize investigations; Analysis of different pollution scenarios.
Evidence Collection Strategies: How and where to collect samples; Blank sample and monitoring approaches, Chemical analysis and legislation; How to write a report.
Theoretical Environmental Risk Assessment & Environmental Forensics
Assessment of Contamination: Definitions of Environmental Risk Assessment (EnvRA) , Human Health Risk Assessment (HHRA) and Ecological Risk Assessment (ERA); The main four steps of EnvRA; Different approaches between EPA and EU; Definitions of sources, receptors, pathways, effects.
Risk Assessment: Multi-tiered approaches; Definition of Reference Dose and Slope factor; Definitions and differences between Hazard Index (HI), Hazard Quotient (HQ), Cancer Risk (CR); Exposition Routes; Receptors; Pathways; Methods for computing HI, HQ, PNEC; EC50 and LC50.
Pollution Source Identification: Tier I,II,III,IV level for known sources; deterministic inverse problems, Principal Component Analysis (PCA), Neural Networks (NN) for unknown sources.
ENVIRONMENTAL RISK ASSESSMENT OF CHEMICALS 2: MODELS
Mathematical models for the study of fate and transport of reacting chemical pollutants in Groundwater, Soil, and Air
Mathematical models for the study of diffusion of chemicals in packages, food, skin, organs.
ENVIRONMENTAL RISK ASSESSMENT OF CHEMICALS 3: PROJECT DEVELOPMENT
application of methods (theory, part N.1) and models (theory, part N.2) to a case study. The case study can be solved using any programming language (Matlab, Simulink, Python)

Written test (multiple choice questions), written exercise (project carried out in group, on a field experience or Environmental Risk Assessment study).

Written test: questions about theory and definitions.
It is used to evaluate the ability of the student to discriminate between models to evaluate the transport and fate of pollutants in different environmental matrices, to correctly define source/ pathway/receptor models and to correctly choose among different methods for assessing risk at different level.
Written exercise: a real problem about risk assessment of chemicals (field campaigns or data acquired by public authority) is posed and must be solved in team.
It is used to evaluate the ability of the students to design experimental campaigns and discuss investigation strategies, to obtain information from them and to assess risk due to chemicals.

Course handouts and slides supplied by the teacher (full bibliography is also contained)
INTERPOL - Pollution Crime Forensic Investigation Manual – vol. 1, 2014
INTERPOL - Pollution Crime Forensic Investigation Manual – vol. 2, 2014

The objective of the teaching unit is to provide the students with basic knowledge about seismic and landslide risk. More details can be found in the relevant sheet of each module.

The teaching unit consists of two modules; namely, seismic hazard and risk and landslide hazards. Interested students may refer to the relevant sheet of each module for detailed information.

Interested students may refer to the relevant sheet of each module for detailed information on the exam.

Interested students may refer to the relevant sheet of each module for detailed information on the assessment methods.
The final grade will result from the arithmetic average of the marks of the two modules.

The aim of the teaching unit is to introduce the student to the basic concepts and techniques for flood hazard mapping. These include: - the basics of flood hazard mapping: common terminology, indicators of hazard magnitude, basics of mapping techniques - elements of the statistical analysis of the hydrological extremes (river discharge and rainfall). Source of data and common statistical techniques to derive rainfall and river flow quantiles - elements of hydrological models: common simple rainfall-runoff and flow routing models. - flood hazard mapping: empirical, physically based and geomorphological models At the end of the teaching unit the student is expected to be able to - understand the meaning of flood hazard magnitude and interpret flood hazard maps - retrieve and manipulate series of hydrological extremes and apply basic statistics deriving rainfall and flood quantiles - apply simple hydrological modelling to the result of the statistical analysis of extremes - draw a flood hazard map for a small river basin using geomorphological methods.

The teaching unit aims to provide the student with the necessary knowledge for mapping flood and flash flood hazards. The satellite-based flood observation techniques to support the emergency phases will also be mentioned.
The objectives are achieved through lectures, practical exercises and seminars.

The exam consists of an oral, during which the student will have to critically illustrate the exercises carried out during the course and answer specific questions on the theoretical part of the program not included in the topics of the exercises

Four reports on applications of flood hazard mapping steps are planned . The exercises, delivered in form of report or presentation, will be presented and discussed in depth during the final exam. The second part of the exam will be dedicated to some theoretical questions about the program
60% of the summative assessment of the course is based on the presentation of the reports. 40% of the assessment is based on the outcome of the oral questions.

Texts and essential bibliography consist of the module slides and documents that will be presented by the teacher and made available via aulaweb. The list of documents can be integrated from year to year according to research and technological developments. Below is a basic list
Disasters in numbers (last):
https://www.emdat.be/categories/adsr/
Databases of meteo-hydrological observations:
· Global Runoff Data Centre(discharge)
https://grdc.bafg.de/data/data_portal/
· NCDC Climate data online:
https://www.ncdc.noaa.gov/cdo-web/datasets
· IMERG/GPM - TRMM data (rainfall from satellite):
https://gpm.nasa.gov/data/directory/
Global assessment report 2022
https://www.undrr.org/gar2022-our-world-risk-gar
QGis Tutorials:
https://www.qgistutorials.com/en/

The module will cover three main areas: marine and coastal hydraulic engineering, modeling for simulation of coastal pollution phenomena, and general criteria for monitoring marine ecosystems. In general, the following topics will be covered: wave prediction and their action on coasts, numerical models for simulation and prediction, analysis of the formation of coastal currents and their action on coasts, numerical models for the transport of passive and chemically active substances in the coastal environment. The objective of the module is to enable learners to deal with these topics competently in the world of work, considering the various employment outlets provided as a course of study.

Sea waves
Mechanics of wave motions. Wave and water level prediction. Effect of sea waves along the shoreline, numerical model to forecast the action of sea wave motion along the shoreline. Interaction of river mouths and the morphology of the shoreline. The numerical model to evaluate the shoreline currents and their effects on the shoreline and its morphology.
Sea pollution
Numerical and physical model to evaluate the dispersion of pollution on the surface and in the sea, with particular attention to the pollution from negative components for the coastal environment (plants and animals’ life in the sea).
Monitoring of maritime ecosystem
Model to evaluate the spread of pollution from natural and human stress on the sea. Model to analyze the effects on short and long time of the artificial structures on the maritime ecosystem.
The international laws on maritime area
The maritime laws in Europe and in United States will be analysed to evaluate the difference and the limits.

The final exam is oral, during the lesson the students compile different technical relations that will be evaluated during the period of lesson.
The student must demonstrate capacity of synthesis and knowledge of the different argument treated during the course
Students with valid certifications for Specific Learning Disorders (SLDs), disabilities or other educational needs are invited to contact the teacher and the School's contact person for disability at the beginning of teaching to agree on possible teaching arrangements that, while respecting the teaching objectives, take into account individual learning patterns.

The student must demonstrate capacity of synthesis and knowledge of the different arguments treated during the module

Coastal Engineering Manual USArmy
Shoreline Management Guidelines, 2017
PAINC report 121, 2014
For the students with learnig disorders (in italian DSA) it is possible to utilize specific modalities and supports that will be defined case-by-case in agreement with the delegate of the enginnering courses in the Committe for the Inclusion of Students with disabilites.

The objective of the internship is to allow the student to apply, in an enterprise, institutional, laboratory, or scientific framework, the methodological knowledge and expertise obtained within the master studies.

The traineeship (or "stage") is a period of orientation and training, carried out in a work context, public or private, to facilitate your entry into the world of work. More details can be found in the website of the M.Sc. program: https://corsi.unige.it/en/corsi/10553/students-internship

See the website of the M.Sc. program: https://corsi.unige.it/en/corsi/10553/students-internship

See the website of the M.Sc. program: https://corsi.unige.it/en/corsi/10553/students-internship

To be discussed with the internship supervisors on a case-by-case basis.

L’insegnamento si propone di fornire agli studenti internazionali l’opportunità di acquisire una conoscenza di base dell'italiano parlato e scritto.

L’insegnamento è rivolto a studenti internazionali e mira a sviluppare competenze linguistiche e comunicative di livello elementare (livello A del QCER). Il percorso introduce e consolida il lessico e le principali strutture morfosintattiche di base, sempre in relazione al loro uso comunicativo, per favorire una progressiva capacità di interagire in italiano in contesti personali, sociali e universitari.

Dopo le prime 15 ore di insegnamento è prevista una breve prova scritta in itinere, con funzione esclusivamente formativa e di monitoraggio della progressione degli studenti. La prova non concorre alla valutazione finale.
L’accesso alla verifica finale è subordinato allo svolgimento di cinque brevi produzioni scritte individuali, realizzate durante l’insegnamento a partire da tracce e domande guida fornite dalla docente e successivamente corrette dalla docente.
La verifica finale si svolge in lingua italiana, con modalità adeguate al livello linguistico di riferimento, e comprende:
una breve prova scritta sui principali contenuti linguistici e morfosintattici affrontati durante l’insegnamento, composta da esercizi di tipologia analoga a quelli svolti durante le lezioni e nel lavoro autonomo (ad es. scelta multipla e completamento);
una breve prova orale interattiva, consistente nella simulazione di un semplice colloquio conoscitivo su argomenti relativi al dominio personale;
la presentazione orale del proprio project work di circa 10 slide sul paese di origine, elaborato progressivamente durante l’insegnamento con il supporto della docente e realizzato prevalentemente in lingua italiana.

La prova scritta permetterà di verificare l’acquisizione delle principali strutture morfosintattiche affrontate durante l’insegnamento e la capacità di utilizzare il lessico previsto dal livello in semplici contesti comunicativi, tenendo conto della relazione tra forme linguistiche, funzioni comunicative e appropriatezza sociopragmatica.
La prova orale interattiva permetterà di verificare la capacità dello studente di comprendere semplici domande, fornire informazioni personali e partecipare a una breve interazione in italiano su argomenti familiari o di interesse personale. Saranno considerate l’efficacia comunicativa, la comprensibilità, la proprietà lessicale e la capacità di gestire una semplice interazione, compatibilmente con il livello linguistico atteso.
La presentazione del project work permetterà allo studente di reimpiegare in una produzione personale il lessico e le strutture linguistiche appresi e di sperimentare una prima e semplice esposizione orale in italiano, anche in relazione al proprio percorso accademico. La presentazione, realizzata in forma fortemente guidata con il supporto della docente e almeno per il 70% in lingua italiana, sarà valutata principalmente sulla base dell’impegno nella realizzazione del lavoro, della chiarezza e della comprensibilità dell’esposizione, in relazione al livello linguistico atteso.

I materiali didattici forniti dalla docente (slide, schede, esercizi, testi e materiali audio/audiovisivi), resi disponibili tramite AulaWeb, costituiscono il materiale di riferimento dell’insegnamento e il loro studio è obbligatorio.
Per lo studio individuale, il consolidamento e l’approfondimento sono inoltre consigliati, ma non obbligatori, i seguenti testi:
Quercioli, F.; Tossani, G., in alto! A1, Ornimi Editions, ISBN 978-618-84586-2-8.
Falcone, G.; Zogopoulou, T., Perfetto! 1. Esercizi di grammatica italiana. Livello A1-A2, Ornimi Editions, ISBN 978-618-84586-7-3.
Gli studenti che desiderano svolgere attività individuali di consolidamento o approfondimento potranno rivolgersi alla docente, anche su appuntamento, per ricevere indicazioni sulle attività e sugli esercizi più adeguati al proprio livello, alla progressione e alle specifiche esigenze di apprendimento.

The main purpose of the module is to provide the fundamental concepts about landslide classification, investigation, mapping and monitoring and on the basic approaches to assess slope stability and landslide susceptibility at different spatial scales. Students will acquire theoretical and practical skills to apply in the framework of landslide risk mitigation.

The module will consist of 40 hours of lessons dealing with landslide phenomena and related hazard. The aim is to provide basic skills concerning landslide classification, investigation, mapping, monitoring, slope stability assessment along with the basic approaches to landslide susceptibility zoning at different spatial scales

The examination consists of an oral assessment based on three main questions covering the topics addressed during the module.

Details on the examination requirements and the expected level of knowledge for each topic will be provided during the lectures.
The oral examination is aimed at assessing the student's ability to address basic issues related to landslide identification and characterization, slope stability analysis, landslide susceptibility assessment, and landslide risk mitigation. The student's ability to present concepts clearly using appropriate technical terminology, as well as their capacity for critical reasoning, will also be evaluated.

• Learning material provided during the class and available on AulaWeb.
• Supplementary learning material made available on AulaWeb.
• Lu N., Godt J. W. (2013) - Hillslope hydrology and stability. Cambridge University Press.
• Clague J.J, Stead D. (2012) - Landslides - Types, Mechanisms and Modeling. Cambridge University Press.
• Cruden, D. M. (1993) - The multilingual landslide glossary. The International Geotechnical Societies UNESCO Working Party for World Landslide Inventory, 5.
• Highland, L., & Bobrowsky, P. T. (2008) - The landslide handbook: a guide to understanding landslides (p. 129). Reston: US Geological Survey.
• Hungr, O., Leroueil, S., & Picarelli, L. (2014) - The Varnes classification of landslide types, an update. Landslides, 11(2), 167-194.
• Settles, E., Göttle, A., & Von Poschinger, A. (2008) - Slope monitoring methods-a state of the art report. ClimChalp Interreg III B Alpine Space -Work package, 6.
  Students with valid certifications for Specific Learning Disorders (SLDs), disabilities or other educational needs are invited to contact the teacher for supplementary learning material.

The aim of the module is to introduce the student to the concept of risk management and provide basic tools to draw risk maps starting from any hazard map.

Risk definition and disaster paradigms: introduction to the basic concepts, evolution of the disaster paradigms, classification of risks, phases of risk assessment, creation and analysis of a country risk profile.
Exposure characterization: assessment and mapping of exposed elements at different scales.
Vulnerability characterization: assessment and mapping of vulnerability at different scales, physical vulnerability assessment and development of damage curves, introduction to social vulnerability.
Disaster Risk and Emergency Management: the risk management cycle, real-time and deferred-time concepts, early warning systems.
Risk Assessment and Risk Metrics: methodological approaches to probabilistic risk assessment, introduction to the main risk metrics. Practical exercises on risk mapping.
Country risk profiles and Disaster Risk Reduction Strategies: real case studies of country risk profiles and impacts on planning for disaster risk reduction.
The programme foresees the assignment of exercises on specific case studies which must be presented for the exam.
The programme contributes to the achievement of the SDGs #1, #4, #9, #11 and #13 of the UN 2030 agenda

The exam consists of an oral, during which the student will have to critically illustrate and discuss with the teacher(s) the exercises carried out during the module and answer specific questions on the theoretical part of the program not included in the topics of the exercises.

The oral exam includes the discussion of one of the three reports done during the module. The first report concerns the drafting of a country risk profile, the second the risk mapping at the building scale and the third the large-scale risk mapping with semi-quantitative methods.
The second part of the exam will be dedicated to some theoretical questions about the program
60% of the summative assessment of the module is based on the presentation of the reports. 40% of the assessment is based on the outcome of the oral questions.

Texts and essential bibliography consist of the module slides and documents that will be made available during the module via aulaweb.
Texts and essential bibliography consist of the module slides and documents that will be presented by the teacher and made available via aulaweb. The list of documents can be integrated from year to year according to research and technological developments. Below is a basic list
Disasters in numbers (last):
https://www.emdat.be/categories/adsr/
Global assessment report 2022
https://www.undrr.org/gar2022-our-world-risk-gar
QGis Tutorials:
https://www.qgistutorials.com/en/

The aim of this module is to provide fundamentals of multi-hazard and multi-risk modelling. At the end of the module the student will be able to apply multi-hazard and multi-risk concepts and definitions and describe the available approaches for qualitative and quantitative multi-hazard risk modelling. Furthermore, the student will be able to select the best approaches to manage multi-hazard risk and implement multi-hazard disaster risk reduction (DRR) strategies. The knowledge of risk assessment and management approaches that consider multiple hazards and their potential interactions will help the student to better understand and capture the real risk that many areas of the world are prone to, allowing to implement more successful DRR measures.

The module will introduce students to multi(-hazard)-risk, a cutting-edge topic in the field of natural hazard disaster risk studies. It focuses on qualitative and quantitative multi-hazard and multi-risk modelling approaches, and how their outcomes can be used in analysing and managing multi-hazard risk conditions. Multi-hazard and multi-risk concepts, definitions, and approaches will be introduced and discussed using available literature and expert seminars as support.
First part – Multi-hazard interactions
In the first part of the course, the different interaction mechanisms between hazards - including triggering, influence, and coincidence - will be analysed, exploring available modelling approaches, and introducing the concept of multiple event probabilities.
Second part – Multi-hazard impact and risk assessment
In the second part, multi-vulnerability, multi-hazard exposure, and multi-hazard damage assessment will be investigated, considering also changes in multi-hazard risk due to climate change, land-use change, and population changes.
Third part – Multi-hazard Disaster Risk Management
In the final part, multi-hazard approaches in the different phases of the disaster risk management cycle (preparedness, emergency, recovery) will be explored and multi-hazard disaster risk reduction measures able to successfully reduce the impacts of disasters across different hazards will be investigated, including the analysis of potential asynergies among hazards.
This course contributes to the achievement of the following Sustainable Development Goals of the UN 2030 Agenda: Objectives no. 10 - REDUCE INEQUALITIES, 11 - SUSTAINABLE CITIES AND COMMUNITIES, 13 - CLIMATE ACTION.

Written exam with both close-ended and open-ended questions covering the topics of the whole program (including lectures and seminars).
Students who have valid certification of physical or learning disabilities on file with the University and who wish to discuss possible accommodations or other circumstances regarding lectures, coursework and exams, should speak both with the instructor and with Prof. Federico Scarpa ([email protected]), the disability liaison for the Engineering study programs.

The assessment will concern:

• the capacity to express the program contents with clarity and precision of terminology
• the capacity to link the theoretical topics discussed in the program with examples and real cases

Digital course material: Slides of the lecturers (Required)
Seminar presentations (Required)
Research papers and technical reports (Optional)
All the material will be provided at the end of each class on AulaWeb

The objective of the teaching unit is to provide students with the fundamental knowledge required to apply the main near-surface geophysical methods to subsurface characterization and monitoring, with specific reference to the assessment of natural and environmental hazards.
The teaching unit will cover the physical principles underlying electrical, electromagnetic, gravimetric and magnetic methods, together with criteria for survey design, quality control, data inversion and interpretation. Particular attention will be devoted to the integrated use of geophysical techniques in contexts such as soil and groundwater contamination, landfills, landslides, subsidence, volcanic and hydrothermal systems, and coastal hazards.
By the end of the teaching unit, students will be able to select the most appropriate methodologies for a given applied problem, evaluate their limitations and potential, and interpret the results in support of hazard assessment and risk mitigation.

The teaching unit introduces the principles and applications of the main near-surface geophysical methods for subsurface characterization and monitoring in natural and environmental hazard contexts. The teaching unit focuses on the integrated use of electrical, electromagnetic, gravimetric, magnetic and radar methods to address problems such as soil and groundwater contamination, landfills, slope instability, subsidence, seepage in earth structures, volcanic and hydrothermal systems, saltwater intrusion and coastal hazards.
Particular attention will be devoted to the link between subsurface physical properties and geophysical observables, survey design, data quality control, the principles of inversion and interpretation, and the development of conceptual models useful for hazard assessment and risk mitigation. The teaching unit adopts an applied and multidisciplinary approach, integrating geophysical, geological, hydrogeological and environmental aspects.

The examination consists of an individual written test, including open-ended questions and the solution of applied problems. The test is designed to assess students’ understanding of the physical principles of the main near-surface geophysical methods, their ability to select the most appropriate techniques according to the applied problem, and their ability to critically interpret geophysical results and scenarios in natural and environmental hazard contexts.
The written test may include:
theoretical questions on the principles of electrical, electromagnetic, gravimetric, magnetic and GPR methods;
questions on geophysical survey design and data quality control;
exercises or applied problems concerning method selection, evaluation of interpretative limitations and integration of multiple techniques;
qualitative or semi-quantitative interpretation of diagrams, sections, maps or geophysical results;
discussion of case studies related to contamination, landfills, landslides, subsidence, earth structures, coastal hazards and volcanic-hydrothermal systems.

Learning will be assessed through evaluation of the written test. The test will verify the achievement of the expected learning outcomes, with particular reference to:
knowledge of the physical principles and subsurface properties that control the geophysical response;
understanding of the potential, limitations and interpretative ambiguities of the different near-surface methods;
ability to design a survey strategy consistent with the objectives, scale of the problem, geological setting and logistical constraints;
ability to apply geophysical methods to natural, environmental and infrastructural hazard problems;
ability to interpret geophysical results and integrate them with geological, hydrogeological and environmental information;
clarity, rigor and correctness in written presentation.
The assessment will take into account the correctness of the answers, the ability to connect theoretical and applied aspects, the quality of technical reasoning, awareness of the limitations of methods and interpretative models, appropriate use of technical language, and correct use of discipline-specific terminology. The degree of detail required for each topic will be provided during lessons.

Teaching notes provided by the lecturer.
Additional references:
Milsom, J., Eriksen, A. (2011). Field Geophysics. 4th Edition. Wiley. 283 pp.
Reynolds, J. (2011). An Introduction to Applied and Environmental Geophysics. 2nd Edition. Wiley-Blackwell.

This module is designed to provide the fundamental principles of the dynamic nature of environmental systems, and to provide students with basic conceptual tools for quantitative analysis of change for the most significant environmental problem areas. The module will provide the student with a unique combination of theoretical and conceptual basis for modelling environmental risks and sustainability, and hands-on knowledge on how to approach the modelling of complex environmental systems, often described as a system of systems with natural and anthropogenic interacting components.

This course provides fundamental knowledge in various aspects of environmental engineering, covering the following wide-ranging topics:
Definition of Discrete and Continuous Time Systems:
Introduction to the fundamental concepts and differences between discrete and continuous time systems.
Linear Systems:
Study of linear systems and their applications in environmental engineering.
Water Quality Systems:
Exploration of water quality systems, including principles of water treatment and pollution control.
System Identification:
Techniques for identifying and modeling environmental systems to understand their behavior and dynamics.
Other Examples of Environmental Systems:
Examination of additional examples of environmental systems, such as air quality monitoring and ecological modeling.
Simulation in Matlab and Simulink:
Hands-on experience with simulation techniques using Matlab and Simulink to analyze and model environmental systems.
Throughout the course, emphasis is placed on providing students with the fundamentals of each aspect, enabling them to develop a comprehensive understanding of environmental engineering principles and practices.

Project and interview

Marsili-Libelli, Stefano. Environmental systems analysis with Matlab®. CRC Press, 2018.

The module introduces the key concepts related to stochastic modeling in the framework of disaster risk prevention and assessment. Basic knowledge will be provided about probability theory, random variables, stochastic processes, and Bayesian decision theory. Examples of applications to problems of data modeling and analysis associated with risk applications will be discussed.

The class aims at providing the basic knowledge concerning probability and it rules, discrete and continuous random variables (r.v.’s), and stochastic processes. The class contents are organized along these lines, addressing first probability basics, combinatorial analysis, discrete r.v.’s, continuous r.v.’s. (both along with the definition of 1st and 2nd moments and with examples of the main statistical distributions and probability density functions), multiple r.v.’s and their joint distribution, relevant inequalities and the Central Limit Theorem and, finally, the basics of Random Processes (stationarity, correlation and covariance functions).

The examination consists of a mandatory written test covering all topics included in the syllabus. The written test requires students to solve problems and exercises related to probability theory, random variables, probability distributions, and the basic properties of random processes. The purpose of the written examination is to assess the student's ability to apply the theoretical concepts and analytical methods presented during the course.
Students who successfully pass the written examination may optionally take an oral examination. During the oral examination, students may be asked to discuss the theoretical foundations underlying the solutions provided in the written test and to explain key concepts and methods covered in the course.
The oral examination allows students to demonstrate a deeper understanding of the course topics and may lead to either an increase or a decrease of the final grade, depending on the level of knowledge, understanding, and reasoning skills demonstrated during the discussion. The final grade is determined after the completion of the examination process.

The written examination is intended to assess the student's achievement of the module's learning outcomes through the solution of problems and exercises covering the topics included in the syllabus. Students are expected to demonstrate their ability to apply probability rules, analyze discrete and continuous random variables, compute statistical descriptors, evaluate joint distributions, and solve elementary problems involving random processes.
Particular attention is given to the correctness of the mathematical procedures adopted, the ability to select and apply appropriate probabilistic methods, and the accuracy of the results obtained.
The optional oral examination is intended to further assess the student's understanding of the theoretical concepts underlying the methods used in the written examination. Students may be asked to explain definitions, properties, assumptions, and results related to probability theory, random variables, and random processes, as well as discuss the reasoning used to solve specific problems.
Particular attention is given to the clarity of exposition, the use of appropriate mathematical terminology, and the ability to establish connections among the different topics covered in the course.
Students with learning disorders ("disturbi specifici di apprendimento", DSA) will be allowed to use specific modalities and supports that will be determined on a case-by-case basis in agreement with the delegate of the Engineering courses in the Committee for the Inclusion of Students with Disabilities.

Course material available on AulaWeb (https://www.aulaweb.unige.it), including lecture slides and additional teaching resources, is sufficient for preparing for the examination.
Suggested textbook for further study:

• Dimitri P. Bertsekas and John Tsitsiklis, Introduction to Probability, 2nd Ed., Athena Scientific,

The objective of this module is to provide the student with the key concepts related to information extraction from remote sensing images in the framework of disaster risk prevention and assessment. Basic knowledge will be provided about remote sensing image acquisition through passive sensors; land cover mapping and bio/geophysical parameter retrieval in the application to risk prevention; change detection in the application to damage assessment; and data representation in a geographic information system.

Basic notions and terminology about sensors, platforms, and space orbits for Earth observation
Remote sensing image acquisition through passive sensors
Land cover mapping through remote sensing image classification
Detection of changes through multitemporal remote sensing image analysis
Bio/geophysical parameter estimation through regression from remote sensing data
GIS tools for data and thematic product representation

Mandatory written examination about the topics in the syllabus of the module, with maximum admissible mark equal to 24/30. If a student obtains a sufficient mark in this written exam, then he/she can also optionally take an additional oral examination with maximum admissible mark equal to 30/30 with honors.

Within the mandatory written examination, the student's knowledge of the main concepts discussed in the module shall be evaluated. Within the optional oral examination, the student's capability to address simple problems of remote sensing, in applications to natural disaster management, and his/her capacity to critically discuss the related methodological bases shall be assessed.

Class slides will be provided to the students through AulaWeb.
Richards J. A., Remote sensing digital image analysis, Springer, 2022
Bishop C., Pattern recognition and machine learning, Springer, 2006
Campbell J. B. and Wynne R. H., Introduction to remote sensing, Guilford Press, 2011
Hastie T., Tibshirani R., and Friedman J., The elements of statistical learning, Springer, 2008
Hastie T., Tibshirani R., and Friedman J., Gli elementi dell'apprendimento statistico, Piccin, 2025
Long D. and Ulaby F. T., Microwave radar and radiometric remote sensing, Artech House, 2015
Manolakis D. G., Lockwood R. B., and Cooley T. W., Hyperspectral imaging remote sensing, Cambridge University Press, 2016
Moser G., Analisi di immagini telerilevate per osservazione della Terra, ECIG, 2007
Moser G. and Zerubia J. (eds.), Mathematical models for remote sensing image processing, Springer, 2018
Sonka M., Hlavac V., Boyle R., Image processing, analysis, and machine vision, Cengage Learning, 2015

This teaching unit introduces the key concepts related to remote sensing and electromagnetic techniques for monitoring structures, protecting systems, and contributing to disaster risk prevention and assessment. With particular reference to civil, environmental, and disaster management applications, basic knowledge will be provided to the students about: radar concepts, remote sensing image acquisition, impedance and capacitance tomography, inverse scattering, microwave tomography, land cover mapping, bio/geophysical parameter retrieval, change detection, and data representation in a geographic information system.

The teaching unit introduces the key concepts related to active and passive remote sensing, electromagnetic techniques for monitoring structures and protecting systems, and information extraction from remote sensing images in the framework of disaster risk prevention and assessment.

Interested students may refer to the relevant sheet of each module for detailed information on the exam.

Interested students may refer to the relevant sheet of each module for detailed information on the assessment methods. The final grade will result from the arithmetic average of the marks of the two modules.

The teaching unit foresees a first module providing the students with the general knowledge to assess disaster risk with different approaches. The second module provides the students with the methodologies of human health risk assessment and ecological risk assessment of chemicals.

The teaching unit foresees a first module providing the students with the general knowledge to assess disaster risk with different approaches. The second module provides the students with the methodologies of human health risk assessment and ecological risk assessment of chemicals.

Module 1: Oral exam
Module 2: written exam

The final grade will result from the arithmetic average of the marks of the two modules.

The teaching unit aims at exploring how individuals perceive, assess, and communicate risks in various contexts concerning environmental hazards. Through interdisciplinary perspectives from psychology, sociology, communication studies, and risk analysis, students delve into the cognitive, emotional, and social factors influencing risk perception. The teaching unit also examines strategies for effective risk communication, including message framing, visual aids, and the role of media and technology. By critically analyzing case studies and current research, students develop a nuanced understanding of how risk perception shapes public attitudes, policies, and behaviors.

People’s behaviour in relation to a risk depends on many factors: cognitive, emotional, social, political, and cultural. Risk communication faces the challenging goal to tackle as many factors as possible, in order to foster a proper perception of risks and, consequently, safe behaviors. This loop between perception and communication must be monitored. This class will address these issues, in order to provide the tools to promote resilience and safety of a community.

Exam for students attending the class (at least 70% of the in person lessons and virtual classrooms, i.e. more than 13 hours)
The exam is structured in two steps:
1. presentation of a research paper chosen among those posted on the Aulaweb page of the class. The assignment is a powerpoint presentation where you provide a detailed description of the paper. After each presentation, all the other students must ask at least one question to the presenter.
2. written exam with open-ended questions about the main topics of the module
Exam for students not attending the class (less than 70% of the in person lessons and virtual classrooms, i.e. less than 13 hours)
Written exam with open-ended questions about the main topics of the module

For students attending the class, the assessment will concern:

• capacity to synthetise the main topics of the chosen paper
• capacity to express the contents with clarity and precision of terminology
• capacity to link the presentation to the topics discussed in the program
• correctness and completeness of answers in the written test
  For students not attending the class, the assessment will concern:

The following reading material is compulsory for the preparation for the exam. The slides and videos alone are not enough for a proper preparation.

• slides and videos on aulaweb
• Pamela (Ferrante) Walaski (2011). Risk and Crisis Communications: Methods and Messages, New York, Wiley.
• David Ropeik (2010). How Risky Is It, Really? Why Our Fears Don't Always Match the Facts. McGraw-Hill

The teaching unit is composed of two modules that provide students with a comprehensive overview of various Earth surface dynamics. The first module addresses the impacts of disasters on coastal environments, with a focus on hydraulic, maritime and coastal engineering, analysis of the phenomenons of marine pollution, and marine ecosystem monitoring. The second module is dedicated to wildfire hazards. It covers wildfire as an Earth system process, the quantification of wildfire danger, hazard and risk, and the simulation of wildfire scenarios. According to the 2005 Flood Directive, the area to be analysed for landslides, river and coastal erosion extends from the edge of the water catchment area to the closure depth of the coastal zone at sea. This indicates that, from an environmental engineering perspective, all Earth surface processes are interconnected — from the proper management of wildfires (which can trigger soil erosion, increase surface runoff, and elevate the likelihood of debris flows and landslides) to the overall condition of the coastline. For the coastal area the sediment transport from the hydraulic network is one of the sources of the evolution of the coastal line (erosion and deposit).

The teaching unit is composed of two modules that provide students with a comprehensive overview of various Earth surface dynamics. The first addresses the impacts of disasters on coastal environments, with a focus on hydraulic, maritime and coastal engineering, analysis of the phenomenon of marine pollution and monitoring. The second is dedicated to wildfire hazards. It covers wildfire as an Earth system process, the quantification of wildfire danger, hazard and risk, and the simulation of wildfire scenarios. According to the 2005 Flood Directive, the area to be analysed for landslides, river and coastal erosion extends from the edge of the water catchment area to the closure depth on the sea. This indicates that, from an environmental engineering perspective, all Earth surface processes are interconnected — from the proper management of wildfires (which can trigger soil erosion, increase surface runoff, and elevate the likelihood of debris flows and landslides) to the overall condition of the coastline. For the coastal area the sediment transport from the hydraulic network is one of the sources of the evolution of the coastal line (erosion and deposit).

See the specific indications of the two modules of the teaching unit.

The lessons of both modules of the teaching unit will be performed using power point presentations. The material showed during each lesson will be uploadead also in the “AulaWEB “of the course, and eventually on dedicated MS TEAMS groups.
During the two modules different moments will be introduced to evaluate the comprehension using Wooclap test or similar procedure.
It will be requested to produce some technical relations that will be discussed in the classroom to increase the communication and critical skills of the students.

The module is designed to provide the fundamental principles of seismic hazard and risk. Basic concepts of seismology and seismometry will be discussed before focusing on deterministic and probabilistic seismic hazard analysis. Subsequently, methods for ground response analysis will be presented in order to provide general knowlegde on site effects (e.g., ground motion amplification, seismic slope stability, soil liquefaction). Finally, the basics of seismic microzonation and building codes will be discussed.

The module will consist of 45 hours of lessons dealing with topics related to seismic risk. The aim is to provide basic skills of seismic hazard, local seismic response, seismic microzonation, seismic monitoring, and post-earthquake emergency management.

The final exam consists of an oral test (3 questions on topics covered during the lessons). The exam is passed if the student has obtained a grade greater than or equal to 18. A question will be discounted if the student passes a mid-season exam focusing on topics related to basics of seismology.

The exam will focus on the topics covered during the lessons and will aim to assess the achievement of the appropriate level of knowledge. The ability to present the topics clearly and with correct terminology will also be evaluated. The degree of detail required for each topic will be provided during lessons.

Teaching material will be provided during the lessons (all lectures will be stored on Aulaweb)
S.L. Kramer, Geotechnical Earthquake Engineering, Prentice Hall.

This module aims to provide the fundamentals of seismic risk assessment, emergency management, and mitigation policies of the built environment, with particular emphasis on buildings. At the end of the module, the student will learn the concepts of seismic risk, focusing on their components (hazard, exposure, vulnerability, and resilience). Furthermore, the student will be able to discuss critically possible seismic risk reduction policies and finally acquire the tools to manage large-scale damage and vulnerability surveys of existing buildings in the post-earthquake emergency phase.

1. Risk on the built environment
Introduction to natural disasters and risk elements (hazard, exposure, and vulnerability); Resilience concept and its interdisciplinary applications
2. Seismic Hazard (recall of the basics concepts)
Earthquakes origin, mechanics, and effects (basics of seismology)
Hazard as risk element: deterministic vs probabilistic hazard analysis
3. Exposure information
Introduction to the people, property, other assets, or systems exposed to seismic hazards
4. Dynamic response of structural systems and seismic action (recall to the basics concepts)
Introduction to the basic concepts of structural dynamics by means of an elementary mathematical model: the SDOF system
5. Vulnerability to earthquakes, part I: seismic response of reinforced concrete (RC) structures
Brief recall of the material behaviour
Introduction to the concepts of structural typologies, morphology, and structural ductility
Focus on structural deficiencies and collapse mechanisms exhibited by existing RC buildings after past earthquakes
6. Vulnerability to earthquakes, part I: seismic response of masonry structures
Vulnerability factors for masonry structures
Seismic response of ordinary masonry buildings (1st mode and 2nd mode mechanisms)
Seismic response of monumental structures (e.g. churches)
7. Vulnerability to earthquakes, part II: fragility curves
Analysis of the different approaches for the derivation of fragility curves: empirical, expert elicitation, numerical and hybrid methods; critical aspects in the derivation; treatment of uncertainties; practical example on the definition of numerical fragility curves
8. Seismic risk reduction policies in the three phases of risk management: pre-event, emergency state, and post-event
Presentation of the three phases of risk management and overview of the different possible risk reduction policies: 1) pre-event (Mitigation efforts and Preparedness – education, emergency management planning); 2) response (Emergency state); 3) post-event (Recovery)
9. Post-earthquake damage survey
Description of the survey forms at present used by the Civil Protection to evaluate post-earthquake damage and vulnerability at national level for residential and monumental buildings
Practical examples: post-earthquake damage survey applied to some case studies hit by the last Italian earthquakes in order to evaluate the damage and vulnerability indexes
This module contributes to the achievement of the following Sustainable Development Goals of the UN 2030 Agenda: Objective n. 11 - Città e comunità sostenibili

For students attending the classes in person (at least 12 hours of theoretical classes plus the practical exercise): Oral exam consisting of the discussion of a PowerPoint presentation carried out by the student, related to the practical exercises developed during the module plus questions about the topics discussed.
For students NOT attending the classes in person: Test with open-ended questions dealing with the topics of the whole program discussed during the module.

For students attending the classes in person, the assessment will concern:
capacity to synthesize and critically discuss in the presentation the applied procedure and the results obtained from the practical exercises
capacity to express the contents with clarity and precision of terminology
capacity to link the presentation to the topics discussed in the program
For students NOT attending the classes in person, the assessment will concern:
capacity to express the program contents with clarity and precision of terminology
capacity to link the topics discussed in the program with real cases

Module's notes, available on AulaWeb
References to journal papers provided by the teacher during the module

This teaching aims to provide knowledge on the soft and meta-level skills required of professionals by the complex organizational contexts that characterize the world of work.

This SOFT SKILLS module will be experiential, based on continuous interaction between the lecturer and the students as well as among the students themselves. The course will focus on three main topics:
The empathetic communication model, high-quality communication (with oneself and with others) that stands as one of the most valuable competencies in today's workplace;
Three creative thinking techniques that sharpen problem-solving skills and enhance teamwork;
Selected leadership theories to increase self-awareness, help recognize personal limits, and learn how to overcome them.
Throughout the sessions, students will have the opportunity to engage in practical pair-work and group-work activities and interact continuously.

For attendees: a group presentation. For non-attendees: a 1000-word essay to send via email to [email protected].

Ongoing assessment based on a 360-degree feedback system for those who will attend the course. Essays written by non-attendees will need to show critical thinking skills.

Rosenberg, M. (2017) Le parole sono finestre (oppure muri). Introduzione alla comunicazione nonviolenta, Esserci edizioni. / Rosenberg, M. (2015) Nonviolent communication, Puddle Dancer Press
Heifetz, R (2009) Practice of Adaptive Leadership: A Fieldbook for Practitioners, Ingram Publisher Services
Kegan, R & Lahey, L (2018) Immunità al cambiamento: come liberare nuove potenzialità (in noi e nella nostra organizzazione), Edizioni Franco Angeli / Kegan, R & Lahey, L (1018) Immunity to change: how to overcome it and unlock the potential in yourself and in your organisation, Harvard Business Review Press
De Bono, E. & Brunelli, F. (2001) Creatività e Pensiero Laterale, Rizzoli / De Bono, E. (2016) Lateral thinking: a textbook of creativity, Penguins Books Ltd
De Bono, E. (2011) Essere creativi. Come fare nascere nuove idee. I concetti, gli strumenti, le applicazioni del pensiero laterale, Il Sole 24 Ore

The teaching unit provides the student with basic knowledge about the topics related to the management of the processes for Electricity generation from traditional and Renewable Energy Sources and their interaction with the Environment on a local and global scale in the context of energy transition. Fuel properties and associated risks are presented, with a focus on monitoring networks. The combustion process and its environmental impact will be investigated and the Best Available Technology to reduce pollutant emissions in Large Combustion Plant, LCP, will be analyzed also on the base of the European IPCC BrEF Documents.

The teaching unit covers the management of power and fresh water generation from renewable sources and large combustion plants, and their interaction with the environment. The Best Available Technologies to reduce local and global pollutant emissions during combustion are analyzed based on the European IPCC legislation considering also the associated environmental risk, and thus the permitting process. Primary and secondary techniques for their containment are then presented, as well as simplified methods for their estimation for anthropogenic and natural phenomena, in addition to an assessment of the expected impact of the energy transition

Oral Exam

The oral exam will mainly focus on the topics covered during the lectures and will aim to assess whether the student has achieved an adequate level of knowledge. Presentation of the results of the Energy Mix exercise.
Students with learning disorders ("disturbi specifici di apprendimento", DSA) will be allowed to use specific modalities and supports that will be determined on a case-by-case basis in agreement with the delegate of the Engineering courses in the Committee for the Inclusion of Students with Disabilities

Materiale del corso disponibile su Aulaweb (https://www.aulaweb.unige.it)
IPCC, Reference Document on Best Available Techniques on Large Combustion Plant
Air quality in Europe —2022 EEA Report
AP-42, Compilation of Air Pollutant Emission Factors, US Environmental Protection Agency
EMEP/EEA air pollutant emission inventory guidebook 2019

This teaching unit provides basic knowledge of telecommunication networks and electronic systems for remote and on the field environmental monitoring. Topics include wireless communication protocols, sensor networks, embedded systems, and IoT technologies. Practical sessions and simulations support the theoretical concepts.

The teaching unit consists of two modules: “COMMUNICATION NETWORKS FOR EMERGENCY AND MONITORING” and “DISTRIBUTED ELECTRONIC SYSTEMS AND TECHNOLOGIES FOR ENVIRONMENTAL MONITORING”. Interested students may refer to the relevant sheet of each module for detailed information.

Interested students may refer to the relevant sheet of each module for detailed information on the exam.

Interested students may refer to the relevant sheet of each module for detailed information on the assessment methods. The final grade will result from the arithmetic average of the marks of the two modules.

The module aims to provide students with basic concepts of assessment and management of wildfire risk. The module will impart the necessary knowledge to understand the processes and ground and meteorological conditions related to the occurrence of fires in agro-forestry environments, with particular attention to the temporal dynamics of local fire danger extremes. The purpose of the module is to provide an overview of the global issue of wildfires, focusing on the various aspects involved in this type of risk, including the effects of climate change. At the end of the module, the student will be able to use and interpret the most common systems for quantifying wildfire danger; interpret susceptibility, hazard, and wildfire risk maps; and identify data sources and techniques necessary for constructing these maps. Additionally, the student will be familiar with the main fire propagation models and their role in firefighting actions and scenario generation.

Introduction to the module
Overview of wildfire regimes and impacts
The phases of wildfire risk management: prevention & preparedness, response, restoration & recovery
Static wildfire risk assessment: susceptibility, hazard, vulnerability and risk
Fire spread simulators: physical and empirical approaches
Dynamic wildfire danger assessment and early warning systems

The exam consists in an oral session where it is strongly suggested to present the results of the project assigned during the laboratory activities. Theoretical questions concerning the whole set of topics presented during the Wildfire Risk Assesment and Management module will complete the evaluation of the students.

The oral exam will assess the following capacities:
understanding the main drivers of wildfire
producing wildfire risk maps
knowledge on different approaches to predict fire danger
suggesting effective prevention activities
evaluating the potential impacts of wildfires
analyzing wildfire risk scenarios
implementing in Python environment routines for risk mapping and data analysis

Teaching materials will be provided to the students during the lessons, including slides, scientific papers, reports, etc.