Laterally accreted deposits in low efficiency turbidites associated with a structurally-induced topography (oligocene molare group, tertiary piedmont basin, nw italy)

The origin of laterally accreted deposits in ancient deep marine successions is often controversial. Indeed, not always do these features imply the occurrence of meanders or high-sinuosity turbidite channels, but they can be generated by other causes, such as sediment-gravity-flow dynamics controlled by the morphology of tectonically confined mini-basins. This work discusses laterally accreted deposits composed of sharp-based, normally graded beds in a very small tectonically controlled mini-basin. These beds, characterized by a well-defined asymmetrical crosscurrent facies tract, form well-developed lateral-accretion surfaces dipping in directions ranging between W and SW, and perpendicular to the paleocurrents directed towards the N. For this reason, these deposits have always been interpreted as point bars related to meandering channels. A new detailed stratigraphic framework and facies analysis have led to an alternative interpretation, namely that these deposits record lateral deflections of small volume, longitudinally segregated turbidite dense flows against a structurally controlled morphological high. This interpretation is also supported by a comparison to other tectonically controlled turbidite systems that are characterized by higher degrees of efficiency but show similar laterally accreted deposits and cross-current facies tracts

BOARD GAME-BASED LEARNING: FROM COGNITIVE PROCESSES TO ASSESSMENT

Il Board Game-Based Learning ha guadagnato sempre più attenzione come approccio innovativo per promuovere l'impegno attivo e lo sviluppo cognitivo olistico. Tuttavia, l'integrazione dei giochi da tavolo in una pratica efficace è difficile, in parte a causa della mancanza di un quadro didattico consolidato. Integrando la tassonomia di Anderson e Krathwohl nella progettazione del bGBL, questo contributo si concentra sul modo in cui specifiche meccaniche di gioco possono indirizzare le abilità di pensiero di ordine superiore, allineando le dinamiche di gioco con quadri didattici consolidati. Ciò consente un'implementazione efficace delle strategie bGBL, delle valutazioni in-game e around-game e della calibrazione in tempo reale del processo di apprendimento. Questi risultati indicano il potenziale del bGBL per far progredire le pratiche pedagogiche, supportando gli insegnanti nella creazione di ambienti coinvolgenti e basati sull'evidenza che allineano gli obiettivi cognitivi con una valutazione significativa.Board Game-Based Learning (bGBL) has gained increasing attention as an innovative approach to foster active engagement and holistic cognitive development. However, integrating board games into effective practice is challenging, partly because of the lack of an established instructional framework. By integrating Anderson & Krathwohl’s taxonomy into bGBL design, this contribution focuses on how specific game mechanics can target higher-order thinking skills, aligning gameplay dynamics with established instructional frameworks. This allows effective implementation of bGBL strategies, in-game and around-game assessments, and real-time calibration of the learning process. These findings indicate the potential of bGBL to advance pedagogical practices, supporting teachers in creating immersive, evidence-based environments that align cognitive objectives with meaningful evaluation

Downslope evolution of supercritical bedforms in a confined deep-sea fan lobe, Amantea Fan, Paola Basin (Southeastern Tyrrhenian Sea)

The sedimentology of upper flow regime bedforms represents an important research topic at the present. Deposits interpreted as those of supercritical flows are widely recognized in modern fan systems, but their recovery is challenging. Most of the sedimentological information has come from channel thalwegs but supercritical bedforms are also frequently downslope from the channel mouths. Such an environment has been identified in the Paola basin, where erosive and depositional cyclic steps have been imaged and identified in a sandy submarine lobe of the Amantea Fan. High-resolution sub-bottom profiles provide insight into the bedform internal architecture and their relationships with a frontally-confining ridge. For the first time, supercritical bedforms in a submarine lobe have been interpreted in two distinct positions: in the scour of an erosional cyclic step and in the stoss side of a depositional cyclic step. Coarse to medium-grained massive sand with flame structures, indicating rapid sediment fall-out and frequently associated with the occurrence of hydraulic jumps, has been identified in the scour and at the toe of the ridge. The latter represents an example of topographically induced hydraulic jumps driven by a frontal confinement. Top-cut-out medium to fine sands with tractive structures have been interpreted as the deposits related to the stoss side of a cyclic step or small-scale antidune superimposed on the cyclic step surface. The presented data broaden the understanding of the range of processes that are driven by the interaction between turbidity currents and seafloor topography and the dip of the slope. The recognition that topography influences the density structure and the degree of criticality of the flow and, consequently, the morphodynamics and facies of the relative deposits may help to explain sediment distribution and improve depositional models of fan lobes in confined settings

Contained-Reflected Megaturbidites of the Marnoso-arenacea Formation (Contessa Key Bed) and Helminthoid Flysches (Northern Apennines, Italy) and Hecho Group (South-Western Pyrenees)

Contained-reflected beds deposited by fully-ponded or partially-reflected turbidity currents are important because their correct evaluation can give important indications on the degree of basin confinement and on the type, size and orientation of the morphological obstacle. Through a detailed facies analysis of various significant megabeds in the Marnoso-arenacea Formation, including the Contessa key bed, in the helminthoid flysches in the northern Apennines (Italy) and in the Pyrenees (megaturbidite MT5), this work proposes a depositional model that is well consistent with the recent experimental data available in the literature, discussing their strengths and limits. The Contessa and flysch megabeds fit very well with the experimental conditions because they are deposited in narrow and elongated confined basins characterized by axial flows. Indeed, in the proposed model, it is possible to recognize facies deposited by: 1) a basal underflow directed towards the bounding slope (Facies A), 2) an intermediate part of the flow characterized by lateral deflections (facies B1), 3) an upper well-developed reversing flow (facies B2) and 4) an uppermost residual reversing flow recording the final collapse of the fine-grained suspended load forming a poorly-sorted slurry facies C and a very thick mudstone unit D. Facies A, B1 and B2 are usually separated by very thin fine-grained muddy drapes rich in carbonaceous matter, which can be traced throughout the basin. These drapes - very common in contained and confined beds in these settings - can be related to internal density surfaces, along which decoupling processes, separating underflows from reversing overflows, can easily occur. Conversely, as the MT5 is characterized by a source transversal to an elongated narrow basin, the large flow volume versus basin capacity hinders the generation of reversing flows and rebound layers favoring the formation of fully-ponded pulsating overflows able to deposit alternations of laminated and massive units. This facies type can be observed in the basins that are characterized by axial flows only near the basin margins where the pulsating collapse of the reversing flow can dominate. This study shows that the integration of detailed field studies are essential to validate experimental data from an applicative point of view

Futuristas na ribalta: dos joelhos para baixo

Artigo sobre o teatro do movimento Futurista italiano

BOARD GAME-BASED LEARNING: FROM COGNITIVE PROCESSES TO ASSESSMENT

Board Game-Based Learning (bGBL) has gained increasing attention as an innovative approach to foster active engagement and holistic cognitive development. However, integrating board games into effective practice is challenging, partly because of the lack of an established instructional framework. By integrating Anderson & Krathwohl’s taxonomy into bGBL design, this contribution focuses on how specific game mechanics can target higher-order thinking skills, aligning gameplay dynamics with established instructional frameworks. This allows effective implementation of bGBL strategies, in-game and around-game assessments, and  real-time calibration of the learning process. These findings indicate the potential of bGBL to advance pedagogical practices, supporting teachers in creating immersive, evidence-based environments that align cognitive objectives with meaningful evaluation

Silvio d’Amico e la nascita del Burcardo

Silvio d’Amico played a central role in the birth and development of the Theatrical Collection of the Italian Society of Authors and Publishers (S.I.A.E.), named ‘Burcardo Library and Theatre Collection’, and in the acquisition of Luigi Rasi’s Theatrical Collection

Re-organization of assessment during the educational emergency in primary and secondary teaching: an Italian case

The educational crisis caused by the pandemic created an unprecedented need to reorganize teaching and learning processes, and the educational assessment became one of the thorniest issues in this rapid change; assessment reorganization entails layered complexities on micro, meso and macro levels. This research is contextualized in a larger digital ethnographic study of three different Italian teacher online communities, uncovering the experience from mixedmethods research. Following this research, a survey instrument was developed and launched. Current paper reports on the survey aiming to uncover the change in assessment practices during the educational emergency while reflecting on teachers’ beliefs on the assessment, the use of remote assessment methods before and during the pandemic, and its re-organization. Findings suggest a significant reorganization of assessment during the COVID-19 educational emergency in all school orders. Through all school orders, teachers perceived a reduction in the importance of assessment during the pandemic and, consequently, used most assessment techniques significantly less than before. However, different methods changed differently, with oral examinations diminishing dramatically and increased use of closed-question quizzes