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Interview with Francis Marsano by Andrea L’Hommedieu
Full text linkBiographical NoteFrancis C. Marsano was born on September 8, 1936, in Bangor, Maine; his parents were Elton L. Marsano and Gertrude Mannette Marsano. He was one of five children and grew up in Belfast, Maine, living there until World War II, when his family moved to Quincy, Massachusetts, so that his father could work in a defense plant. His mother was a nurse. His grandfather remained in Belfast after his family’s move, and they often traveled to Maine to visit him. On these trips Marsano frequently passed through Brunswick, Maine, and decided that he wanted to attend Bowdoin College. After being graduated from Bowdoin in 1958, he pursued a law degree from the University of Michigan. He met George Mitchell at the 1964 Democratic National Convention in Atlantic City, New Jersey, and they enjoyed further encounters through shared experiences as Maine lawyers and Bowdoin alumni. Marsano was very active in Maine politics and was elected to the state House of Representatives in 1986, serving until 1992 when he was appointed to a judgeship. He also served as president of the Maine State Bar Association. He retired from the bench, and in 2007 Governor John Baldacci nominated him to the Commission on Governmental Ethics and Election Practices, on which he served as a commissioner at the time of this interview.
SummaryInterview includes discussion of: family and educational background; decision to attend Bowdoin College and his experiences there; Marsano’s involvement in politics; Barry Goldwater; the 1964 Democratic National Convention; Mitchell’s relationship with Muskie; Mitchell’s skill as a lawyer; working with Governor John “Jock” McKernan; Maine political campaigns and strategy; Mitchell’s decision to step down as federal judge and how that speaks to his commitment to public service; changes in Maine politics over time; the award that Mitchell received from the Maine State Bar Association after the Iran-Contra investigation; Mitchell’s leadership skills; the occasion when Mitchell welcomed the Maine State Bar Association to his Senate leader office; and Mitchell’s reputation as a great American
Potenziare le competenze strategiche in ambito universitario tramite un modello ludiforme*
Full text linkThe research presents a pilot study that envisaged the realization of a gamebased model of didactic support to promote strategic skills in a group of students enrolled in the second year of Degree Courses in Education and Primary Teacher Education at Roma Tre University and which showed critical issues in profiles emerged from the compilation of the “Learning Strategies Questionnaire” (QSA – Pellerey & Orio 1996), the “Zimbardo Time Perspective Inventory” (ZTPI – Zimbardo & Boyd 1999; Tr. it Riccucci, 2009) and QuESU (“Questionnaire on the University Study Experience” – Marsano & Bocci, n.p.). The game-based model has been structured on the basis of six areas of cognitive and affective-motivational skills of QSA and it is characterized by the presence of elements linked to the dimensions of game, video games, gamification and Alternate Reality Games. In line with previous research (La Rocca et al., 2014; Margottini et al., 2017; Margottini & Rossi, 2017; Rossi, 2018), results show negative correlation between academic achievement and dimensions of the “disoriented student” profile (difficulty of controlling emotional states, difficulty in concentration, lack of perseverance, external locus of control and low perception of competence). Lastly, students who participated in the pathway have provided a positive feedback in relation to the characteristics of the game-based model because it has allowed them to evaluate aspects of Self that often are not adequately considered and valued during the course of study.La ricerca presenta uno studio pilota che ha previsto la realizzazione di un modello ludiforme di supporto alla didattica per la promozione di competenze strategiche in un gruppo di studenti iscritti al II anno dei CdL in Scienze dell’Educazione e Scienze della Formazione Primaria dell’Università Roma Tre che hanno rilevato particolari criticità nei profili emersi dalla compilazione del “Questionario sulle Strategie di Apprendimento” (QSA – Pellerey & Orio, 1996), dello “Zimbardo Time Perspective Inventory” (ZTPI – Zimbardo & Boyd, 1999; Tr. it Riccucci, 2009) e del QuESU (“Questionario sull’Esperienza di Studio Universitario” – Marsano & Bocci, n.p.). Il modello ludiforme è stato strutturato sulla base delle sei aree di competenza cognitiva e affettivo-motivazionale del QSA e si caratterizza per la presenza di elementi connessi alle dimensioni del gioco, del videogioco, della gamification e degli Alternate Reality Game. I risultati, in linea con le precedenti ricerche (La Rocca et al., 2014; Margottini et al., 2017; Margottini & Rossi, 2017; Rossi, 2018), mostrano relazioni negative tra risultati accademici e le dimensioni del profilo dello “studente disorientato” (difficoltà di controllo degli stati emotivi, difficoltà di concentrazione, mancanza di perseveranza, locus of control esterno e bassa percezione di competenza). Infine, gli studenti che hanno partecipato al percorso hanno fornito un feedback positivo rispetto all’impostazione del modello ludiforme, poiché questo gli ha permesso di valutare aspetti di Sé che spesso non risultano adeguatamente considerati e valorizzati durante il percorso di studi
Gov. John R. McKernan has announced the nomination of Francis C. Marsano to the
No full textGov. John R. McKernan has announced the nomination of Francis C. Marsano to the Superior Court. Marsano, 56, is a member of the Belfast law firm of Eaton, Glass, Marsano & Woodward
Gov. John R. McKernan has announced the nomination of Francis C. Marsano to the
No full textGov. John R. McKernan has announced the nomination of Francis C. Marsano to the Superior Court. Marsano, 56, is a member of the Belfast law firm of Eaton, Glass, Marsano & Woodward
Un modello ludiforme di supporto alla didattica per l’accompagnamento allo studio universitario
Full text linkThe university is an institution that plays a crucial role in the society as it hasto train the citizens and workers of the future. Nevertheless, as noted by recentstudies and reports, in Italy the percentage of students who decide toleave university is among the highest in Europe. The support services presentin the universities play an important role, but often they are not knownand advertised and are not always able to solve a series of problems encounteredsystematically by the students. It is therefore necessary to understandthe most frequent difficulties that students have to face and consequentlythe ways by which to improve their experience of formal education.In this sense, we present a research that, through the use of elements takenby the world of video games, is focused on the construction of a ludiformmodel of didactic support, which aims to meet the needs of university students– especially those who encounter greater difficulties in the coursesattendance and in the learning activities. The research is based on the beliefthat learning and play are deeply connected, although this can be rarely observedin formal learning settings, such as universities.L’università è un’istituzione che riveste un ruolo cruciale all’interno dellasocietà in quanto ha il compito fondamentale di formare i cittadini e i lavoratoridel futuro. Tuttavia, come rilevato da recenti ricerche e rapporti, inItalia la percentuale di studenti che decide di abbandonare gli studi universitaririsulta essere tra le più alte d’Europa. I servizi di tutorato presenti nelleuniversità svolgono un ruolo importante, ma talvolta sono poco conosciutie pubblicizzati e non sono sempre in grado di risolvere una serie di problematicheriscontrate sistematicamente dagli studenti. Appare dunque necessariocomprendere quali sono le difficoltà incontrate con più frequenzadagli studenti e di conseguenza le modalità attraverso cui migliorare la loroesperienza di studio. In tal senso, viene presentata una ricerca che, mediantel’utilizzo di elementi di derivazione videoludica, si focalizza sullacostruzione di un modello ludiforme di supporto alla didattica, che intenderispondere alle esigenze degli studenti universitari − in particolar modo dichi incontra maggiori difficoltà nella frequenza e nello studio. La ricercapoggia le sue basi sulla convinzione che apprendimento ed elemento ludicosiano profondamente connessi, sebbene ciò sia raramente riscontrabilenei contesti formali dell’apprendimento, come l’università
Numerical Simulation of Regenerative Chambers for Glass Production Plants with a Non-Equilibrium Heat Transfer Model
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No aceleremos la muerte térmica del Universo
No full textIntroducción: La educación aparece como la única alternativa viable para modificar conductas y valores, tanto individuales como sociales, que permitan frenar el consumo y, con ello, demandar menor cantidad de energía, agua, y otros recursos naturales, con su consecuente impacto en el medioambiente. Diversos estudios concluyen que se trata de la herramienta más adecuada para promover una participación activa y permanente en pos de lograr una mejora en la relación del hombre con el planeta y, como consecuencia, sostener la calidad de vida de sus habitantes tanto actuales como futuros. Desde esta perspectiva, se viene apostando a la educación para, por su intermedio, lograr la sostenibilidad ambientalFil: Rosales Marsano, Cecilia María. Universidad Católica ArgentinaFil: Rosales Marsano, Cecilia María. Asociación Argentina de Luminotecni
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