Ricerc@Sapienza

Migraine is characterized by an increased sensitivity to visual stimuli that worsens during attacks. Recent evidence has shown that feedforward volleys carrying incoming visual information induce high-frequency (gamma) oscillations in the visual cortex, while feedback volleys arriving from higher order brain areas induce oscillatory activity at lower frequencies (theta/alpha/low beta). We investigated visually induced high (feedforward) and low (feedback) frequency activations in healthy subjects and various migraine patients.

We discuss a distance teaching-learning approach, developed within two courses for prospective mathematics teachers, exploiting digital technologies to activate formative assessment practices. In particular, we analyse excerpts, from synchronous and asynchronous activities within the courses, to highlight the formative assessment processes that were activated, the feedback provided by prospective teachers to each other and their meta-reflections that testify learning in the domain of teacher education.

This paper is focused on a pilot study involving a group of first year engineering students and concerning the design and implementation of two digital tasks on multiple representations of subsets of the plane. The tasks were engineered in order to provide university students with hints and feedback aimed at scaffolding their work.

Bidirectional underwater acoustic communications usually request the transmission of some control information among nodes to govern the data flow. Control signaling, employed as frame reception validation, is also a peculiarity of the Automatic Repeat on reQuest (ARQ) schemes. An alternative solution to the error control problem is using forward error correction, even though high redundancy is needed to obtain the low error rate, hence leading to a sensible throughput reduction. Furthermore, no control on data integrity is allowed.