درخت حوزه‌های تخصصی

This paper presents implementation of cost-effective solar powered hydroponic system with Internet of Things (IoT) for online and remote checking and controlling the system operation. The objective was to take advantage of the abundant solar energy while incorporating IoT platform into the system. The system is made up of power supply unit, control unit, Wi-Fi unit, input unit and output unit. The system monitored temperature, humidity and volume of the nutrient solution and at the same time sent online messages to the farmer. The test carried out showed that the system is working and the readings obtained online showed a ± 1% variation from the physical measurement done remotely with meters. This implies that the online control of the system operation was effective

The constant evolution of technological tools and the benefit of the introduction of new technologies in the teaching and learning process in schools, suggests that the possibilities of using digital technology in the practices of the evaluation of learning inside and outside the classroom. Faced with the diversity of technical tools and methods, the teacher is called upon, before addressing his learners, to make a certain number of technical, didactic and pedagogical choices, to set his pedagogical scenario, this is all the more so. Necessary for the conduct of learning activities or to design and implement its assessment tool. In this perspective, we are entitled to ask the question relating to the attitudes and feedbacks of teachers and learners regarding the integration of ICT in assessment practices. This question is broken down into several sub-questions: "At what points, and how do teachers of Life and Earth Sciences integrate digital technology into their assessment practices?" is this integration determined by the educational pathways? What interest and what limit of the use of digital technology according to teachers and learners? "  To answer our problem, we opted for export research, the recommended methodology of which is based on a multidimensional survey, in which we first questioned the teachers around the use of new technologies in the evaluation process, and secondly, to identify the degree of motivation and commitment of learners in instrumented and innovative assessment situations. Our research context is represented by 34 schools, 22 from qualifying secondary education and 12 from college education (from the provincial delegation of Taza), with a varied population of 431 students of all levels and sectors, as well as than a number of 132 teachers of life and earth sciences. Finally, confirming that despite the satisfaction of the majority of teachers and students with respect to the functional qualities and the contribution of technological tools in evaluation practices, some disparities were noted whether at the technical, spatiotemporal level or even organizational.

The blockchain's immutability has allowed previously centralized operations to operate in a new way. The possibility of applications having a new architecture is given thanks to the innovative properties of the technology, which brought alternative control designs for distributed systems and allowed applications to work without the need for a central controlling point. The expansion of blockchain to other areas beyond cryptocurrencies has shown the need for applications to implement solutions to deal with corrective operations. Blockchain 3.0 applications bring new solutions for business needs. However,  as opposed to immutability, the revoking functionality is much more complex to be implemented in this type of architecture, but paramount to applications resilience, allowing faulty or invalid information to be revoked, ensuring thus that the blockchain can still be trusted. This work assesses and discusses revocation mechanisms to contribute to the technical feasibility of several applications, which require corrective operations. We present a model in the academic area, which can be replicated for other types of systems in other areas.