45 research outputs found
BLOCKCHAIN AND THE INTERNET OF THINGS (IOT): A CONVERGENCE OF TECHNOLOGIES
No full text<p>BLOCKCHAIN AND THE INTERNET OF THINGS (IOT): A CONVERGENCE OF TECHNOLOGIES</p>
FUTURE TRENDS IN BLOCKCHAIN SCALABILITY, INTEROPARABILITY, AND BEYOND MACHINE LEARNING
No full text<p>FUTURE TRENDS IN BLOCKCHAIN SCALABILITY, INTEROPARABILITY, AND BEYOND MACHINE LEARNING</p>
DEEP LEARNING ARCHITECTURES - NEURAL NETWORKS AND DEEP LEARNING MODELS
No full text<p>DEEP LEARNING ARCHITECTURES - NEURAL NETWORKS AND DEEP LEARNING MODELS</p>
REINFORCEMENT LEARNING FUNDAMENTALS - LEARNING THROUGH REWARDS AND PUNISHMENTS
No full text<p>REINFORCEMENT LEARNING FUNDAMENTALS - LEARNING THROUGH REWARDS AND PUNISHMENTS</p>
Lightweight AI and Blockchain Optimization for Enhancing Consumer Electronics Decision-Making
No full text
A model for defining project lifecycle phases: Implementation of CMMI level 2 specific practice
No full textCarefully considering the Capability Maturity Model Integration (CMMI) Level 2 specific practice to “define project life cycle phases” (SP 1.3) is a key requirement, particularly when it comes to small and medium-sized software development organizations. This is a necessary step to help these organizations get nearer to achieving CMMI Level 2 certification. In this paper, we, therefore, report on our latest empirical study that recently explored both the perceptions and experiences of practitioners about SP 1.3 implementation. During our research, we visited three firms and carried out three in-depth interviews. We developed a SP 1.3 model using the different experiences and opinions of practitioners regarding SP 1.3 implementation. The four essential stages of this model are plan, design, review, and update/rework. Practitioners will receive advice in this model about implementing SP 1.3 effectively
A CRC-Based Authentication Model and ECC-Based Authentication Protocol for Resource-Constrained IoT Applications
No full textThe Internet of Things (IoT) is resource-constrained and faces the challenge of ensuring information authentication due to the continuous exchange of information between multiple physical devices. Integrating wireless sensor nodes (WSN) into IoT devices makes this information fusion possible. However, transmitting this information via wireless channels exposes it to numerous threats, making information authentication in the IoT a complex issue that requires rigorous attention. In response, the article proposes a model incorporating the use of CRC (Cyclic Redundancy Check) for the information authentication model and an Elliptic Curve Cryptographic (ECC)-based message authentication protocol. The CRC-based model is designed to be evaluated against other cryptographic-based protocols, providing an effective solution for resource-constrained IoT devices used in various domains, including healthcare, smart home, transportation, logistics, and everyday electronics. The ECC-based message authentication protocol can be scrutinized through BAN (Burrows-Abadi–Needham) logic. The proposed CRC-based protocol’s performance can be measured regarding power consumption and storage overheads of the information fusion among IoT, while the performance metrics of the proposed ECC-based protocol can be measured by considering storage, communication, and computation costs. The result shows that the efficiency of the CRC-based information authentication model is smaller by 22 characters and that the significant message bytes are 88 characters. In contrast, upon comparing the ECC-based message authentication protocol in terms of performance metrics and security functionalities, the result obtained demonstrated that both the CRC model and ECC protocol reduced power, bandwidth, memory, communication, and computation costs and CPU (Central Processing Unit) usage, making them a cost-effective solution for practical implementation in IoT-deployed areas
The Effectiveness of a Blended Learning Program on Developing and Retention of Palestinian Tenth Graders' English Writing Skills
No full textThis study aimed to investigate the effectiveness of using a blended learning program on developing and retention Palestinian tenth graders’ English writing skills. To achieve the study aims, the researcher adopted the experimental approach with two groups' pre-post design (experimental and control). To collect data, the researcher designed the following study instruments and tools: content analysis, achievement test consisting of (40) items, a test to measure the retention of the skills and a blended learning program in writing skills. After examining the validity and reliability of the tools and instruments, they were implemented on the study sample represented in (40) students from Shohadaa' Rafah Basic School who were randomly selected from the original population of (1774) students in Rafah Directorate of Education 2012-2013. The sample was divided into two groups: the experimental group consisting of (20) students and the control one consisting of (20) other students. The two groups were similar in their age, previous learning, achievement in general and achievement in English language. The blended learning program was used in teaching the experimental group, while the traditional method was used with the control one in the second term of the scholastic year (2012-2013). The experiment lasted for ten weeks (1 lesson per week). The researcher used the following statistical methods to reach the results: (Holesti Formula, Mean, Standard Deviation, Alpha Cronbach, Pearson Coefficient, Kuder-Richardson (K_R20) Formula, Spearman Brown Equation, effect Size Formula and T-Test). After the statistical analysis, the findings of the study revealed that there were significant differences at (α = 0.05) in the scores of the control and the experimental groups in favor of the experimental group and which is attributed to the blended learning program. The findings also pointed out that there were statistically significant differences at (α = 0.05) in the participants' achievement level before and after implementing the blended program in favor of the post-application. Additionally, there were statistically significant differences at (α = 0.05) in the participants' achievement level of the control and the experimental groups (high and low achievers) in favor of the experimental group. There were also statistically significant differences at (α = 0.05) in the participants' achievement level of the control and the experimental groups (in the retention test) in favor of the experimental group. Finally, the implementation of the effect size equation revealed that blended learning program had a large effect size favoring the experimental group. Based upon the previous findings, the study recommends that teachers are advised to adopt the blend in teaching writing skills, holding educational courses and workshops for teachers in general and of English in particular in employing blended learning to enrich the teaching learning process and develop students' achievement level. It also suggests that further research should be conducted on the effect of blended learning on other English language skills, other school subjects, students' creative thinking skills as well as in the treatment of learning difficulties in English
A Suggested Program for Tackling Low English Achievement Level among Sixth Graders in Gaza City UNRWA Schools
No full textThis study aims at investigating the reasons for the English low achievement level among the sixth graders in Gaza City and north Gaza UNRWA schools, and suggesting a program for tackling this weakness. The questions of the research are: -What are the reasons for English low achievement level among the sixth graders in Gaza UNRWA schools? - Are there statistically significant differences among the estimates of the respondents to the current study tool due to personal variables (gender, age, years of experience, and district)? - What is the suggested program for tackling low English achievement level among the sixth graders in Gaza UNRWA schools? In order to fulfill the objectives of this study, the researcher followed descriptive analytical and constructive methods. She prepared a 60 item questionnaire in addition to one open question which aims at identifying the reasons for the low English achievement level among the sixth graders. The questionnaire included five domains; English language textbook, English language teacher, English Teaching Strategies, Learning Environment, and unified English achievement tests. The results of the questionnaire showed that : - These reasons are mainly related to the English textbook and reasons related to the English teacher and teaching strategies. - There is no statistically significant difference among the estimates of the respondents to the current study tool due to gender and age - There is a significant difference among the estimates of the respondents to the current study tool due to the years of experience and district. The researcher suggests an instructional program for tackling this weakness and gives relevant recommendations. The most significant are: - English language teachers should have training courses before entering the class for the first time. - It is strongly recommended that the low achievers should attend the classes away from the others with different content material. - Schools should be fixed to suit the curriculum demands and the age challenges. - It is necessary to add two English periods to the weekly English period
