Revolutionary advances in technology have been seen in many industries, with the IIoT being a prime example. The IIoT creates a network of interconnected devices, allowing smooth communication and interoperability in industrial settings. This not only boosts efficiency, productivity, and safety but also provides transformative solutions for various sectors. This research looks into open-source IIoT and edge platforms that are applicable to a range of applications with the aim of finding and developing high-potential solutions. It highlights the effect of open-source IIoT and edge computing platforms on traditional IIoT applications, showing how these platforms make development and deployment processes easier. Popular open-source IIoT platforms include DeviceHive and Thingsboard, while EdgeX Foundry is a key platform for edge computing, allowing IIoT applications to be deployed closer to data sources, thus reducing latency and conserving bandwidth. This study seeks to identify potential future domains for the implementation of IIoT solutions using these open-source platforms. Additionally, each sector is evaluated based on various criteria, such as development requirement analyses, market demand projections, the examination of leading companies and emerging startups in each domain, and the application of the International Patent Classification (IPC) scheme for in-depth sector analysis.
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While the technical application domain seems to be to most established field for AI applications, the field is at the very beginning to identify and implement responsible and fair AI applications. Technical, non-user facing services indirectly model user behavior as a consequence of which unexpected issues of privacy, fairness and lack of autonomy may emerge. There is a need for design methods that take the potential impact of AI systems into account.
Integrated curricula seem promising for the increase of attention on science and technology in primary education. A clear picture of the advantages and disadvantages of integration efforts could help curriculum innovation. This review has focussed on integrated curricula in primary education from 1994 to 2011. The integrated curricula were categorized according to a taxonomy of integration types synthesized from the literature. The characteristics that we deemed important were related to learning outcomes and success/fail factors. A focus group was formed to facilitate the process of analysis and to test tentative conclusions. We concluded that the levels in our taxonomy were linked to (a) student knowledge and skills, the enthusiasm generated among students and teachers, and the teacher commitment that was generated; and (b) the teacher commitment needed, the duration of the innovation effort, the volume and comprehensiveness of required teacher professional development, the necessary teacher support, and the effort needed to overcome tensions with standard curricula. Almost all projects were effective in increasing the time spent on science at school. Our model resolves Czerniac’s definition problem of integrating curricula in a productive manner, and it forms a practical basis for decision-making by making clear what is needed and what output can be expected when plans are being formulated to implement integrated education.
