Cooling Effect on a solar still condenser

This research delves into the quantitative impact of design modifications on solar still performance, specifically examining the role of fins on the glass cover. Comparative analyses were conducted on two solar stills, SSref (Solar Still reference) and SSmod (Solar Still modified with fins), considering temperature variation, energy transfer, energy evaporation, hourly water output, and internal efficiency. SSmod consistently exhibited superior performance, maintaining lower temperatures (peak difference of 10 °C), achieving an average energy transfer of 555 W/m², a higher energy evaporation rate (335 W/m² on average), and an increased hourly water output (0.59 mL peak). The internal efficiency for SSmod averaged 0.741%, surpassing SSref's 0.713%. These quantified results highlight the crucial contribution of fins in enhancing distillation processes, providing a valuable foundation for designing solar stills with improved energy efficiency and resource utilization

Small iron pieces effect on the output of single slope solar still

Solar distillation is an environmental technique that uses solar energy to treat polluted water. In this context, two solar stills of the same size (0.5 x 0.5 m) were exposed to the sun i.e., under the same weather conditions to see the effect of small iron parts on the production of pure water. The results showed that the modified solar still SSM which contained iron pieces had an improvement rate of 23.46% compared to the reference solar still SSR

Culture Technologique et Apprentissage à l’Université: L’Anxiété des Utilisateurs

Le progrès engendre un bouleversement sans précédent sur tous les plans. L’intégration des technologies à l’université donne de nouvelles dimensions à l’apprentissage et au développement. La prolifération des produits technologiques et des ressources numériques génère de vraies mutations quant aux usages, aux tâches et aux comportements. Les enseignants et les étudiants cherchent à se positionner dans ce nouvel espace pédagogique et scientifique en perpétuels changements rapides pour pouvoir apprendre tout au long de leur vie. Les technologies entraînent avec elles quelques difficultés qui inquiètent, parfois angoissent, leurs utilisateurs. Quelles sont ces difficultés ? Leur origine ? Est-il important d’utiliser les technologies, ou plutôt de savoir comment les utiliser ? Peut-on réduire l’inquiétude des utilisateurs des technologies ? Ces questions pertinentes sont traitées à travers une approche descriptive enrichie de résultats d’une enquête menée à l’université de Constantine.Progress generates an unprecedented upheaval in all fields. The integration of technology in higher education gives new dimensions to learning and development. The spreading of technological products and digital resources has lead to real changes in terms of usage, tasks and behavior. Teachers and students want to find their bearings within this new pedagogical and scientific area, in fast perpetual changes, so that they could learn throughout their lifetime. Technology also leads to some difficulties that worry the users or even makes them feel anxious. What are these difficulties? Their origin? Is it important to use technology, or rather to know how to use it? Is it possible to reduce the technology users’ anxiety? Which strategies should be adopted? These questions are dealt with through a descriptive approach and enriched by the results of a survey led at the university of Constantine.495

Culture Technologique et Apprentissage à l’Université: L’Anxiété des Utilisateurs

Le progrès engendre un bouleversement sans précédent sur tous les plans. L’intégration des technologies à l’université donne de nouvelles dimensions à l’apprentissage et au développement. La prolifération des produits technologiques et des ressources numériques génère de vraies mutations quant aux usages, aux tâches et aux comportements. Les enseignants et les étudiants cherchent à se positionner dans ce nouvel espace pédagogique et scientifique en perpétuels changements rapides pour pouvoir apprendre tout au long de leur vie. Les technologies entraînent avec elles quelques difficultés qui inquiètent, parfois angoissent, leurs utilisateurs. Quelles sont ces difficultés ? Leur origine ? Est-il important d’utiliser les technologies, ou plutôt de savoir comment les utiliser ? Peut-on réduire l’inquiétude des utilisateurs des technologies ? Ces questions pertinentes sont traitées à travers une approche descriptive enrichie de résultats d’une enquête menée à l’université de Constantine.Progress generates an unprecedented upheaval in all fields. The integration of technology in higher education gives new dimensions to learning and development. The spreading of technological products and digital resources has lead to real changes in terms of usage, tasks and behavior. Teachers and students want to find their bearings within this new pedagogical and scientific area, in fast perpetual changes, so that they could learn throughout their lifetime. Technology also leads to some difficulties that worry the users or even makes them feel anxious. What are these difficulties? Their origin? Is it important to use technology, or rather to know how to use it? Is it possible to reduce the technology users’ anxiety? Which strategies should be adopted? These questions are dealt with through a descriptive approach and enriched by the results of a survey led at the university of Constantine.495

Integral inequalities with time delay in two independent variables

In this article, we generalize some retarded integral inequalities in two independent variables to more general situations. These integral inequalities can be applied as tools to the study of certain class of integral and differential equations with time delay