Traditional rating scale surveys often encounter challenges such as data integrity issues due to lack of transparency leading to an un-auditable situation. These challenges can be overcomed by harnessing the capabilities of XNO's 1 block-lattice data structure and public distributed ledger technology while enhancing the efficiency, security, reliability of rating scale surveys ensuring immutability and transparency of data. Participants can be incentivized for responding to surveys through XNO micropayments, eliminating any intermediaries. The underlying technology of XNO ensures survey data integrity, prevents manipulation along with providing an auditable and tamper-proof record of survey results. This work also discusses a strategy for analyzing survey data collected through XNO transactions.
Crowdfunding is a popular method for raising funds for projects, businesses, and social causes.However, traditional crowdfunding platforms are often centralized, opaque, and inefficient.In recent years, Blockchain technology has become a potentially effective remedy to these problems.By leveraging the benefits of blockchain, such as transparency, security, and efficiency, we can create a new paradigm for crowdfunding that is decentralized, transparent, and efficient.In this paper, we explore the use of blockchain in crowdfunding and describe a prototype crowdfunding platform that uses Solidity, Next.js,Node.js,Polygon, Metamask, IPFS, and Infura to provide a secure, efficient, and transparent way for users to create and donate to campaigns on the Ethereum blockchain.The use of smart contracts ensures that the funds are securely and efficiently allocated, while the integration of IPFS and Infura allows for decentralized storage of data and access to the Ethereum network.Our prototype demonstrates the potential of blockchain-based crowdfunding to transform the way we fund projects and causes.
This paper studies the course sharing project by using IPFS and Ethereum technology.Designed a course sharing project based on IPFS and Ethereum.This project solves the problem of huge course data and single point of failure.First of all, using IPFS as the access medium can effectively reduce storage costs and improve storage efficiency.Second, use Ethereum technology to solve the single point of failure problem.Finally, the Ethereum transaction mechanism is adopted to enhance the enthusiasm of course users to share and improve the liquidity of the course.
One of the most common actions for students post-graduation is requesting a degree validation or an official transcript of grades. Requests for degree validations happen for various reasons such as an employment requirement, a pursuit of a higher degree education, foreign degree accreditation, or even for a personal reason. Those who are requesting the degree validation are usually on a time constraint. Traditional methods of degree validation are often complicated, time consuming, require manpower to maintain, and potentially have security or privacy issues. We present a software application implementing an automatic degree validation system that uses the Ethereum, an open-source, public, blockchain-based distributed computing platform, and that features smart contract functionality. The application is developed using Solidity, a contract-oriented programming language, and is run by the Ethereum Virtual Machine (EVM). This application allows students and universities to automatically verify each other's identity while maintaining transaction validity and referential integrity through a blockchain ledger and maintaining security through PGP key authentication. The university checks the student's request against its own secure mongoDB database. Our application also generates the student's Ehereum wallet using the Truffle development Ethereum network. Truffle generates the student's private and public keys. Our Application pulls the student public key, hashes the last 20 bytes, generates Keccak256 Hash, and stores it on the MongoDB as the student Ethereum Address. To ensure the information's privacy, the blocks of the blockchain are mainly formed of two encrypted fields using the Elliptic Curve Integrated Encryption Scheme (ECIES) library. The first field is encrypted using the student's public key and the second field is encrypted using the third party public field. Third parties, such as employers or other higher education institutions, are able to check its encrypted field of the block using its own private key, once the degree is validated or the transcript is generated. Results of testing show our application to be scalable, secure, have efficient gas costs on the Ethereum network, and minimize human interaction.
Liu and Carless (2006) propose that peer assessment through peer feedback giving has its potential for enhanced student learning. Introducing formative assessment, using valid and reliable rubrics, can be beneficial to both teachers and learners in the process of learner improvement. However, Carlessās experiences in Hong Kong, a Confucius-based society where high-stake summative examinations are heavily prioritised, are solid proofs of how culture can interfere with education. In Asian societies, including Thailand, teachers having superior and absolute power in assessment are respected by students and hence, teacher voices take precedence over those of their peers. Implementing peer assessment in Asian classrooms, therefore, is problematic and to a certain extent, impossible. In this research, in order to expand our studentsā learning boundaries beyond familiar, traditional ways of teacher assessment of which an end result is a grade, we introduced peer assessment rubrics to our reading classroom to allow them to monitor their friendsā reading progress. The peer evaluation results and comments were analyzed and compared with that of the teacher. An in-depth interview was also conducted with six subjects after the assessment process. The findings showed that as most of our students were engineering students and the texts they were reading were literary excerpts, employing rubrics was very helpful in the learning process. Nevertheless, as a result of long standing culture, final grades were still their priority. Our conclusive suggestions were that structural changes in assessment would be needed and they would certainly take time amidst the assessment culture in Thailand. DOI: 10.5901/mjss.2013.v4n14p279