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The paper is dedicated to Master-Slave ternary D flip-flap-flops with triggered edges control. First, the flip-flap-flops with binary clock are implemented. Next, the C0, C1 and C2 ternary gates are used to improve the control of triggered edges for flip-flap-flops with ternary clock. The 3-trits shift register realized with both types of flip-flap-flops (with binary and ternary clocks) is also presented. The correct operation of the flip-flap-flops was demonstrated by simulations in the Simulink environment.

People with visual impairment are the second largest affected category with limited access to assistive products. A complete, portable, and affordable smart assistant for helping visually impaired people to navigate indoors, outdoors, and interact with the environment is presented in this paper. The prototype of the smart assistant consists of a smart cane and a central unit; communication between user and the assistant is carried out through voice messages, making the system suitable for any user, regardless of their IT skills. The assistant is equipped with GPS, electronic compass, Wi-Fi, ultrasonic sensors, an optical sensor, and an RFID reader, to help the user navigate safely. Navigation functionalities work offline, which is especially important in areas where Internet coverage is weak or missing altogether. Physical condition monitoring, medication, shopping, and weather information, facilitate the interaction between the user and the environment, supporting daily activities. The proposed system uses different components for navigation, provides independent navigation systems for indoors and outdoors, both day and night, regardless of weather conditions. Preliminary tests provide encouraging results, indicating that the prototype has the potential to help visually impaired people to achieve a high level of independence in daily activities.

Students that are currently enrolled in bachelor studies belong to Generation Z, making them highly comfortable with using various devices with Internet access. Their permanent connection to the virtual world leads to a shift in the way they accumulate knowledge. Classical means of study, such as reading books or lecture notes, have lost ground to online oriented methods of instruction. The challenge for today's academia is to adapt their teaching methods to these new trends, so that the students' attention is gained and maintained throughout the entire teaching activity. In teaching electronics, the laboratory classes are the most challenging part of the subject, for students, as they get to actively work with components, devices, lab instrumentation. However, a minimum amount of theoretical explanations is necessary, before actually building and analyzing any given circuit. Using a regular whiteboard for this part would make the students focus on writing down the explanations and drawing the circuit diagrams, rather than paying attention to what is explained. Moreover, the amount of information that fits on a whiteboard is limited, making the access to previously discussed topics virtually impossible. This case study presents the effects of using a smartboard in teaching electronics laboratories to 1st and 2nd year students, an average of 200 students a year. The study was conducted over the last two academic years (2018-2019, 2017-2018) and the results are validated against two years of using a regular whiteboard (2016-2017, 2015-2016). Some of the qualitative effects are: active participation during the theoretical explanations; undivided attention to explanations; ability to switch through the slides; emphasizing important content and comparing practical measurements to theoretical explanations; unlimited additional information can be added, to any of the slides, at any given time; easy access to laboratory explanations, emailed as pdf to the students; student access to correct laboratory explanations written by the teacher; possibility to use laboratory explanations as additional material in preparing for the final written exam. Measureable effects include: a shortening of the theoretical explanations part at the beginning of the lab session (from 40 minutes to 25 minutes, on average), increased time for the practical experiments, increased grades at the final practical test, from 8.90 to 9.30, on average.

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