The enterprise has an intricate and elaborate system of relationships between the departments, functioning closely as a cell within an organism, with its defined role within the market. In the complex context of actual economic system, resources are limited and enterprises seek for efficiency in order to reduce costs. In this paper we present the development of a solution for the optimization of an agricultural enterprise related to the plastic-based materials usage in the agricultural processes. In this matter, the experimental part consists in the creation of a model of a plastic management system using methodologies from the literature (e. g., System Dynamics or SD etc.) and its simulation with specific tools used traditionally. Besides the experimental part, we will make a short analysis regarding the structural and economic issues regarding plastics used in agriculture and some considerations regarding the bioplastic material that can be obtained from different types of agricultural waste.

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Abstract-Tests are used in a variety of contexts in the activity of everyday and everywhere learning. They are a specific method in the process of assessment (evaluation), which is an important part of the educational activity. Setting an optimized sequence of tests (SOT) originating from a group of tests which have the same subject, with certain restrictions corresponding to a certain wish of the evaluator can be a slowly time-consuming task, because the restriction can be various and the number of tests can be high. In this matter, this paper presents a method of generating optimized sequences of tests within a battery of tests using a genetic algorithm. We associate a number of representative keywords with a test. The user expresses the restriction by setting up a number of keywords which approximate best the subject wanted to be tested. The genetic algorithm helps in finding the optimized solutions and uses a less amount of hardware resources.

In the process of learning, concepts are keys to define and understand an entire method or a specific course. Also, within a course, concepts can have relations between them, in the sense that, for a specific concept, there is needed the understanding of previous concepts that are used at defining and explaining the current one. In an extended sense, a concept is either an action that depends on a theoretical notion (e.g., implementation of a class method), or the theoretical notion itself (e.g., class method). In the majority of cases, the process of learning can be thought as a linked path of key concepts. The learning becomes, in this way, structured. This path can be used for teaching as well as for process of assessment, the teacher making a scheme that helps in the organization of courses. In this paper we will present a model of teaching and assessment planning using the connections between notions that will be taught. We will use, in this matter, an extractor of keywords from the description of the concept or a written course itself, using a method of text analysis that will signal the presence of other notions in this description and will determine the degree of connectivity between the current concept and the other present in the database. For the process of assessment, the process is reversed: the test is build based on the degree of connectivity, resulting tests with connected items based on the link between the concepts that are used for a specific question.

To obtain the expected results in the academic environment, various mechanisms for presenting the information in a form as much as attractive were made. This thing implied the development of complex means which involves the usage of technical and software support as varied as possible. Another important component related to learning validation is the assessment component. In this moment, a variety of assessment mechanisms exists, from the classical ones which use detailed requirements and answers to those which use templates with simple or more complex questions and answers. In the assessment process it is important to use tests with the same content for all the students, in order to obtain a correct hierarchy of them. However, for a better security regarding the answers given by the student, it is useful to elaborate more test variants with the same questions, but with answers numbered in a different way. The generator presented in this paper uses a probabilistic algorithm for solving this request. The generator accomplishes two roles: firstly, it does the generation of a random permutation of the answers choices and, secondly, it generates a random permutation of the questions which forms the test. A specified number of tests will be generated using these permutations. The application which uses the generator contains three files: the first one with the question statements, the second one with the answers choices and the third with the right answer. Using the generator for the permutations of answers choices and of questions, variants of the same test are obtained.