UNASSIGNED: Microbes are all pervasive in their distribution and influence on the functioning and well-being of humans, life in general and the planet. Microbially-based technologies contribute hugely to the supply of important goods and services we depend upon, such as the provision of food, medicines and clean water. They also offer mechanisms and strategies to mitigate and solve a wide range of problems and crises facing humanity at all levels, including those encapsulated in the sustainable development goals (SDGs) formulated by the United Nations. For example, microbial technologies can contribute in multiple ways to decarbonisation and hence confronting global warming, provide sanitation and clean water to the billions of people lacking them, improve soil fertility and hence food production and develop vaccines and other medicines to reduce and in some cases eliminate deadly infections. They are the foundation of biotechnology, an increasingly important and growing business sector and source of employment, and the centre of the bioeconomy, Green Deal, etc. But, because microbes are largely invisible, they are not familiar to most people, so opportunities they offer to effectively prevent and solve problems are often missed by decision-makers, with the negative consequences this entrains. To correct this lack of vital knowledge, the International Microbiology Literacy Initiative-the IMiLI-is recruiting from the global microbiology community and making freely available, teaching resources for a curriculum in societally relevant microbiology that can be used at all levels of learning. Its goal is the development of a society that is literate in relevant microbiology and, as a consequence, able to take full advantage of the potential of microbes and minimise the consequences of their negative activities. In addition to teaching about microbes, almost every lesson discusses the influence they have on sustainability and the SDGs and their ability to solve pressing problems of societal inequalities. The curriculum thus teaches about sustainability, societal needs and global citizenship. The lessons also reveal the impacts microbes and their activities have on our daily lives at the personal, family, community, national and global levels and their relevance for decisions at all levels. And, because effective, evidence-based decisions require not only relevant information but also critical and systems thinking, the resources also teach about these key generic aspects of deliberation. The IMiLI teaching resources are learner-centric, not academic microbiology-centric and deal with the microbiology of everyday issues. These span topics as diverse as owning and caring for a companion animal, the vast range of everyday foods that are produced via microbial processes, impressive geological formations created by microbes, childhood illnesses and how they are managed and how to reduce waste and pollution. They also leverage the exceptional excitement of exploration and discovery that typifies much progress in microbiology to capture the interest, inspire and motivate educators and learners alike. The IMiLI is establishing Regional Centres to translate the teaching resources into regional languages and adapt them to regional cultures, and to promote their use and assist educators employing them. Two of these are now operational. The Regional Centres constitute the interface between resource creators and educators-learners. As such, they will collect and analyse feedback from the end-users and transmit this to the resource creators so that teaching materials can be improved and refined, and new resources added in response to demand: educators and learners will thereby be directly involved in evolution of the teaching resources. The interactions between educators-learners and resource creators mediated by the Regional Centres will establish dynamic and synergistic relationships-a global societally relevant microbiology education ecosystem-in which creators also become learners, teaching resources are optimised and all players/stakeholders are empowered and their motivation increased. The IMiLI concept thus embraces the principle of teaching societally relevant microbiology embedded in the wider context of societal, biosphere and planetary needs, inequalities, the range of crises that confront us and the need for improved decisioning, which should ultimately lead to better citizenship and a humanity that is more sustainable and resilient.
UNASSIGNED: The biosphere of planet Earth is a microbial world: a vast reactor of countless microbially driven chemical transformations and energy transfers that push and pull many planetary geochemical processes, including the cycling of the elements of life, mitigate or amplify climate change (e.g., Nature Reviews Microbiology, 2019, 17, 569) and impact the well-being and activities of all organisms, including humans. Microbes are both our ancestors and creators of the planetary chemistry that allowed us to evolve (e.g., Life\'s engines: How microbes made earth habitable, 2023). To understand how the biosphere functions, how humans can influence its development and live more sustainably with the other organisms sharing it, we need to understand the microbes. In a recent editorial (Environmental Microbiology, 2019, 21, 1513), we advocated for improved microbiology literacy in society. Our concept of microbiology literacy is not based on knowledge of the academic subject of microbiology, with its multitude of component topics, plus the growing number of additional topics from other disciplines that become vitally important elements of current microbiology. Rather it is focused on microbial activities that impact us-individuals/communities/nations/the human world-and the biosphere and that are key to reaching informed decisions on a multitude of issues that regularly confront us, ranging from personal issues to crises of global importance. In other words, it is knowledge and understanding essential for adulthood and the transition to it, knowledge and understanding that must be acquired early in life in school. The 2019 Editorial marked the launch of the International Microbiology Literacy Initiative, the IMiLI. HERE, WE PRESENT: our concept of how microbiology literacy may be achieved and the rationale underpinning it; the type of teaching resources being created to realise the concept and the framing of microbial activities treated in these resources in the context of sustainability, societal needs and responsibilities and decision-making; and the key role of Regional Centres that will translate the teaching resources into local languages, adapt them according to local cultural needs, interface with regional educators and develop and serve as hubs of microbiology literacy education networks. The topics featuring in teaching resources are learner-centric and have been selected for their inherent relevance, interest and ability to excite and engage. Importantly, the resources coherently integrate and emphasise the overarching issues of sustainability, stewardship and critical thinking and the pervasive interdependencies of processes. More broadly, the concept emphasises how the multifarious applications of microbial activities can be leveraged to promote human/animal, plant, environmental and planetary health, improve social equity, alleviate humanitarian deficits and causes of conflicts among peoples and increase understanding between peoples (Microbial Biotechnology, 2023, 16(6), 1091-1111). Importantly, although the primary target of the freely available (CC BY-NC 4.0) IMiLI teaching resources is schoolchildren and their educators, they and the teaching philosophy are intended for all ages, abilities and cultural spectra of learners worldwide: in university education, lifelong learning, curiosity-driven, web-based knowledge acquisition and public outreach. The IMiLI teaching resources aim to promote development of a global microbiology education ecosystem that democratises microbiology knowledge.

The combination of lifelong learning algorithms with autonomous intelligent systems (AIS) is gaining popularity due to its ability to enhance AIS performance, but the existing summaries in related fields are insufficient. Therefore, it is necessary to systematically analyze the research on lifelong learning algorithms with autonomous intelligent systems, aiming to gain a better understanding of the current progress in this field. This paper presents a thorough review and analysis of the relevant work on the integration of lifelong learning algorithms and autonomous intelligent systems. Specifically, we investigate the diverse applications of lifelong learning algorithms in AIS\'s domains such as autonomous driving, anomaly detection, robots, and emergency management, while assessing their impact on enhancing AIS performance and reliability. The challenging problems encountered in lifelong learning for AIS are summarized based on a profound understanding in literature review. The advanced and innovative development of lifelong learning algorithms for autonomous intelligent systems are discussed for offering valuable insights and guidance to researchers in this rapidly evolving field.

UNASSIGNED: The basic medical education stage is not enough to support physicians to fully diagnose and evaluate polycystic ovary syndrome (PCOS). The study aims to discover the difference in treatment choice between participants with different annual consultation number of PCOS, to promote lifelong learning, and drive balanced development within healthcare.
UNASSIGNED: This is a multicenter cross-sectional survey. Participants\' basic information, knowledge of PCOS and treatment options were collected online. According to the annual consultation number of patients with PCOS, physicians were divided into three groups: 0-50 people/yr, 50-200 people/yr, and >200 people/yr, and the results were derived from χ2 test, Fisher exact test, and multivariate logistic regression analysis.
UNASSIGNED: The study analyzed 1689 questionnaires, and 1206 physicians (71.4%) received less than 50 women per year, 388 physicians (30.0%) with an annual number of 50-200 women, and 95 physicians (5.6%) with patient turnover for more than 200 people. Reproductive endocrinologists generally have higher access to the clinic. As the number of visits increases, more and more physicians would perceive patients as more likely to have abnormal blood glucose and heavy weight. Physicians with large numbers of consultations are more likely to use Asian or Chinese standards to assess obesity. The multivariate analysis involved variables such as age, hospital level, specialty, and patient turnover annually, and more young doctors actively assessed lipid profile (odds ratio (OR) 1.56, 95% confidence interval (CI) (1.16, 2.16)), and primary hospitals (OR 0.65 CI (0.44, 0.89)) chose OGTT for blood glucose assessment less than tertiary hospitals. Physicians in secondary hospitals are more aggressive in evaluating androgens.
UNASSIGNED: Our survey found differences in endocrine assessment, metabolic screening, and treatment in PCOS women in terms of the number of obstetrician-gynecologists who received different patient consultation numbers. The importance of continuing education for physicians is emphasized, to promote lifelong learning.

In recent years, research in the field of bioinformatics has focused on predicting the raw sequences of proteins, and some scholars consider DNA-binding protein prediction as a classification task. Many statistical and machine learning-based methods have been widely used in DNA-binding proteins research. The aforementioned methods are indeed more efficient than those based on manual classification, but there is still room for improvement in terms of prediction accuracy and speed. In this study, researchers used Average Blocks, Discrete Cosine Transform, Discrete Wavelet Transform, Global encoding, Normalized Moreau-Broto Autocorrelation and Pseudo position-specific scoring matrix to extract evolutionary features. A dynamic deep network based on lifelong learning architecture was then proposed in order to fuse six features and thus allow for more efficient classification of DNA-binding proteins. The multi-feature fusion allows for a more accurate description of the desired protein information than single features. This model offers a fresh perspective on the dichotomous classification problem in bioinformatics and broadens the application field of lifelong learning. The researchers ran trials on three datasets and contrasted them with other classification techniques to show the model\'s effectiveness in this study. The findings demonstrated that the model used in this research was superior to other approaches in terms of single-sample specificity (81.0%, 83.0%) and single-sample sensitivity (82.4%, 90.7%), and achieves high accuracy on the benchmark dataset (88.4%, 80.0%, and 76.6%).

Class-incremental learning (CIL) aims to recognize classes that emerged in different phases. The joint-training (JT), which trains the model jointly with all classes, is often considered as the upper bound of CIL. In this paper, we thoroughly analyze the difference between CIL and JT in feature space and weight space. Motivated by the comparative analysis, we propose two types of calibration: feature calibration and weight calibration to imitate the oracle (ItO), i.e., JT. Specifically, on the one hand, feature calibration introduces deviation compensation to maintain the class decision boundary of old classes in feature space. On the other hand, weight calibration leverages forgetting-aware weight perturbation to increase transferability and reduce forgetting in parameter space. With those two calibration strategies, the model is forced to imitate the properties of joint-training at each incremental learning stage, thus yielding better CIL performance. Our ItO is a plug-and-play method and can be implemented into existing methods easily. Extensive experiments on several benchmark datasets demonstrate that ItO can significantly and consistently improve the performance of existing state-of-the-art methods. Our code is publicly available at https://github.com/Impression2805/ItO4CIL.

This paper explores a novel lifelong learning method with Shared and Private Latent Representations (SPLR), which are learned through synaptic intelligence. To solve a sequence of tasks, by considering the entire parameter learning trajectory, SPLR can learn task-invariant representation which changes little, and task-specific features that change greatly along the entire parameter updating trajectory. Therefore, in the lifelong learning scenarios, our model can obtain a task-invariant structure shared by all tasks and also contain some private properties that are task-specific to each task. To reduce the parameter quantity, a ℓ1 regularization to promote sparsity is employed in the weights. We use multiple datasets under lifelong learning scenes to verify our SPLR, on these datasets it can get comparable performance compared with existing lifelong learning approaches, and learn a sparse network which means fewer parameters while requiring less model training time.

This research investigated the influence of information literacy on the creative skills of medical students through the mediation of lifelong learning. A cross-sectional survey was conducted for data collection among medical students, recruited through a stratified convenient sampling procedure, of Khyber Pakhtunkhwa, Pakistan. The questionnaire was personally administered by visiting each college with written permission. A total of 473 survey responses were collected and analysed using the partial least squares structural equation modelling. The results revealed that the information literacy of medical students had a direct and indirect but positive influence on their creative skills. Lifelong learning not had a direct but positive effect on creative skills but also mediated the relationship between information literacy and creative skills. The empirical evidence for how information literacy influences creative skills through the mediated role of lifelong learning may inform policy and practice for information literacy instructions. These results may help academicians and information specialists to initiate a credited or integrated course on information literacy in the curriculum of medical students not only in Pakistan but also in other developing countries. This research would be a worthwhile contribution to the existing research on information literacy as the mediated role of lifelong learning between information literacy and creative skills has never been examined so far.

This study examined the effect of information literacy (IL) on work performance with mediating role of lifelong learning and creativity among journalists in Pakistan. A cross-sectional survey using an online questionnaire was conducted in the press clubs of four provinces (e.g., Punjab, Sindh, Khyber Pakhtunkhwa, and Baluchistan) and the federal capital Islamabad for data collection. The received 1084 responses were analyzed using the partial least squares structural equation modelling. The results indicated that IL of journalists had a direct and indirect but positive influence on their work performance. The lifelong learning and creativity skills also mediated the relationship between IL and work performance. This study provided empirical evidence for how IL directly influence work performance and indirectly with the mediated role of lifelong learning and creativity. These pragmatic insights may inform academicians and enterprises about the IL importance at workplace for enhancement of organizational performance and achieving a competitive advantage. Such results may also initiate an instruction program for existing as well as for prospective journalists to impart IL education. This study could be a worthy contribution to the existing IL research in the workplace context in general and of journalists\' workplace in particular as no such study has appeared so far.

Intelligent fault diagnosis (IFD) plays an indispensable role in protecting machinery from catastrophic accidents. Existing IFD methods are mainly developed in the framework of one-time learning. Therefore, they work under the hypothesis of complete dataset. Nevertheless, it is unrealistic to gain the complete dataset of machinery faults at once. More practically, new data will be progressively acquired over time. Therefore, it is urgently required to develop the incremental learning (IL) capabilities for IFD models to learn new knowledge continually from new data. For this purpose, this study proposes an improved broad learning system (IBLS) for lifelong learning IFD. Firstly, the initial IBLS is constructed based on the original broad learning system (BLS). Then, the IL capabilities of the IBLS are developed for three scenarios: increasing fault samples, increasing fault modes, and increasing running conditions. Based on these IL capabilities, the IBLS can be progressively updated to learn more and more diagnosis functions. Finally, the effectiveness of the proposed IBLS is verified using three experiments of high-speed train bearing, disc component, and Case Western Reserve University bearing. The results show that the IBLS is capable of learning continually new knowledge from new data. Besides, the diagnosis accuracy of the IBLS is 12.45%, 7.84%, and 5.10% higher than that of the original BLS in the three case studies. The satisfying results prove that the proposed IBLS is a useful method to solve the lifelong learning IFD problem.

The use of technology to facilitate better living and learning is gaining popularity worldwide. More and more older adults are technology users and participating in online learning. While there is ample research examining the factors affecting older adults\' behavioural intention to use technology more generally, less is known about their views of using technology in online learning environments. Applying the model for the adoption of technology by older adults (MATOA) developed by Kenneth Hsiche Wang et al., the authors of the study presented here investigated the attitudes of older adults towards technology adoption for online learning. They interviewed 20 adults aged 52-73 who had enrolled in a diploma course in a higher educational institution in Hong Kong. The results show that participants held favourable attitudes towards online learning after several practice sessions. While they had confidence in their future use of technology, they stated that the availability of technical and social support affected their intention of continuous learning using technology in online settings.
Utilisation de la technologie par les seniors à Hongkong pour apprendre en ligne – Utiliser la technologie pour faciliter l’amélioration de la qualité de vie et l’apprentissage, une activité qui jouit d’un engouement croissant dans le monde entier. De plus en plus de seniors se servent de la technologie pour se livrer à des activités d’apprentissage en ligne. Tandis que de nombreuses recherches portent sur les facteurs qui influent sur l’intention comportementale des seniors à utiliser la technologie d’une manière plus générale, nous savons peu de choses sur leurs points de vue à ce sujet dans les environnements d’apprentissage en ligne. S’appuyant sur le modèle pour l’adoption de la technologie par les seniors (model for the adoption of technology by older adults/MATOA) élaboré par Kenneth Hsiche Wang et coll., les auteurs de la présente étude se sont penchés sur les attitudes des seniors concernant l’adoption de la technologie pour apprendre en ligne. Ils ont interviewé 20 adultes âgés de 52 à 73 ans qui s’étaient inscrits à un cours diplômant dans un établissement d’enseignement supérieur à Hongkong. Les résultats indiquent que les participants se montraient favorables à l’apprentissage en ligne une fois qu’ils avaient participé à plusieurs séances d’entraînement. Tout en se sentant confiants quant à l’utilisation qu’ils feraient à l’avenir de la technologie, ils ont déclaré que la disponibilité d’un soutien technique et social influait sur leur intention d’apprendre en permanence en utilisant la technologie dans un environnement en ligne.