Development Mode of Urban Grassroots Libraries under the Background of Lifelong Learning:Inspiration from Idea Stores in London

The urban grass-roots library is an important part of the public cultural service system,and also a place to carry out national reading and lifelong learning,which is of great significance to the construction of a learning society.In this paper,the development and evolution of urban grassroots libraries in China are reviewed,and the current situation and usage issues of grassroots libraries in Beijing are analyzed.Moreover,the development strategy of idea stores in London,UK is studied,and characteristics are summarized,and possible references are sought.In the new era,urban grassroots libraries should integrate into communities with multiple functions and play a more sufficient role in public education,learning and training,and other aspects.

An Analysis of Polices in Terms of Lifelong Learning

Lifelong learning is a focused issue explored by many scholars.After having reviewed the practices in lifelong leaning policies adopted in many countries and organizations,this paper analyzes the current situation in lifelong learning policies in China,thus to satisfy people's need to live and develop,fulfill spiritual world and level up the quality of life.

Game-Based Learning for Competency Abilities in Blended Museum Contexts for Diverse Learners

Museums offer a lifelong edutainment environment with flexible choices for the public and provide fruitful interdisciplinary learning resources to support competency-based education.However,the lack of proper scaffolding and supports in museums negatively affect learner learning.Further,the individual differences need to be considered to effectively support the diverse learners learning in museums.In this study,an innovative learning model to support competency education for lifelong learning in museums is proposed.A game-based learning service named CoboFun that offers various types of problem-solving activities was developed to facilitate learners’interaction with exhibits and their peers in the museum.To examine the service design of CoboFun,learners’perceptions were evaluated and the differences in their cognitive styles were examined(Field Independent(FI)and Field Dependent(FD)).The results showed that both FI and FD learners enjoyed learning with CoboFun but that flexible learning tools needed to be provided to satisfy the different needs for the learners with different cognitive styles.

Human Rights and Social Justice through Open Educational Resources and Lifelong Learning

A landmark in the realization of UNESCO’s Sustainability Goals,Education for All(SDG4),was passed when the organization’s Recommendation of Open Educational Resources(OER)was uniformly adopted in 2019.Now it is time to transfer from the consciousness of OER to their mainstream realization at all levels,micro,meso,and macro,including all stakeholders,such as governments,institutions,academics,teachers,administrators,librarians,students,learners,and the civil service.The OER Recommendation includes five areas:building capacity and utilizing OER;developing supportive policies;ensuring effectiveness;promoting the creation of sustainable OER models;promoting and facilitating international collaboration;monitoring and evaluation.OER are valued as a catalyst for innovation and the achievement of UNESCO’s SDG 4,education for all,lifelong learning,social justice,and human rights.The OER Recommendation will be a catalyst for the realization of several other SDGs.Because access to quality OER concerns human rights and social justice,this Recommendation is vital.In 2020,the effects of the worldwide COVID-19 pandemic clearly demonstrated the importance of opening up education and the access to internationally recognized,qualified learning resources.This article describes and discusses how the promise of resilient,sustainable quality open education can be fulfilled in the new normal and the next normal.

Gender Differences in Motivation and Learning Preferences of Pharmacists in Lifelong Learning

Objectives： To analyse motivation and preferences of pharmacists who participate in CE （continuing education） to develop suitable lifelong learning programmes for pharmacists. Methods： An online questionnaire, which explored the motivation and preferences of the pharmacists to lifelong learning, was sent to all members of the Royal Dutch Pharmaceutical Society （4321） in the Netherlands. The data were analysed using a non-hierarchical clustering technique. Key findings： Two clusters of pharmacists were discovered. Cluster A pharmacists （n = 474） were more motivated by credit points （63.5% vs. 47.2%）, personal interest （84.1% vs. 56.3%）, updating knowledge （73.8% vs. 56.8%） and topicality of CE courses （47.7% vs. 26.1%）. Cluster B pharmacists （n = 199） were predominantly motivated by the aspect ＂duty as a care-giver＂ （97.0% vs. 0 % in cluster A）. Pharmacists who belonged to cluster A tended to be women （60.5%）, often worked part-time （29.3%） and mostly preferred lectures （71.1%）. Cluster B pharmacists consisted of statistically significantly more male pharmacists （52.8%, p = 0.001）, worked more full time （77.4%, p = 0.009） and mostly preferred blended learning （62.3%, p = 0.047）. Conclusions： These results suggest the use of different education formats for different kinds of pharmacists to participate in CE activities.

Battery prognostics and health management for electric vehicles under industry 4.0

Transportation electrification is essential for decarbonizing transport. Currently, lithium-ion batteries are the primary power source for electric vehicles (EVs). However, there is still a significant journey ahead before EVs can establish themselves as the dominant force in the global automotive market. Concerns such as range anxiety, battery aging, and safety issues remain significant challenges.

Fostering independent learning in english education for undergraduate students

The enhancement of students'independent learning acumen is a cornerstone objective within college English education.Elevating students'proficiency in independent learning necessitates a thorough understanding of its significance and the implementation of effective cultivation strategies.By fostering an environment conducive to independent learning and imparting essential skills,students can proficiently navigate autonomous learning endeavors,thereby preparing themselves for a lifetime of scholarly pursuits.This paper delves into the multifaceted dimensions of independent learning,elucidates pertinent cultivation strategies,and underscores the imperative of equipping students with the tools necessary for lifelong learning and academic success.Through this comprehensive approach,students can develop the resilience and adaptability needed to excel in their academic endeavors and beyond.

The Appeals,Dilemmas,and Pathways of Enabling Rural Teachers’Professional Development Through Emerging Technologies

With the rapid advancements in technology,especially in digitalization and intelligence,numerous modern technologies have poured into rural schools,effectively improving their informatization conditions.Nevertheless,these technologies remain detached from rural teachers,failing to significantly enhance the quality of education and teaching in rural areas.Rural education is a crucial aspect of ensuring balanced development in education.The question of how to enhance rural teachers’technological application abilities and fully leverage the positive role of technology in rural education and teaching has become a significant topic of current research on rural education issues.To better address this question,this study conducted a thorough examination of the specific appeals of rural teachers in the process of technology enablement.It was discovered that rural teachers generally face dilemmas such as insufficient technological application abilities,difficulties in obtaining quality teaching resources,and the lack of continuous technical support and update mechanisms.Based on these findings,specific pathways such as strengthening rural teacher training,optimizing the allocation of educational resources,and establishing mechanisms for continuous technical support and updates are proposed to aid in the high-quality development of rural education.

Forget less,count better:a domain-incremental self-distillation learning benchmark for lifelong crowd counting

Crowd counting has important applications in public safety and pandemic control.A robust and practical crowd counting system has to be capable of continuously learning with the newly incoming domain data in real-world scenarios instead of fitting one domain only.Off-the-shelf methods have some drawbacks when handling multiple domains:(1)the models will achieve limited performance(even drop dramatically)among old domains after training images from new domains due to the discrepancies in intrinsic data distributions from various domains,which is called catastrophic forgetting;(2)the well-trained model in a specific domain achieves imperfect performance among other unseen domains because of domain shift;(3)it leads to linearly increasing storage overhead,either mixing all the data for training or simply training dozens of separate models for different domains when new ones are available.To overcome these issues,we investigate a new crowd counting task in incremental domain training setting called lifelong crowd counting.Its goal is to alleviate catastrophic forgetting and improve the generalization ability using a single model updated by the incremental domains.Specifically,we propose a self-distillation learning framework as a benchmark(forget less,count better,or FLCB)for lifelong crowd counting,which helps the model leverage previous meaningful knowledge in a sustainable manner for better crowd counting to mitigate the forgetting when new data arrive.A new quantitative metric,normalized Backward Transfer(nBwT),is developed to evaluate the forgetting degree of the model in the lifelong learning process.Extensive experimental results demonstrate the superiority of our proposed benchmark in achieving a low catastrophic forgetting degree and strong generalization ability.

The Practical Challenges and Ecological Construction of the Lifelong Learning System in the Digital Era

At present,intelligent digital technology is irreversibly influencing all levels of the education field.The construction of an education system serving lifelong learning has also become an essential field of digital transformation.In the face of the impact of marketization,aging,and networking,as well as the update and iteration of intelligent digital technology,the construction of the lifelong learning system not only needs to realize the transformation with the help of digital technology but also needs to clarify the internal correlation of transformation goals,computing power support,multiple collaboration,and learning evaluation from the framework structure.At the same time,it is necessary to realize that the penetration of technology into lifelong learning may cause the misunderstanding of technology supremacy and the trap of tool rationality.Therefore,technological empowerment and enablement can accelerate the digital transformation of the lifelong learning system and coordinate with community education,elderly education,vocational education,higher education,and other fields to construct an integrated environment.Additionally,being critical issues requiring attention from society,they are also vital ways to overcome the above dis advantages,promote interactions between communities,governments,and professional education organizations,and improve the digital and intelligent learning environment.

Inclusive Intergenerational Experiences With Elderly and Minor People： A New Horizon for Inclusion？

The research presents the progressive increase of lifelong education and its influence on the paradigm of socio-educational inclusion. Today＇s society is characterized by its increasing aspiration and demand for activities of social promotion and personal development, that is, activities that tend to reinforce the social fabric in its human and community values, in the elimination of loneliness, or increasing the quality of life, through the full enjoyment of civic rights, common cultural property, or participation in the opportunities offered by public and community life The older population has transformed their habits, integrating new values generated by social changes. In turn, it leads to possible changes in social intervention. These include training, leisure, tourism, social skills development, the use of the Internet as a tool for knowledge and communication, and social participation. These new social behaviors can be an opportunity to build a more cohesive and supportive society, without generational breaches And this line, the attention to diversity and its even processes seeks to expand its reach, generating intergenerational spaces

The Education of Students of Pedagogy With the Aim of Fostering Multiculturalism in a Community

The paper starts from the theoretical model of multiculturalism as a possibility for an individual to develop their own identity, to accept and respect the identity of other members of a community. The aim of this research is to determine how the students of pedagogy define the concept of multiculturalism and in how far they consider it to be current in contemporary social relationships. The survey was carried out using the descriptive method and the analysis of contents. It examined the attitudes of students who are preparing themselves for advisory work with children in elementary school and high school. The results of the research confirm that the pedagogy students define the concept of multiculturalism clearly. They recognize the need for upbringing that fosters multiculturalism in modern education, in order to gain extensive knowledge and use it in a particular situation.

Bridging Sociality and New Media Practice as a Lever to Intercultural Competency

This paper is based on the findings of a survey on 120 students involved in the Interdisciplinary Course on Intercultural Competences （ICIC）, a three-year EU Lifelong Intensive Program project aimed at developing intercultural competency in the education, social work and health care professions. The Program approached intercultural competency as a culturally aware ability to cope with unfamiliar situations continuously arising in the current ever-changing society, in which learning has become an ＂endemic condition＂, and the new media have created symbolic resources for actively expressing and constructing identities as an in-progress and negotiated project. Intercultural competency is therefore rethought from a holistic perspective as a part of an educational mission that particularly values one＇s communicative and social experiences as a strategic resource for facilitating learning processes and enhancing professional competency. The presented data show sociality as a clustering factor for intercultural learning and displays a factorial structure, from which a model for intercultural education is inferred, in which bridging social capital, media practice and reflective attitude become crucial for gaining and valuing competency in terms of human capital.

Adult Education and Training in Portugal： A Multi-case Study Focused on Autobiographical Experiences

In our actual framework of constant social and cultural changing, we are witnessing a transformation of the adults＇ patterns and pathways of life. Currently, people＇s lives cannot be analyzed using a macro-perspective, marked by partitioning phases, but the various stages we undergo from childhood to the third age are being overlapped and this is reflected with particular relevance in the field of learning, where the notion of lifelong learning is present in our personal, social and professional everyday contexts, in Portugal, the New Opportunities Initiative is building new and innovative education and training pathways, which privilege the autobiographical methods, where adults, from their life stories, are challenged to resort to new ways of valuing their experiences, potentiating the acquisition of new skills, in a logic of personal, social and professional empowerments. This formative/training logic has shown to be the promoter of a growing autonomy from the adults. We will present, here, the qualitative multi-case study we are developing in this area, which is centered on adults＇/professionals＇ autobiographies and focuses on the understanding of adult education, lifelong learning and on the analysis of the mediation figures associated with them.

The International Mobility of Students Apprentices at the Heart of Building a Skills Economy: the Example of the Corsican Territory

At a time of exacerbated globalization,education,and more generally training,is a key factor for our society,at the heart of territories challenged to renew themselves in the face of the emergence around the globe of new centers of economic and demographic gravity,with their own models.Training,and its link with working life,is a real challenge to face,in the near future,the technological,economic,political and environmental revolutions that we are already facing.Beyond what is called sandwich training or continuing vocational training in Higher Education,the current challenge is indeed around lifelong learning,old concept but whose forms always call for an actualization in modernity.At the heart of a small island territory like Corsica,this challenge is all the more crucial to take up as it foreshadows its attractiveness in a context of glocalisation[8]now durably anchored.In an ever-changing global environment,with moving landmarks,increasingly complex personal and professional lives,and where everything that seemed well compartmentalized yesterday faces increasing porosity,the purpose of this contribution is to explain that the international mobility of students apprentices,at the heart of the construction of a skills economy,is a major strategic issue for the development and structuring of a small territory such as Corsica.

Analysis of the Impact of Unequal Distribution of Educational Resources in Rural Areas of China on Educational Equity

This paper examines the unequal distribution of educational resources in rural areas of China and its impact on educational equity.Through a comprehensive analysis of existing literature,case studies,and statistical data,the research identifies key disparities in areas such as teacher-to-student ratios,educational infrastructure,and educational attainment.The study also explores the long-term effects of these disparities on social mobility and economic development in rural regions.Drawing on international experiences from countries like Finland,South Korea,and Brazil,the paper offers policy recommendations and a practical pathway for reform.These include enhancing investment in rural education,improving teacher recruitment and retention,standardizing the curriculum,leveraging technology,strengthening early childhood education,and promoting lifelong learning opportunities.The paper concludes with a call to action for policymakers,educators,and community leaders to work collaboratively towards achieving educational equity and social justice in China.

Building an e-Portfolio with a learning plan centric approach

A portfolio records achievements in the personal growth process. A personal development e-Portfolio assists an individual in planning his/her development path and reflecting upon his/her own learning. In this article, we propose an approach to constructing a personal development portfolio. An abstract information model is presented to support such a portfolio. The information model is proposed based upon and according to IMS standards. The use of this approach is illustrated by way of a prototype e-Portfolio system. The usage scenario and limitations of such a portfolio are also discussed.

Influence of organization learning on innovation output in manufacturing firms in Kenya

Knowledge entrepreneurship is increasingly becoming important in driving innovation for high levels of competitiveness.The purpose of this study was to investigate the relationship between Organization Learning(OL)and Innovation Output(IO)for improved performance in manufacturing firms in Kenya.The theoretical underpinnings on this study are the Schumpeter’s(1934)innovation theory of and the Gleick(1987)complexity theory.The methodology used was mixed method research because it provides a more holistic understanding of a thematic area.The research design that was used is cross-sectional design because it allows for making observations on different characteristics that exist within a group at a particular time.The target population was manufacturing firms across the country.Multi-stage sampling strategy was used to sample 303 respondents from 101 firms.Primary and secondary data were used to collect both qualitative and quantitative data.The questionnaire,interview schedule and a checklist of key informants were used to collect data.Content validity was used to ascertain the credibility of the research procedure and internal consistency technique was used to test for reliability.Correlation and linear regression were used to determine the relationship between OL and IO.Work disruptions were avoided by making prior arrangements and appointments.The findings indicate that OL has a significant influence on IO.It is recommended that lifelong learning,management support and risk tolerance should be encouraged to improve creativity.High creativity is important in raising the capacity to integrate internal and external knowledge for greater levels of IO.Further research should be carried out to find how customers and suppliers information can be utilized to enriched OL.