Next-generation translational genomics for developing future crops.

The advent of the era of artificial intelligence makes it possible for administrative subjects to use intelligent machines and systems to engage in administrative activities. Among them, the administrative discretion, which is the core of administrative law, is particularly concerned about the use of artificial intelligence. In the era of weak artificial intelligence, intelligent administrative discretion has been widely used in all aspects of administrative law enforcement, but there is a phenomenon that administrative subjects are negligent in exercising discretion. Looking forward to the era of strong artificial intelligence, artificial intelligence machines or systems may have the ability and power to independently exercise administrative discretion, but they cannot become the real administrative discretion subject. Intelligent administrative discretion is conducive to administrative efficiency and guarantees the fairness of administrative behavior, but it also faces legal risks such as unfair results of discretion, opaque algorithm settings, and weakening of government functions. Only by strengthening the legal basis, protecting the rights of the counterparty, improving the accuracy of the algorithm, and improving the status of the administrative subject can the administrative discretionary behavior under the background of artificial intelligence be effectively regulated.

With the help of professional course teaching to carry out ideological and political education has become a hot topic in the new era. In the era of artificial intelligence, the application of new media and new technology can make the traditional advantages of Ideological and political education highly integrated with information technology, enhance the sense of the times and attraction of Ideological and political education, innovate teaching mode, promote the seamless docking and deep integration of artificial intelligence technology and ideological and political education, and promote ideological and political education into a new era of intelligence. This paper takes “Introduction to international business” as an example, discusses the teaching reform of Ideological and political education in the era of artificial intelligence, and discusses the elements of Ideological and political education. By improving the quality and ability of teachers’ ethics, adopting intelligent education methods and establishing diversified evaluation system of artificial intelligence, the course of introduction to international business is deeply integrated with ideological and political education.

Purpose: The general objective of this study was to explore Intellectual Property Rights in the era of Artificial Intelligence. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings reveal that there exists a contextual and methodological gap relating to Intellectual Property Rights in the era of Artificial Intelligence. Preliminary empirical review revealed that the era of Artificial Intelligence (AI) has significantly transformed the landscape of Intellectual Property Rights (IPR), presenting both opportunities and challenges. It highlighted that traditional IP laws are increasingly inadequate to address the complexities introduced by AI-generated content, necessitating a rethinking of existing frameworks. The study emphasized the need for recognizing AI's role in the creation of new works and inventions and the importance of developing balanced approaches to protect both human and AI contributions. Ethical considerations, such as accountability, transparency, and fairness, were also deemed crucial in ensuring responsible AI use. Overall, the study called for a comprehensive and proactive approach to integrate AI into IPR, ensuring robust protections while fostering innovation. Unique Contribution to Theory, Practice and Policy: The Technological Determinism Theory, Innovation Diffusion Theory and Legal Realism Theory may be used to anchor future studies on Intellectual Property Rights in the era of Artificial Intelligence. The study recommended revising existing IP laws to explicitly include AI-generated content and inventions, clarifying criteria for authorship and inventorship. It suggested expanding theoretical frameworks to accommodate AI contributions, emphasizing the collaborative nature of human and AI creativity. Practical measures, such as enhanced cybersecurity and legal safeguards for AI-generated trade secrets, were advised. Policy-wise, the study advocated for international cooperation to harmonize IP laws concerning AI. Developing ethical guidelines for responsible AI use and implementing education programs to inform stakeholders about AI and IP implications were also recommended. These measures aimed to create a balanced IP framework supporting innovation while protecting the rights of all stakeholders.

Genomics of Major Crops and Model Plant Species

In the era of artificial intelligence, a new form of economy has appeared. Accordingly, it is necessary to adapt to the new era of technical skills, compound and innovative talents. As an important position for training technical talents, higher vocational colleges show new characteristics in the era of artificial intelligence and need to innovate the training mode of talents. Based on this, the article will analyze the difference between higher vocational education and undergraduate vocational education, and focus on the analysis of the innovative path and strategy of higher vocational education to train talents in the era of artificial intelligence, to cultivate innovative skilled talents who adapt to the era of artificial intelligence and meet the needs of the development of society and the era [1].

With the recent development of artificial intelligence technology such as ChatGPT, various discussions have been raised regarding writing education in the era of artificial intelligence. Therefore, this study aims to explore the direction of writing education from the perspective of transformative competencies. To this end, this study examined the meaning of transformative competencies presented in the OECD's Future of Education and Skills 2030 Project and suggested the direction in which writing education in the era of artificial intelligence should be heading.The ‘transformative competencies’ presented in the OECD's Future of Education and Skills 2030 Project focuses on the ability of humans to do better when matched against artificial intelligence. In the future society, it is necessary to be able to cope with fluctuating and uncertain situations by having a flexible attitude toward new technologies and an attitude that encourages the continuous acquirement of new knowledge or skills through transformative competencies.Based on transformative competencies, this study set the direction of writing education in the age of artificial intelligence as ‘creative writing to create new values’, ‘practical writing for individuals and communities’, and ‘heuristic writing to awaken a sense of good writing and responsibility’. The direction of writing education in this era of artificial intelligence is not limited to the education of required college writing subjects, but is also the direction of overall college education as well as that of the humanities. Through the establishment of this direction, writing education should be aimed at actively responding to changes in the future era of artificial intelligence, while still allowing students to maintain certain human qualities.

Against the backdrop of rapid advancement in information technology and artificial intelligence, various technologies have been widely applied across multiple industries, demonstrating significant value. Influenced by the era of artificial intelligence, the teaching and learning methods in the university have been continuously evolving, providing new opportunities for teaching in the new era. Taking college English teaching as an example, this paper analyzes the construction issues of ecological teaching models for college English in the era of artificial intelligence. By examining the current application status of ecological teaching models and college English ecological teaching models, the paper focuses on analyzing the key points in building ecological teaching models for college English in the era of artificial intelligence to better adapt to the development of the era of artificial intelligence, guide new approaches to college English teaching, and enhance the effectiveness of English education.

The last two decades have been a period of rapid advancement in our understanding of plant biology and its related developmental processes. This advancement has been facilitated by the adoption of plant models for most of the economically important plant families, as well as the development of enriched genetic, genomic, transcriptomic and metabolomic resources. In recent years, sequencing projects on major crops have further enhanced our understanding of their genomic structure, evolution, gene functions, and, most importantly, this knowledge has been utilized for crop improvement. The Brassicaceae family contains several important research and agricultural species, including the model plant Arabidopsis thaliana and economically important Brassica crops that are of great importance to human health and agriculture. Exploiting heterosis for yield enhancement, increasing tolerance against biotic and abiotic factors, and improving nutritional value remain the priorities in Brassica crop improvement. This review summarizes the potential of recently adopted genetic and genomic resources, as well as the basic knowledge obtained from studying the closest model plant A. thaliana, to accelerate the crop improvement programs in Brassica crops.

From the perspective of training mode, the focus of education in the era of artificial intelligence will shift from the current knowledge education and skill education to personalized, critical thinking training and other educational directions; the era of artificial intelligence will promote education to pay more attention to people, especially to people’s spiritual world and emotional communication. From the perspective of education subject, in the era of artificial intelligence, students need to adapt to the intelligent learning mode and the development of cloud computing, big data, artificial intelligence and other advanced technologies has made it possible for students to achieve self-learning and critical learning; the most important responsibility of teachers is no longer to teach knowledge, but more importantly to serve as life mentors for students, helping them train critical thinking and innovative thinking, discover their own advantages and realize the value of life; artificial intelligence makes the evaluation criteria change from the original result-oriented “single” evaluation to the comprehensive and process-oriented “multi-dimensional” evaluation, and from the focus only on knowledge imparting to the focus more on critical thinking and other comprehensive quality and ability cultivation.

In order to explore the problems in technology path, social value and key technologies of intelligent teaching system in the era of artificial intelligence 2.0, this paper takes four modules of intelligent teaching system in the era of artificial intelligence 2.0 as objects , and discusses the application path and social value of intelligent teaching system, and carries out in-depth research on the key technologies of natural language processing, question answering system, expression recognition and educational data mining corresponding to the four modules. This paper also analyzes the status, role and development trend of four key technologies in the application and development process of intelligent teaching system in the era of artificial intelligence 2.0. The research in this paper can provide the basis for the development and application of intelligent teaching system in the era of artificial intelligence 2.0, and promote the better integration and development of new information technology and education & teaching.

In order to explore the problems of the key technology of intelligent teaching system in the era of artificial intelligence 2.0 and promote the development of intelligent teaching system better, we study the status and role of the four key technologies in intelligent teaching system. This paper takes four modules of intelligent teaching system as the objects, and discusses four key technologies supporting the application of intelligent teaching system, namely natural language processing, question answering system, expression recognition, educational data mining, etc. This paper discusses the status and the role of key technologies in the intelligent teaching system in the era of artificial intelligence 2.0, and the problems, causes and the necessity of solving in the application and development process of intelligent teaching system. The research results of this paper can provide a theoretical basis for the application of intelligent teaching system in the era of artificial intelligence 2.0, and standardize the orderly development of intelligent teaching system.

As human society steps into the era of artificial intelligence, artificial intelligence has a profound impact on education, which provides necessary conditions and have new requirements for the innovation of foreign language teaching. The innovation of foreign language teaching in the era of artificial intelligence is mainly reflected in four aspects: the innovation of educational organization form, the innovation of education and teaching mode, the innovation of teachers’ skills and concepts, and the innovation of teaching resources selection and application. To improve the level of campus intelligence, to carry out highly customized learning, to create a smart classroom, and to establish a collaborative relationship between teachers and artificial intelligence are the ways and methods of foreign language teaching innovation. In this process, society, schools, teachers and students should cooperate well and work closely to create a better and new situation of foreign language teaching in the era of artificial intelligence.

Artificial intelligence constantly puts forward new and sensitive requirements for the knowledge transmission of law discipline, focusing on the development and reform of legal education mode in the era of artificial intelligence, and realizing the perfect integration of artificial intelligence and law. The network teaching caused by novel coronavirus epidemic is changing the teaching methods of teachers and the learning methods of students, especially the influence on the education mode of law major. In the era of artificial intelligence, legal talents should pay close attention to the social reality and actively respond to the great challenges and opportunities given by artificial intelligence and other emerging technologies. With the popularization of network education, its own shortcomings have gradually emerged. This paper investigates the views of law students on the network teaching effect of law major in the era of artificial intelligence through questionnaire survey, and summarizes the survey data to find out the shortcomings of the network teaching model. Aiming at the existing problems, this paper puts forward some innovative strategies, such as establishing a normal crisis coping mechanism, selecting ways to stimulate students' interest in learning and implementing teaching, and establishing a diversified teaching system, in the hope of improving the online teaching of law major.

Simulation-based medical education (SBME) has been widely implemented in skill training in various clinical specialties. SBME has contributed not only to patient and medical safety but also to undergraduate and specialist education in the healthcare field. In this review, we discuss the challenges and future directions of SBME in the artificial intelligence (AI) era. While SBME fidelity or methods may become highly complicated in the AI era, the fact is that learners play a central role. As SBME and clinical education are complementary, mutual feedback and improvement are essential, especially in non-technical skill development. For the development of sustainable SBME in the clinical field in the AI era, continuous improvement is needed by academia, educators, and learners.

The study essentially aims to analyze the changes occurring within the practice of dakwah as a form of communicating Islamic messages in the era of digital technology and artificial intelligence. The practice of dakwah must retain its prophetic communication dimension even as it adjusts to new communication formats brought about by the digital era and artificial intelligence. This study employs a qualitative approach with a descriptive-analytical method. This method was chosen for its capacity to provide a profound understanding of complex phenomena within their contexts, aligned with the research objective to analyze the changes in communication patterns and their effects on dakwah practices. Data is gathered through documentation and observation of dakwah practices across various platforms and digital media. The study indicates that the shifts in dakwah communication patterns in the digital era and the advancement of artificial intelligence have significant and intricate impacts on the comprehensive communication of Islamic prophetic messages. Key points include: (1) Changes in the meaning and practice of dakwah depict a shift in focus from the spiritual and moral aspects to the dissemination of Islamic messages through technological platforms; (2) Changes in dakwah communication formats and platforms reflect the adaptation of preachers to digital trends and audience preferences; (3) The influence of social media in dakwah practices opens broad avenues for disseminating Islamic messages; (4) Artificial intelligence (AI) has notably contributed to presenting dakwah content to the public; (5) Normative dynamics in digital-era dakwah communication reveal the challenges in maintaining a balance between popularity and the integrity of religious teachings; (6) Ethical challenges and controversies in digital dakwah underscore the need to uphold moral and ethical values in religious communication; and (7) Education and supervision emerge as pivotal in addressing the challenges of digital dakwah. Content creators, preachers, and society at large must be equipped with a proper understanding of technology usage aligned with scholarly and ethical responsibility, ensuring that the conveyance of religious messages remains accurate, substantial, and consistent with Islamic values.