In knowledge economies, building technological capability is a continuous process and unarguably key to industrial policy development. Learning [by-doing in the industry] has been linked to a reduction in unit labor cost and overall production cost of goods and services. In this study, we comparatively studied the learning pattern of the Japanese manufacturing and service sector using industrial-leveldata. This study is perhaps the first attempt to comparatively study the productivity of the Japanese industry using the learning curve at the aggregate level. Looking back to almost 4 decade-long (19802017) of financial input-output data, we estimated the trend in technological learning using various learning models, calculated the annual progress ratios (via production function imputed in log-linear & cubic model) and revealed the dynamic technological learning across the two sectors at the aggregate level. This enabled us to identify years with good learning rates which are synonymous with costsaving across the two sectors of the economy. The results show that, while learning was restored and sustained in the services sector of the economy in the last decade, the same cannot be said about the manufacturing sector where learning (cost-saving ability) was completely lost. We conclude that (1) as typical of advance economy, Japan is now a service-oriented economy with manufacturing playing a complementary role, (2) the service sector may have benefited from advances in technologies and innovations from the manufacturing to achieve higher productivity at a lower cost.
Author(s) Details
Joseph Junior Aduba
Graduate School of Economics, Ritsumeikan University, Japan.
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Tag: learning
Research in Didactics of Natural Sciences and Pedagogical Innovation for Scientific Education | Book Publisher International
The research theme “Didactics of life and earth sciences and pedagogical engineering” is part of the opening and complementarity of our LIRDIST laboratory to training and development. This book aims at a research work in education and training, in order to bring concrete proposals for teaching in life and earth sciences, taking into account our educational and university context: it is a question of producing and developing didactic engineering related to these scientific contents, ready for direct applications in teaching situations (lectures, tutorials, and practical work, scientific debates…). Research investigations in the study of the problematic of the integration of ICT in secondary and higher education, are also explored on various issues related to digital environments: computer tools, teaching software, simulations, distance education, and teaching platforms. The objective is first to contribute to international research work on the integration of ICT in education while taking into account the specificities of Moroccan education. In addition, the results of this work will allow the national level to better frame the institutional orientations in terms of integration of ICTs in education. As for pedagogical innovation, the results of exploratory studies on teacher training in ICT are also reported in this book. Moreover, observations of students and students raised in learning situations will make it possible to build new curricula based on scientific and rigorous foundations, based on interactivity, with the aim of providing learners with more structured cognitive access to knowledge.
Author (s) Details
Anouar Alami
Interdisciplinary Research Laboratory in Didactics of Science and Technology, LIRDIST, Faculty of Sciences Dhar El Mahraz, Sidi Mohamed Ben Abdellah University, P.B. 2626, Fez 30000, Morocco.
Samiha Benfares
Regional Centre of Training and Education (CRMEF), Fez-Meknes Region, Morocco.
Mohammed Elazami Elhassani
Regional Centre of Training and Education (CRMEF), Fez-Meknes Region, Morocco.
Moncef Zaki
Interdisciplinary Research Laboratory in Didactics of Science and Technology, LIRDIST, Faculty of Sciences Dhar El Mahraz, Sidi Mohamed Ben Abdellah University, P.B. 2626, Fez 30000, Morocco.
Bouchta El Batri
Interdisciplinary Research Laboratory in Didactics of Science and Technology, LIRDIST, Faculty of Sciences Dhar El Mahraz, Sidi Mohamed Ben Abdellah University, P.B. 2626, Fez 30000, Morocco.
Maskour Lhoussaine
Interdisciplinary Research Laboratory in Didactics of Science and Technology, LIRDIST, Faculty of Sciences Dhar El Mahraz, Sidi Mohamed Ben Abdellah University, P.B. 2626, Fez 30000, Morocco.
Boujemaa Agorram
Interdisciplinary Research Laboratory in Didactics of Science and Technology, LIRDIST, Faculty of Sciences Dhar El Mahraz, Sidi Mohamed Ben Abdellah University, P.B. 2626, Fez 30000, Morocco and Cadi Ayyad University, Ecole Normale Superieure, EREF, Marrakech 40130, Morocco.
Sabah Selmaoui
EREF, Ecole Normale Supérieure, Cadi Ayyad University, Marrakech, Morocco and Interdisciplinary Research Laboratory in Didactics of Science and Technology, LIRDIST, Faculty of Sciences Dhar El Mahraz, Sidi Mohamed Ben Abdellah University, P.B. 2626, Fez 30000, Morocco.
Fatima Ezzahra Ait Yahya
Interdisciplinary Research Laboratory in Didactics of Science and Technology, LIRDIST, Faculty of Sciences Dhar El Mahraz, Sidi Mohamed Ben Abdellah University, P.B. 2626, Fez 30000, Morocco.
Asma Id Babou
Interdisciplinary Research Laboratory in Didactics of Science and Technology, LIRDIST, Faculty of Sciences Dhar El Mahraz, Sidi Mohamed Ben Abdellah University, P.B. 2626, Fez 30000, Morocco.
Omar Jiyed
Interdisciplinary Research Laboratory in Didactics of Science and Technology, LIRDIST, Faculty of Sciences Dhar El Mahraz, Sidi Mohamed Ben Abdellah University, P.B. 2626, Fez 30000, Morocco.
El Mostapha Aouine
Applied Human Sciences Laboratory, Faculty of Letters and Human Sciences, Sais-Fes, Sidi Mohamed Ben Abdellah University, P.B. 2626, Fez 30000, Morocco.
Radouan Chakour
Interdisciplinary Research Laboratory in Didactics of Science and Technology, LIRDIST, Faculty of Sciences Dhar El Mahraz, Sidi Mohamed Ben Abdellah University, P.B. 2626, Fez 30000, Morocco and EREF, Team Education Research and Training, ENS, Cadi Ayyad University, Marrakech 40130, Morocco.
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http://bp.bookpi.org/index.php/bpi/catalog/book/160
A Philosophical View: Proposal for New Age Learning | Chapter 05 | Current Research in Education and Social Studies Vol. 2
Learning is to be a joyous activity, not a forceful one. But in the present education system learning is no more joyful. It imposes on the little brains a lot of pressure and anxiety. Hence, in an age when a child has to live freely, play, dream and enjoy the beautiful nature they are blown away with lack of curiosity, creativity, love and happiness. Hence, led to the need for a study. The study is mainly undertaken to find out approaches for a learner’s friendly education by following some of views of great thinkers on education all over the world. Some of the approaches suggested in the new age learning are present in some of the countries but not all together. The proposed new age learning approaches might be difficult to practice in the present day but not impossible. The need for a happy society, with all the curiosity and creativity, free from health issues are the centre of my study. The recent study revealed that the schools in India like Isha home schools, Rishi Valley schools and Puttaparthi Sai Baba schools are aiming at the overall wellbeing of the enrolled children.
Author(s) Details
P. V. Sree Vyshnavi
Department of Business Management, Vikrama Simhapuri University, India.
View Volume: http://bp.bookpi.org/index.php/bpi/catalog/book/103
The Use of Graphic Drawing in Comprehending Mathematics Problems by an Autistic Student | Chapter 04 | Perspectives of Arts and Social Studies Vol. 2
The case study included an adolescence male diagnosed with Autism. It also investigated the impact of using drawing representations when solving math word problems with a maximum of three steps. Math achievement during three phases periods: before treatment, during treatment, and after treatment were compared and concluded that there was an improvement in math achievement during and after treatment compared to before treatment. Moreover, the study showed the participant had problems comprehending several words with mathematical connotations. The study involved a male student who was diagnosed to have autism by school official and psychologists. The study showed that the student exhibited a significant improvement in solving mathematics word problems when the participants used pictorial representations to better understand them. Another important finding was that the participants had difficulty understanding some English word with mathematical connotations; for example, he had problem with words such as together, each, half, minimum, maximum, at least, at most, multiplication, division, and most when they are used in math word problems. Teachers should be aware that these children may show a high level of knowledge in some academic subjects, but having problem understanding some simple English words. Some researchers call these children “little professors” since they may excel in one area, and teachers may assume that these children do not need any assistant when working on math problem; thereby, instructors may not modify their lessons or assessments in meeting their needs. One important limitation of this study is the use of its generalization of the results to other children with autism because children could be at different levels of autism spectrum. Literature review of learning by children with autism has shown that no two children with autism are alike. Therefore, educators or teachers should use a teaching strategy that addresses the needs of all learners.
Author(s) Details
Dr. Hosin Shirvani
Department of Teaching and Learning, University of Texas -Rio Grande Valley, 1201 W. University Dr. EDCC 2.644, Edinburg, TX, United States.
Read full article: http://bp.bookpi.org/index.php/bpi/catalog/view/62/709/573-1
View Volume: https://doi.org/10.9734/bpi/pass/v2
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