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This study consists of an examination of productivity growth following three major technological breakthroughs: the steam power revolution, electrification and the ICT revolution. The distinction between sectors producing and sectors using the new technology is emphasized. A major finding for all breakthroughs is that there is a long lag from the time of the original invention until a substantial increase in the rate of productivity growth can be observed. There is also strong evidence of rapid price decreases for steam engines, electricity, electric motors and ICT products. However, there is no persuasive direct evidence that the steam engine producing industry and electric machinery had particularly high productivity growth rates. For the ICT revolution the highest productivity growth rates are found in the ICT-producing industries. We suggest that one explanation could be that hedonic price indexes are not used for the steam engine and the electric motor. Still, it is likely that the rate of technological development has been much more rapid during the ICT revolution compared to any of the previous breakthroughs.

This chapter uses the historian’s method of micro-history to rethink the significance of the Supreme Court decision Muller v. Oregon (1908). Muller is typically considered a labor law decision permitting the regulation of women’s work hours. However, this chapter argues that through particular attention to the specific context in which the labor dispute took place – the laundry industry in Portland, Oregon – the Muller decision and underlying conflict should be understood as not only about sex-based labor rights but also about how the labor of laundry specifically involved race-based discrimination. This chapter investigates the most important conflicts behind the Muller decision, namely the entangled histories of white laundresses’ labor and labor activism in Portland, as well as the labor of their competitors – Chinese laundrymen. In so doing, this chapter offers an intersectional reading of Muller that incorporates regulations on Chinese laundries and places the decision in conversation with a long line of anti-Chinese laundry legislation on the West Coast, including that at issue in Yick Wo v. Hopkins (1886).

Due to a change in higher education and adult education ideas and practices globally that have become more learner-centered, higher education is undergoing a transformation at a rate never before seen. Education has also evolved into a lifetime endeavor as the importance of higher education and adult learning has grown. In light of the fact that it offers guidance on how people can find purpose in their lives, transformative learning theory has a prominent position in higher education and adult education. By critically examining their presumptions and expectations and updating them to support higher education students' successful learning, educators can transform their theory and practice of instruction through active and transformative learning. Adapting to the changing capacities brought on by digitization, technological advancements, growing technological connectivity, global market expansion, mobility and migration, and workplace diversity is becoming more and more difficult for higher education institutions. The idea of active and transformative learning and transformative learning strategies are discussed in detail in this chapter to help readers understand their importance and function in effective teaching and learning in the transforming world of higher education. This chapter's major contribution to Active and Transformative Learning: Digital Transformation in Education is the provision of a comprehensive guide and strategy on how to successfully incorporate digital technologies into the teaching and learning process in order to improve student engagement, knowledge acquisition, and the growth of critical thinking skills.

The White House Initiative: Educate to Innovate (2009) outlines the need for school age children (P-12) to focus more intentionally on Science, Technology, Engineering, and Math or STEM. The arts and other developmentally appropriate activities (i.e., blocks, painting, music, etc.) are added to STEM to create STEAM. Specifically, this chapter focuses on Technology, Engineering, and the Arts within the contexts of Science and Mathematics in the early childhood setting. By allowing children the time to explore and create, young children will wonder about the world around them. The chapter concludes with suggestions for early childhood professionals to create environments (physically, temporally, and interpersonally) that encourage and expand the STEM principles.

The increasing accumulation of synthetic plastic waste in oceans and landfills, along with the depletion of non-renewable fossil-based resources, has sparked environmental concerns and prompted the search for environmentally friendly alternatives. Biodegradable plastics derived from lignocellulosic materials are emerging as substitutes for synthetic plastics, offering significant potential to reduce landfill stress and minimise environmental impacts. This study highlights a sustainable and cost-effective solution by utilising agricultural residues and invasive plant materials as carbon substrates for the production of biopolymers, particularly polyhydroxybutyrate (PHB), through microbiological processes. Locally sourced residual materials were preferred to reduce transportation costs and ensure accessibility. The selection of suitable residue streams was based on various criteria, including strength properties, cellulose content, low ash and lignin content, affordability, non-toxicity, biocompatibility, shelf-life, mechanical and physical properties, short maturation period, antibacterial properties and compatibility with global food security. Life cycle assessments confirm that PHB dramatically lowers CO₂ emissions compared to traditional plastics, while the growing use of lignocellulosic biomass in biopolymeric applications offers renewable and readily available resources. Governments worldwide are increasingly inclined to develop comprehensive bioeconomy policies and specialised bioplastics initiatives, driven by customer acceptability and the rising demand for environmentally friendly solutions. The implications of climate change, price volatility in fossil materials, and the imperative to reduce dependence on fossil resources further contribute to the desirability of biopolymers. The study involves fermentation, turbidity measurements, extraction and purification of PHB, and the manufacturing and testing of composite biopolymers using various physical, mechanical and chemical tests.

The Nanoscience Project at Hampton University (NanoHU) responds to the international call for more workers in the field of science, technology, engineering, and mathematics (STEM) who are nano-savvy and prepared for engagement in the fourth industrial revolution. The project’s initial intent to answer statewide and national initiatives was congruent with Hampton University’s (HU) desire for increased diversification of research interests across HU and enhanced the preparation of its students for doctoral degrees. Funded by the National Science Foundation, the five-year project (2012–2017) purposed to develop and systematically implement an integrated, multidisciplinary STEM research and education program in nanoscience at HU. Evidence of NanoHU’s success is demonstrated in the following accomplishments at the University: (1) a new Nanoscience Minor, (2) a new “Introduction to Nanoscience” course that has had a total enrollment of 82 students from STEM and non-STEM fields, (3) the NanoHU Scholars Program that has prepared 23 Scholars for entry into graduate programs and 12 NanoHU Fellows for similar pursuits, (4) a Faculty Development Program that has supported a total of 20 STEM and non-STEM faculty members, (5) a NanoHU Seminar Series that has informed the HU community about the science, business, legal, and ethical topics pertaining to nanoscience and nanotechnology, and (6) a viable outreach program that has prepared high school students (NanoHU Pioneers) for successful matriculation as STEM majors at the college level and stimulated STEM interest in the surrounding community. It is worth emphasizing that execution of the project also resulted in engagement between STEM and non-STEM constituents of the University, establishing a platform for a formal science, technology, engineering, arts, and mathematics (STEAM) institutional initiative. Efforts to communicate the importance of nanoscience to the HU community through seminars resulted in an infusion of nanoscience modules in STEM and non-STEM courses including courses in English, Journalism, Ethics, and other pre-law courses. Although NanoHU is specific to the needs of HU, its collaborative construct promises to be an innovative model for STEM and STEAM programs at other institutions with a similar construct.

While scholars have commonly inquired into how capital structures the material world, far less attention has been paid to how the material world has structured the historical relations of the capitalist world economy. This chapter is concerned with the expansion of Caribbean sugar industry in the world economic conjuncture of the first half of the nineteenth century. It examines the relation of the material requirements of sugar production, regional geography, and productive space. The ability of planters in particular locations to respond to world economic conditions was subject to material and spatial constraints. Increased output and technological innovation were dependent on the creation of new productive spaces – including both the formation of new commodity frontiers and the reconstitution the sugar plantation – that conformed to the changing requirements of sugar manufacture. Thus, the spatial and material conditions of staple production shaped the pattern of accumulation and political economic development.

Why should businesses invest in the arts? Why ‘sing for your supper’ when you can earn much more by coding? In an era when artificial intelligence (AI) is forecast to eliminate millions of jobs, many educators and policy-makers advocate scientific, technology, engineering and mathematics (STEM) education as the solution to future unemployment. They envision a workforce of diligent coders who automate everything, including their own jobs. While useful for finding tech jobs today, this myopic approach ignores the coming ‘Cambrian explosion’ of content and services that are being catalysed by exponential technologies. In Silicon Valley, virtual reality (VR) and augmented reality are already being applied to surgery, warehousing, retailing, architecture, construction, cars, therapy and concerts. Top VR managers and developers come from the social sciences and humanities, which provide the analytical and social skills for understanding customers and identifying new use cases and business models. STEM alone cannot answer the complex ethical and policy issues facing businesses: companies need employees with ‘soft skills’ who can integrate STEM with the arts (STEAM). In Silicon Valley today, the most challenging jobs are going to people who can offer practical answers to bottom-line questions about the value of social, cultural and artistic soft skills. What is the value of the arts for business growth? What can businesses learn from the creative industries? How can return on investment in the arts be measured? How will STEAM and exponential technologies enable new business models? How can STEAM education prepare people for the AI era?