This paper describes the results of human resource development by "the Sixth Industry", especially the educational cases in the Faculty of Economics. Very simply put, it means agricultural diversification.
Japanese government is supporting initiatives such as new product development and sales channel development utilizing agricultural forestry and fishery products in order to promote for the sixth industry including agriculture-commercial-industry collaborations.
The Sixth Industry planner provides comprehensive support for agricultural producers. This is included the implementation of individual consultations with agriculture, forestry and fishermen for management by the Sixth Industry planners, creation of new industries, ICT, and so on. As will be described later, it is difficult for producers engaged the Sixth Industry human resource by the market-in concept. We believe that it is necessary to train human resources in the Faculty of Economics in order to develop the Sixth Industry.
Here we report the case of active learning at Kanto Gakuen University regarding the Sixth Industry. Finally, we present the possibility of human resources for the Sixth Industry in the future for teaching beginners. We believe it is important to educate from a consumer perspective, not only a producer.
The purpose of this study is to examine the approaches in teaching method to foster active participation of high school students. In two high schools in the Kanto area, 146 students were surveyed on how to stimulate their internal motivations and enhance their self-confidences. As a result, the motivated class showed higher scores in "class achievement goal" and "active class participation attitude" than the one without motivation. Also, in the motivated class, the three aspects of the "class achievement goal", "active class participation attitude", and "confidence" showed higher scores after the motivation than before. Furthermore, it was shown that in the three aspects, the "class achievement goal" was increased for both the motivated and non-motivated classes.
The purpose of this article is to report a case study of project-type learning activities conducted for three years from 2014 to 2016. The results and issues are as follows: (1)Through project-type learning based on Legitimate Peripheral Participation, university students were able to actively engage in teaching activities. By learning from veteran U elementary school teachers, university students were able to demonstrate their abilities and instruct elementary school students at U elementary school. (2) School managers know that dispatching instructors with specialized knowledge and skills is good for their children. However, the possibility of a lawsuit due to the fault of an instructor has caused school managers to stop dispatching instructors so as avoid the risk of taking such responsibility. (3)In early 2016, the project-type learning counterpart of U elementary school was relocated due to personnel changes. As a result, the scale and content of the project-type learning have been reduced. Counterparts who share its objectives are necessary for successful project-type learning based on Legitimate Peripheral Participation.
The purpose of this paper is to examine the current status and issues in introducing ball-count limits in high-school baseball. 13 coaches and 109 members of baseball clubs in five public and five private high schools in the Kanto region, were surveyed on whether they agreed or disagreed with the introduction of ball-count limits, what are the reasons, and whether the limits were appropriate. The results of the survey showed that for the coaches, 38% were agreed, 54% were disagreed, and 8% were neither. The reasons for agreement were "Protecting the body", " Balanced training of players" and "Increasing pitching opportunities," while the reasons for disagreement were " Teams with a large player base will be advantageous," and "Unable to pitch in important games. While for the members, the results showed that, 43% were agreed and 57% were disagreed. The reasons for agreement were "Protecting the body" and "Thinking about how to distribute the ball will lead to growth", while the reasons for disagreement were "Ending in incomplete combustion" and "Teams with a large player base will be advantageous".