Industrial competitiveness of the auto parts industries in four large Asian countries : the role of government policy in a challenging international environment

Rationalization and stabilization following the Asian financial crisis of the late 1990s combined with the expansion and liberalization of regional and global trade to create significant parts industries in China, Indonesia, and the Republic of Korea. Conventional policies of stabilization and liberalization, however, cannot fully explain growth patterns. Japan and Korea grewinto major players before liberalizing trade and investment, while even after extensive liberalization Indonesia has yet to move from extensive to intensive growth. These anomalies suggest that to explain success in the auto parts industry we need to move beyond liberalization to look at policies and institutions promoting economies of scale, skill formation, quality upgrading, supplier-linkage cooperation, and innovation. In Japan, the regional and global leader, innovative assemblers led industrial development and supported key suppliers, but the government also supported diffusion of quality control techniques and new technology to small and medium enterprises, and encouraged stable employment among core employees. Korea remains weaker on both small and medium enterprise and employment fronts, but government-encouraged consolidation around a small number of business groups, an extended period of protection, and support for export promotion led to economies of scale. Liberalization of foreign investment after the financial crisis helped ameliorate the excessive statism of earlier policies and strengthened the parts industry. In China, liberalization for WTO entry, rapid expansion in demand, and strong support by local governments encouraged a wave of foreign investment in both assembly and parts. In contrast, institutional weaknesses continue to constrain development opportunities in Indonesia.Technology Industry,Economic Theory&Research,Water and Industry,Markets and Market Access,Non Bank Financial Institutions

Early social environment influences the behaviour of a family-living lizard

Financial support for this research was provided by the Australian Research Council (DP130102998; grant to M.J.W. and R.B.W.), Natural Sciences and Engineering Research Council of Canada (scholarship to J.L.R.), the Australasian Society for the Study of Animal Behaviour, and Macquarie University. D.W.A.N. was supported by an ARC Discovery Early Career Research Award (DE150101774) and UNSW Vice Chancellors Fellowship.Early social environment can play a significant role in shaping behavioural development. For instance, in many social mammals and birds, isolation rearing results in individuals that are less exploratory, shyer, less social and more aggressive than individuals raised in groups. Moreover, dynamic aspects of social environments, such as the nature of relationships between individuals, can also impact the trajectory of development. We tested if being raised alone or socially affects behavioural development in the family-living tree skink, Egernia striolata. Juveniles were raised in two treatments: alone or in a pair. We assayed exploration, boldness, sociability and aggression repeatedly throughout each juvenile's first year of life, and also assessed social interactions between pairs to determine if juveniles formed dominant–subordinate relationships. We found that male and/or the larger skinks within social pairs were dominant. Developing within this social environment reduced skink growth, and subordinate skinks were more prone to tail loss. Thus, living with a conspecific was costly for E. striolata. The predicted negative effects of isolation failed to materialize. Nevertheless, there were significant differences in behavioural traits depending on the social environment (isolated, dominant or subordinate member of a pair). Isolated skinks were more social than subordinate skinks. Subordinate skinks also became more aggressive over time, whereas isolated and dominant skinks showed invariable aggression. Dominant skinks became bolder over time, whereas isolated and subordinate skinks were relatively stable in their boldness. In summary, our study is evidence that isolation rearing does not consistently affect behaviour across all social taxa. Our study also demonstrates that the social environment plays an important role in behavioural development of a family-living lizard.Publisher PDFPeer reviewe

Precocial juvenile lizards show adult level learning and behavioural flexibility

This project was funded by an ARC Discovery grant (DP130102998) to M.J.W. and R.W.B. and by Macquarie University.In altricial species, young rely on parental care and brain maturation mainly occurs after birth. In precocial species, young are born at a more advanced developmental stage in need of less or no parental care and brain development is mostly completed at the time of birth. We therefore predicted early maturation of learning ability in precocial species. We used a series of visual discrimination and reversal stages to investigate the ability of the precocial eastern blue-tongue lizard, Tiliqua scincoides scincoides, a long-lived Australian lizard species with slow-developing young, to respond to changes in stimulus relevance and test for behavioural flexibility. To test whether age affects learning in this species, we compared juveniles (23–56 days) with adults (sexually mature, at least 2 years). In accordance with our expectations, adults and juveniles performed similarly well in all stages, suggesting that juveniles of this precocial species learn at adult levels from an early age. Both age classes performed well during reversals showing good behavioural flexibility. This is the first study in lizards to directly compare juvenile and adult behavioural flexibility. Importantly, we demonstrate that precocial lizards can begin life with an advanced cognitive ability already in place.In altricial species, young rely on parental care and brain maturation mainly occurs after birth. In precocial species, young are born at a more advanced developmental stage in need of less or no parental care and brain development is mostly completed at the time of birth. We therefore predicted early maturation of learning ability in precocial species. We used a series of visual discrimination and reversal stages to investigate the ability of the precocial eastern blue-tongue lizard, Tiliqua scincoides scincoides, a long-lived Australian lizard species with slow-developing young, to respond to changes in stimulus relevance and test for behavioural flexibility. To test whether age affects learning in this species, we compared juveniles (23–56 days) with adults (sexually mature, at least 2 years). In accordance with our expectations, adults and juveniles performed similarly well in all stages, suggesting that juveniles of this precocial species learn at adult levels from an early age. Both age classes performed well during reversals showing good behavioural flexibility. This is the first study in lizards to directly compare juvenile and adult behavioural flexibility. Importantly, we demonstrate that precocial lizards can begin life with an advanced cognitive ability already in place.In altricial species, young rely on parental care and brain maturation mainly occurs after birth. In precocial species, young are born at a more advanced developmental stage in need of less or no parental care and brain development is mostly completed at the time of birth. We therefore predicted early maturation of learning ability in precocial species. We used a series of visual discrimination and reversal stages to investigate the ability of the precocial eastern blue-tongue lizard, Tiliqua scincoides scincoides, a long-lived Australian lizard species with slow-developing young, to respond to changes in stimulus relevance and test for behavioural flexibility. To test whether age affects learning in this species, we compared juveniles (23–56 days) with adults (sexually mature, at least 2 years). In accordance with our expectations, adults and juveniles performed similarly well in all stages, suggesting that juveniles of this precocial species learn at adult levels from an early age. Both age classes performed well during reversals showing good behavioural flexibility. This is the first study in lizards to directly compare juvenile and adult behavioural flexibility. Importantly, we demonstrate that precocial lizards can begin life with an advanced cognitive ability already in place.In altricial species, young rely on parental care and brain maturation mainly occurs after birth. In precocial species, young are born at a more advanced developmental stage in need of less or no parental care and brain development is mostly completed at the time of birth. We therefore predicted early maturation of learning ability in precocial species. We used a series of visual discrimination and reversal stages to investigate the ability of the precocial eastern blue-tongue lizard, Tiliqua scincoides scincoides, a long-lived Australian lizard species with slow-developing young, to respond to changes in stimulus relevance and test for behavioural flexibility. To test whether age affects learning in this species, we compared juveniles (23–56 days) with adults (sexually mature, at least 2 years). In accordance with our expectations, adults and juveniles performed similarly well in all stages, suggesting that juveniles of this precocial species learn at adult levels from an early age. Both age classes performed well during reversals showing good behavioural flexibility. This is the first study in lizards to directly compare juvenile and adult behavioural flexibility. Importantly, we demonstrate that precocial lizards can begin life with an advanced cognitive ability already in place.PostprintPeer reviewe

Planning Considerations Related to Collecting and Analyzing Samples of the Martian Soils

The Mars Sample Return (MSR) End-to-End International Science Analysis Group (E2E-iSAG [1]) established scientific objectives associ-ated with Mars returned-sample science that require the return and investigation of one or more soil samples. Soil is defined here as loose, unconsolidated materials with no implication for the presence or absence of or-ganic components. The proposed Mars 2020 (M-2020) rover is likely to collect and cache soil in addition to rock samples [2], which could be followed by future sample retrieval and return missions. Here we discuss key scientific consid-erations for sampling and caching soil samples on the proposed M-2020 rover, as well as the state in which samples would need to be preserved when received by analysts on Earth. We are seeking feedback on these draft plans as input to mission requirement formulation. A related planning exercise on rocks is reported in an accompanying abstract [3]

Does social environment influence learning ability in a family-living lizard?

Financial support for this research was provided by the Australian Research Council (DP130102998, awarded to MJW and RWB), Natural Sciences and Engineering Research Council of Canada (scholarship to JLR), the Australasian Society for the Study of Animal Behaviour, the Australian Museum, and Macquarie University. DWAN was supported by an ARC Discovery Early Career Research Award (DE150101774) and UNSW Vice Chancellors Fellowship.Early developmental environment can have profound effects on individual physiology, behaviour, and learning. In birds and mammals social isolation during development is known to negatively affect learning ability; yet in other taxa, like reptiles, the effect of social isolation during development on learning ability is unknown. We investigated how social environment affects learning ability in the family-living tree skink (Egernia striolata). We hypothesized that early social environment shapes cognitive development in skinks, and predicted that skinks raised in social isolation would have reduced learning ability compared to skinks raised socially. Offspring were separated at birth into two treatments: (1) raised alone, or (2) in a pair. After one year we quantified spatial learning ability of skinks in these treatments (N = 14 solitary, 14 social). We found no effect of treatment on learning ability. The number of skinks to successfully learn the task, the number of trials taken to learn the task, the latency to perform the task, and the number of errors in each trial did not differ between isolated and socially-reared skinks. Our results were unexpected, yet the facultative nature of this species’ social system may result in a reduced effect of social isolation on behaviour when compared to species with obligate sociality. Overall, our findings do not provide evidence that social environment affects development of spatial learning ability in this family-living lizard.PostprintPostprintPeer reviewe

Isolation rearing does not constrain social plasticity in a family-living lizard

Financial support for this research was provided by the Australian Research Council (ARC DP130102998, grant to MJW and RWB), Natural Sciences and Engineering Research Council of Canada (scholarship to JLR), the Australasian Society for the Study of Animal Behavior, the Australian Museum, and Macquarie University (scholarship to JLR). DWAN was supported by an ARC Discovery Early Career Research Award (DE150101774) and University of New South Wales Vice Chancellors Fellowship.An animal’s social environment can be both dynamic and complex. Thus, social species often garner fitness benefits through being plastic in their social behavior. Yet, social plasticity can be constrained by an individual’s experience. We examined the influence of early social environment on social behavior in the tree skink (Egernia striolata), a family-living lizard. In the first phase of this study, we reared juveniles in 2 different social environments for 1.5 years: either in isolation or in unrelated pairs. We quantified each lizard’s sociability at 4-month intervals using a standardized laboratory assay and found that isolated lizards were more sociable, spending the assay closer to an adult female, than socially-reared lizards. In the second phase of this study (at the end of 1.5 years), we released all lizards into a semi-natural environment, observed their associations, and used social network analysis to quantify social behavior. During the initial 6 weeks post-release, we detected no differences in social behavior between rearing treatments. However, during the following 6 months differences emerged. Isolated lizards were more homogeneous in the strength of their associations than socially-reared lizards. Also, at first, isolated lizards associated more strongly than socially-reared lizards. Over time, isolated lizard associations became weaker and involved fewer lizards. In contrast, the level and number of associations of socially-reared lizards were stable over time. Our findings suggest that early experience influences tree skink social behavior but does not constrain social plasticity: isolation rearing did not limit their ability to respond to a novel social environment.PostprintPeer reviewe

Evidence for social learning in a family living lizard

This work was funded by the Australian Research Council (DP130102998 to MW and RB). DWAN was supported by an ARC DECRA (DE150101774) and UNSW VC Fellowship. JR was supported by the Natural Sciences and Engineering Research Council of Canada, and Macquarie University.Social learning is widespread among family living species, particularly mammals and birds with relatively high levels of social complexity and overt social interaction. However, the occurrence of social learning has never been documented in lizards with kin-based sociality, which have less obvious social interactions. We tested for social learning in Australian tree skinks (Egernia striolata), a species that commonly lives in family groups in the wild, using a two-step foraging task. Lizards were randomly allocated to either a social learning treatment or a control group and presented first with an instrumental task requiring the displacement of a lid, followed by an association task, consisting of two dishes with different colored lids. Prior to each task, lizards in the social learning treatment observed a trained demonstrator extract a food reward while the control also viewed a conspecific, but in the absence of the foraging task. The social learning treatment and control group solved the instrumental task at similar rates, but in the association task lizards in the social learning treatment made fewer errors and reached our learning criterion sooner. To the best of our knowledge, we present the first evidence for social learning in a lizard with kin-based sociality.Publisher PDFPeer reviewe

Subproblem learning and reversal of a multidimensional visual cue in a lizard : evidence for behavioural flexibility?

This project was funded by an ARC Discovery grant (DP130102998) to Martin Whiting and Richard Byrne and by Macquarie University.Behavioural flexibility, the ability to adjust behaviour to environmental change by adapting existing skills to novel situations, is key to coping with, for example, complex social interactions, seasonal changes in food availability or detecting predators. We tested the tree skink, Egernia striolata, a family-living skink from eastern Australia, in a set-shifting paradigm of eight colour/shape discriminations including reversals, an intradimensional acquisition of a new colour/shape and extradimensional shift from colour to shape (and vice versa). Skinks could learn to discriminate between colour/shape pairs and reverse this initial stimulus–reward association; however, they showed no significant decrease in the probability of making a correct choice in the extradimensional shift suggesting that they did not form an attentional set. Subjects appear to have learnt each stage as a new problem instead of generalizing stimuli into specific dimensions (set formation). In conclusion, tree skinks solved a discrimination reversal by focusing their attention towards visual stimuli and flexibly adjusting their choice behaviour accordingly. These lizards learned to use multidimensional visual stimuli to find a food reward but did not generalize stimuli into dimensions. Furthermore, this study is the first to test for set shifting in a lizard species and thereby allows us to extend set-shifting theory to a new taxon for comparison with primates, rodents, a bird and a turtle.PostprintPeer reviewe