Industry is the production of an economic good or service within an economy.

Industrial sectors

Industry is often classified into three sectors: primary or extractive, secondary or manufacturing, and tertiary or services. Some authors add quaternary (knowledge) or even quinary (culture and research) sectors.

Industries can be classified on the basis of raw materials, size and ownership.

Raw Materials: Industries may be agriculture based, Marine based, Mineral based, Forest based.

Size: It refers to the amount of capital invested, number of people employed and the volume of production.

Ownership: Industries can be classified into private sector, state owned or public sector, joint sector and co-operative sector

Industry in the sense of manufacturing became a key sector of production and labour in European and North American countries during the Industrial Revolution, which upset previous mercantile and feudal economies through many successive rapid advances in technology, such as the steel and coal production. It is aided by technological advances, and has continued to develop into new types and sectors to this day. Industrial countries then assumed a capitalist economic policy. Railroads and steam-powered ships began speedily establishing links with previously unreachable world markets, enabling private companies to develop to then-unheard of size and wealth. Following the Industrial Revolution, perhaps a third of the world's economic output is derived from manufacturing industries—more than agriculture's share.

Many developed countries and many developing/semi-developed countries (People's Republic of China, India etc.) depend significantly on industry. Industries, the countries they reside in, and the economies of those countries are interlinked in a complex web of interdependence.

Industry is divided into four sectors. They are:

!Sector	!Definition
Primary	This involves the extraction of resources directly from the Earth, this includes farming, mining and logging. They do not process the products at all. They send it off to factories to make a profit.
Secondary	This group is involved in the processing products from primary industries. This includes all factories—those that refine metals, produce furniture, or pack farm products such as meat.
Tertiary	This group is involved in the provision of services. They include teachers, managers and other service providers.
Quaternary	This group is involved in the research of science and technology. They include scientists.
Quinary Sector	Some consider there to be a branch of the quaternary sector called the quinary sector, which includes the highest levels of decision making in a society or economy. This sector would include the top executives or officials in such fields as government, science, universities, nonprofit, healthcare, culture, and the media.

An Australian source relates that the quinary sector in Australia refers to domestic activities such as those performed by stay-at-home parents or homemakers. These activities are typically not measured by monetary amounts but it is important to recognize these activities in contribution to the economy.

As a country develops people move away from the primary sector to secondary and then to tertiary.

There are many other different kinds of industries, and often organized into different classes or sectors by a variety of industrial classifications.

Industry classification systems used by the government commonly divide industry into three sectors: agriculture, manufacturing, and services. The primary sector of industry is agriculture, mining and raw material extraction. The secondary sector of industry is manufacturing. The tertiary sector of industry is service production. Sometimes, one talks about a quaternary sector of industry, consisting of intellectual services such as research and development (R&D).

Market-based classification systems such as the Global Industry Classification Standard and the Industry Classification Benchmark are used in finance and market research. These classification systems commonly divide industries according to similar functions and markets and identify businesses producing related products.

Industries can also be identified by product: chemical industry, petroleum industry, automotive industry, electronic industry, meatpacking industry, hospitality industry, food industry, fish industry, software industry, paper industry, entertainment industry, semiconductor industry, cultural industry, poverty industry

labor-intensive industry - capital-intensive industry

light industry - heavy industry

Industrial development

The industrial revolution led to the development of factories for large-scale production, with consequent changes in society. Originally the factories were steam-powered, but later transitioned to electricity once an electrical grid was developed. The mechanized assembly line was introduced to assemble parts in a repeatable fashion, with individual workers performing specific steps during the process. This led to significant increases in efficiency, lowering the cost of the end process. Later automation was increasingly used to replace human operators. This process has accelerated with the development of the computer and the robot.

Declining industries

Historically certain manufacturing industries have gone into a decline due to various economic factors, including the development of replacement technology or the loss of competitive advantage. An example of the former is the decline in carriage manufacturing when the automobile was mass-produced.

A recent trend has been the migration of prosperous, industrialized nations toward a post-industrial society. This is manifested by an increase in the service sector at the expense of manufacturing, and the development of an information-based economy, the so-called informational revolution. In a post-industrial society, manufacturing is relocated to economically more favourable locations through a process of off-shoring.

The major difficulty for people looking to measure manufacturing industries outputs and economic effect is finding a measurement which is stable historically. Traditionally, success has been measured in the number of jobs created. The lowering of employee numbers in the manufacturing sector has been assumed to be caused by a decline in the competitiveness of the sector although much has been caused by the introduction of the lean manufacturing process. Eventually, this will lead to competing product lines being managed by one of two people, as is already the case in the cigarette manufacturing industry.

Related to this change is the upgrading of the quality of the product being manufactured. While it is easy to produce a low tech, low skill product, the ability to manufacture high quality products is limited to companies with a high skilled staff.

Society

An industrial society can be defined in many ways. Today, industry is an important part of most societies and nations. A government must have some kind of industrial policy, regulating industrial placement, industrial pollution, financing and industrial labor.

Industrial labour

In an industrial society, industry employs a major part of the population. This occurs typically in the manufacturing sector. A labor union is an organization of workers who have banded together to achieve common goals in key areas such as wages, hours, and working conditions. The trade union, through its leadership, bargains with the employer on behalf of union members (rank and file members) and negotiates labor contracts with employers. This movement first rose among industrial workers.

War

The industrial revolution changed warfare, with mass-produced weaponry and supplies, machine-powered transportation, mobilization, the total war concept and weapons of mass destruction. Early instances of industrial warfare were the Crimean War and the American Civil War, but its full potential showed during the world wars. See also military-industrial complex, arms industry, military industry and modern warfare.

ISIC

ISIC (Rev.4) stands for International Standard Industrial Classification of all economic activities, the most complete and systematic industrial classification made by United Nations Statistics Division.

ISIC is a standard classification of economic activities arranged so that entities can be classified according to the activity they carry out. The categories of ISIC at the most detailed level (classes) are delineated according to what is, in most countries, the customary combination of activities described in statistical units, and considers the relative importance of the activities included in these classes.

While ISIC Rev.4 continues to use criteria such as input, output and use of the products produced, more emphasis has been given to the character of the production process in defining and delineating ISIC classes.

List of countries by industrial output

+Industrial output in 2011 (Nominal)	Rank	Country	Output in billions of US$	Composition of GDP (%)	% of Global Industry
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+Industrial output in 2011 (PPP)	Rank	Country	Output in billions of US$	Composition of GDP (%)	% of Global Industry
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See also

North American Industry Classification System

North American Product Classification System

Standard Industrial Classification

Industry information

References

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thumb|right|Donna Wilson (photo by Mary Collington)Donna Wilson, PhD, educational psychologist, is the head of academic affairs of the Center for Innovative Education and Prevention (CIEP) and BrainSMART. She also serves as a Research Leader with the Abraham S. Fischler School of Education at Nova Southeastern University. Wilson completed her postdoctoral studies in structural cognitive modifiability prior to developing a graduate program putting cognitive research into practice while she served as chair of education at the University of Detroit Mercy. As a former classroom teacher, Wilson’s professional focus in on empowering educators with opportunities for learning how to align teaching practices with current research about how students learn. She has written more than 20 books and articles in the educational field and is a well-known presenter at educational association conferences in the United States and internationally. She has been a key developer of the Master of Science and Educational Specialist degree programs with a major in Brain-Based Teaching and the doctoral minor degree in Brain-Based leadership with the Abraham S. Fischler School of Education at Nova Southeastern University.

Philosophy

From the beginning of her career as an elementary school teacher and school psychologist to her current work in teacher education, Wilson has advocated for empowering educators with the knowledge and skills they need to teach children in ways that they learn best so that they might achieve their full potential. Her work with tens of thousands of classroom teachers is informed by a synergy of educational, cognitive, and brain research. She is codeveloper of the BrainSMART model, which offers practical strategies designed to help students maintain a healthy and optimistic state for learning, to make lessons meaningful, to maintain students’ focus and attention on learning, to retain what they have learned, and to transfer and demonstrate their new knowledge in assessments and real-life applications. She also codeveloped Thinking for Results, a process for equipping students with the cognitive tools they need to actualize their learning potential.

Education and professional experience

Wilson earned her PhD in Educational Psychology from the University of Oklahoma and is a Nationally Certified School Psychologist (NCSP). She also completed postdoctoral studies at the International Center for the Enhancement of Learning Potential with Reuven Feuerstein and Alex Kozulin.

As an assistant professor in the Psychology Department at Valdosta State University, Wilson began her university career as a teacher educator at the undergraduate level. She later chaired the Education Department at the University of Detroit Mercy, where she codeveloped a unique cohort and field-based master’s degree for teachers with a focus on cognition and motivation in diverse classrooms. Wilson co-led two educational research projects: (1) the implementation of a brain-based teaching approach supported by a Challenge Grant from the Annenberg Foundation with Florida Atlantic University and (2) a three-year Florida Department of Education initiative on brain-based teaching, Scholarships for Teachers in Action Research (STAR). The effectiveness of the latter initiative led to the development of Master of Science and Educational Specialist degrees with a major in Brain-Based Teaching through Nova Southeastern University. Wilson considers brain-based teaching to be an approach to instruction that acknowledges that learning may change the structure and function of the brain and that educational and cognitive research can be used to enhance classroom teaching practice.

Membership in professional associations

American Association of Colleges for Teacher Education; American Educational Research Association; Association for Supervision and Curriculum Development; International Association for Cognitive Education and Psychology; International Mind Brain and Education Society; International Reading Association; International Neuropsychological Society; National Association of School Psychologists; New York Academy of Sciences; Society for Social Neuroscience

Selected recent academic presentations

International Educational Organization, “The Brain in Education” Third Annual International Education Symposium, Invited Presentation “BrainSMART Strategies for Boosting Learning,” Dubai and Abu Dhabi, United Arab Emirates, 2011

International Association for Cognitive Education and Psychology, Paper Presentation “Preliminary Results from a Qualitative Study of Teachers: Using an Education, Mind, and Brain Framework for Enhancing Instruction in K-12 Classrooms,” Boston, Massachusetts, 2011

Nova Southeastern University Conference on Global Leadership, Learning, & Research, Invited Presentation “Potential, Plasticity, and the Power to Get Better at Almost Anything,” Orlando, Florida, 2011

National Association of Elementary School Principals Annual Convention, Invited Three-Day Workshop for Principals and Teacher Leaders, "BrainSMART Leading for Learning in Culturally Diverse Environments: Putting Cognitive Research into Practice," Minneapolis, Minnesota, 2011

National Association of Elementary School Principals Annual Convention, Invited Extended Learning Presentation, "BrainSMART Leading for Learning: Keys to Increasing Student Achievement," Tampa, Florida, 2011

National Association of Elementary School Principals Summer Leadership Institute, Invited Three-Day Feature Workshop, “BrainSMART Leading for Learning in Culturally Diverse Environments: Putting Cognitive Research into Practice,” San Diego, California, 2010

National Association of Elementary School Principals Annual Convention, “Preconference Session: BrainSMART Administrator’s Guide to Increasing Student Learning” and “Leading for Reading,” Houston, Texas, 2010

Georgia Association of Gifted Educators and University of Georgia, “Drive Your Brain to Higher Achievement,” Athens, Georgia, 2006

Association for Supervision and Curriculum Development Annual Conference, “Increasing Student Achievement with BrainSMART Instruction,” Orlando, Florida, 2005

National Title I Annual Conference, “Drive Your Brain: Cognitive Tools for Increasing Student Achievement,” New Orleans, Louisiana, 2004

Summer Learning Brain Expo, “Thinking for Reading,” Chicago, Illinois, 2003

Learning and the Brain Conference, “Thinking for Results” and “Neuroscience and Early Childhood Education,” Boston, Massachusetts, 2002

Selected publications

Conyers, M. A., & Wilson, D. L. (in press). ''Potential: Appreciating our #1 asset.'' Orlando, FL: BrainSMART.

Wilson, D. L. (1995, Fall). Some thoughts on achieving equity in education. ''The Reporter,'' 14.

Wilson, D. L. (1996). The school psychologist as co-teacher: An example using the COGNET program as a means of teaching thinking skills. ''Journal of Cognitive Education, 5,'' 171–183.

Wilson, D. L. (1996). The school psychologist as co-teacher and staff developer: A shift in thinking. ''NASP Communique,'' 33–34.

Wilson, D. L. (2011). ''The importance of educational leadership and policy: In support of effective instruction.'' Retrieved from ERIC database. (ED523494)

Wilson, D. L., & Bellanca, J. (1998). ''Mediated learning in and out of the classroom training manual.'' Arlington Heights, IL: SkyLight.

Wilson, D. L., & Church, S. (1993). Norman public schools three-year study of at-risk students. ''Research for Better Schools Teaching Thinking and Problem Solving, 15''(1), 6–8.

Wilson, D. L., & Conyers, M. A. (2006). ''BrainSMART in the house'' (2nd ed.). Orlando, FL: BrainSMART.

Wilson, D. L., & Conyers, M. A. (2009). ''Wiring the brain to read: Beginning reading preK–grade 3.'' Orlando, FL: BrainSMART.

Wilson, D. L., & Conyers, M. A. (2010). ''Courageous learners: Increasing student achievement in diverse learning communities'' (3rd ed.). Orlando, FL: BrainSMART.

Wilson, D. L., & Conyers, M. A. (2010). ''Wiring the brain to read: Brain-based differentiated reading instruction.'' Orlando, FL: BrainSMART.

Wilson, D. L., & Conyers, M. A. (2010). ''Wiring the brain to read: Higher-order thinking for reading.'' Orlando, FL: BrainSMART.

Wilson, D. L., & Conyers, M. C. (2011). ''BrainSMART 60 strategies for increasing student learning'' (4th ed.). Orlando, FL: BrainSMART.

Wilson, D. L., & Conyers, M. A. (2011). ''Thinking for results: Strategies for increasing student achievement by as much as 30 percent'' (4th ed.). Orlando, FL: BrainSMART.

Wilson, D. L., & Germuth, A. (2011). ''Helping all learners reach their potential: What teachers say about BrainSMART.'' Durham, NC: EvalWorks; Orlando, FL: BrainSMART.

Wilson, D. L., & Greenberg, K. (2000). The COGNET education model. In A. Costa (Ed.), ''Teaching for intelligence II.'' Arlington Heights, IL: SkyLight.

Wilson, D. L., & Harman, A. (2011). ''Graduate survey: Data summary & analysis report.'' Raleigh, NC: Harman and Associates; Orlando, FL: BrainSMART.

Wilson, D. L., Heverly, L., & Conyers, M. A. (2011). ''BrainSMART early start: Building the brain power of young children'' (2nd ed.). Orlando, FL: BrainSMART.

External links

BrainSMART, Inc. http://www.brainsmart.org

References

Category:Educators Category:Educational psychologists Category:Living people