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In this chapter, we have focused on system processing through incoming data and big data and system analysis after data processing and clustering and then intelligent decision-making that can be driven and done entirely through an Internet of Thing (IoT), AI, BI and the future of fourth technologies, so this new and fast processing has direct effect in consumers choices. Based on the 5th wave and i-Sustainability Plus and DCT (Doost Cultural Theroy) theories, SME 5.0/Hybrid SMEs/Tomorrow's SMEs concept, seven pillars of sustainability (7PS) model, nine pillars of sustainable governance (9PSG) model, 3D soci-eco-environment SME model and the related theories, models and concepts which has been invented, introduced and developed by Hamid Doost Mohammadian 2010–2017, to name examples, a new idea of tomorrow's SMEs, the associated theories, models and concepts, it can be assumed that a thriving Industry 4.0 implementation can take place with this comprehensive tool and method kit. The next technical-technological level represents a barrier, whether in the 5th wave theory simply called ‘Industry 5.0’ or made hardly more tangible with artificial intelligence and hyper-networking. Hybrid forms of work, with known forms of online/offline communication, are expanded with communication interfaces that support people not involved but directly and indirectly affected.

The Epidemiologic Transition can help us understand a fundamental puzzle about aging. The puzzle stems from two seemingly contradictory facts. The first fact is that death rates from noninfectious degenerative maladies – the so-called diseases of aging – increase as people age. It seems to be at odds with the historical fact that for nearly a century in which people were aging more than ever before, the aggregate rates of such diseases have been decreasing. In what sense can both be true? Crucial to resolving the puzzle are the age-profiles of such diseases in cohorts that grew up in the different regimes of the Transition. For each cohort, noninfectious diseases had increased with age, resulting in an upward-sloping age profile, which affirms the first fact. As the regimes were transitioning from the Malthusian to the modern one, however, the profiles of successive cohorts had been shifting downward: death rates from noninfectious diseases were shrinking at each age, signifying the newer cohorts’ greater aging potentials. The shifting profiles had been renewing the cohort mix of the population, shaping the century-long descent of such diseases in aggregate, giving rise to the historical fact. The profiles had shifted early in the cohorts’ adult years, associating closely with the newer epidemiologic conditions in childhood. Those conditions appear to be a circumstance under which aging potentials of cohorts could be misgauged, including in one troubling episode in the first half of the nineteenth century when the potentials had reversed.

Since SESIM is of a fundamental importance for this analysis, we also give a short presentation of the income-generating mechanisms in the model, focusing on earnings and income from capital.

Universities must build curricula that prepare students for the fourth industrial revolution (4IR). However, given the pace of change, we cannot be certain of the attributes necessary to navigate the fourth industrial age (4IA). This chapter argues we can prepare graduates for this unknowable future through integrative, competence-based curricula, outlines how we conceptualize, design, teach and assess competence-based HE, and invest in those involved in teaching and learning at the University of Hull, UK.

To be competent is to have the necessary experience, knowledge and self-awareness to do something successfully. Competencies are “taught in practice and assessed in application” (Lawrence et al., 2020). Students learn by applying disciplinary knowledge to professional practice, where possible attending to live briefs or authentic teaching and assessment relevant to study, work and life. This has the potential to benefit the local region and students as they build educational, cultural and social capital.

To sustain the currency of competence-based HE, we work with the learning community (student sponsors, prospective, and current students, employers, and providers of voluntary and other services) in designing our programs of study. We facilitate mutual learning to design and deliver integrative curricula that are meaningful and relevant to all.

This chapter explores the relationship between higher education leadership and humanizing pedagogy. It is premised on the assumption that higher education leadership, as a social construct, is both a philosophical problem and policy imperative. Yet, the fourth industrial revolution and artificial intelligence (AI) imperatives have far-reaching implications for the “dominant” higher education leadership theory and practice. With this in mind, this chapter advocates for a broader and culturally inclusive understanding of higher education leadership perspectives. Among others, this thesis is that in a developing country context such as South Africa, for example, the dominant approach of higher education leadership should be guided by the Ubuntu principles and humanizing pedagogy. The author argue that the humanizing pedagogy and Ubuntu principles, in a culturally diverse setting of the fourth industrial revolution era and AI, have the prospects of changing the current unacceptable levels of performance and bring change in a larger scale in higher education institutions.

With the World Economic Forum's 2019 theme based on the new era – Globalization 4.0: Shaping a New Architecture in the Age of the Fourth Industrial Revolution – this chapter takes into consideration innovation as defined in the previous chapter and builds on the escalation of innovation required for the Fourth Industrial Revolution and to reach the sustainable development goals (SDGs) deadline by 2030. Proposed is an entire ecosystem change of how the world lives, eats, makes money, sleeps and breathes. This chapter considers these changes with an explanation of CSR 1.0 and CSR 2.0 to CSR 3.0, providing case studies of these, plus discussing the transition from Globalization 3.0 to 4.0, and the various known and unknown system changes that may be required including integrated value creation (IVC). We live in exciting times where IVC and other systems, such as the well-being economy, exponential economy, shared economy, innovation and resilience economy, may be part of a new ecosystem. This chapter concludes with a discussion of these themes, and the development of CSR 4.0 mapped on to Globalization 4.0 within a deeply transformed systems approach to create transformed value (CTV). Emerging research opportunities as a result of these changes are discussed throughout this chapter.

This paper explores the origins of the great fortunes of the Gilded Age. It relies on two lists of millionaires published in 1892 and 1902, similar to the Forbes magazine list of the 400 richest Americans. Manufacturing, as might be expected, was the most important source of Gilded Age fortunes. Many of the millionaires, moreover, won their fortunes by exploiting the latest technology: Alfred D. Chandler's “continuous-flow production.” A more surprising finding is that wholesale and retail trade, real estate, and finance together produced more millionaires than manufacturing. Real estate and finance, moreover, were by far the most important secondary and tertiary sources of Gilded Age fortunes: entrepreneurs started in many sectors, but then expanded their fortunes mainly through investments in real estate and financial assets. Inheritance was also important, especially in older regions. The observations, moreover, come before and after the Crisis of 1893, one of the most severe financial crises of the nineteenth century. The data reveal a high degree of survival among the great fortunes, and perhaps most surprising, a high degree of survival for fortunes based on real estate.