Innovative Economy in the 21st Century: Contradiction and Opposition of Developed and Developing Countries

2019 ◽  
pp. 552-560
Author(s):  
Vladislav A. Shalaev ◽  
Elena A. Vechkinzova ◽  
Anna L. Shevyakova ◽  
Oksana Y. Vatyukova
Keyword(s):  
Developing Countries ◽  
21St Century ◽  
Innovative Economy

scholarly journals Stroke Prevention in the Developing World

Stroke ◽  
2011 ◽  
Vol 42 (12) ◽  
pp. 3655-3658 ◽  
Author(s):  
Valery L. Feigin ◽  
Rita Krishnamurthi
Keyword(s):  
Developing Countries ◽  
21St Century ◽  
Stroke Prevention ◽  
Developing World ◽  
Health Resources ◽  
Narrative Review ◽  
High Morbidity ◽  
Early 21St Century ◽  
Limited Health ◽  
The Early 21St Century

In the early 21st century, developing countries are experiencing an ever-increasing burden of stroke due its high morbidity and associated disability. Given the limited health resources available in developing countries, stroke prevention there is of paramount importance. This narrative review summarizes currently available evidence for stroke prevention in the developing world and outlines their major strategies and priorities.

scholarly journals Ensuring Sustainable Urban Transformation in Indonesia

2020 ◽  
Vol 1 (2) ◽  
pp. 217-224
Author(s):  
B. Setiawan ◽  
Tri Mulyani Sunarharum
Keyword(s):  
Developing Countries ◽  
21St Century ◽  
Urban Areas ◽  
Urban Population ◽  
Third World ◽  
Developed Countries ◽  
Urban Transformation ◽  
The Third ◽  
The Many ◽  
The Third World

Of the many important events that occurred in the two decades of the 21st century, the process of accelerating urbanization—especially in third-world countries—became something quite phenomenal. It's never even happened before. In the early 2000s, only about 45 percent of the population in the third world lived in urban areas, by 2020 the number had reached about 55 percent. Between now and 2035 the percentage of the population living in urban areas will reach about 85 percent in developed countries. Meanwhile, in developing countries will reach about 65 percent. By 2035, it is also projected that about 80 percent of the world's urban population will live in developing countries' cities.

scholarly journals Brazilian external sector so far in the 21st century

2010 ◽  
Vol 53 (spe) ◽  
pp. 33-53 ◽  
Author(s):  
Renato Baumann
Keyword(s):  
Developing Countries ◽  
21St Century ◽  
Foreign Investment ◽  
Policy Making ◽  
Trade Flows ◽  
Foreign Firms ◽  
Short Term ◽  
Foreign Currencies ◽  
External Sector

Although Brazil has traditionally been characterized by a culture of inward-looking policy making, the presence of foreign firms in the Brazilian productive sector has always been significant. The share of foreign-owned firms is one of the highest that can be found among developing countries. This article discusses the main features of the external sector of the Brazilian economy, regarding trade flows, foreign investment, the internationalization of Brazilian entrepreneurial groups and the short-term financial requirements in foreign currencies

scholarly journals La globalización de la educación

10.14201/3124 ◽  
2009 ◽  
Vol 17 ◽  
Author(s):  
Miguel Melendro Estefanía
Keyword(s):  
Developing Countries ◽  
21St Century ◽  
Public Service ◽  
Human Growth ◽  
Developed Countries ◽  
Social Model ◽  
Nous Pouvons ◽  
Complex Activity ◽  
Human Needs ◽  
The Developed Countries

RESUMEN: La educación del siglo XXI se configura en el intento de formar las actitudes, valores y conocimientos de los ciudadanos de un mundo cada vez más cosmopolita. Se perfila como una actividad compleja, implicada en múltiples escenarios antes poco conocidos, cargada de preguntas con respuestas diversas, inciertas, ocupada en la construcción de un modelo humano y social inmerso en el fenómeno de la globalización, escasamente anclado en la necesidad de tomar conciencia de nuestras propias limitaciones.Establecer el debate en torno a esta idea, desde los argumentos que nos ofrecen las nuevas teorías de las necesidades humanas fundamentales, desde la perspectiva de las herramientas que, hoy, nos señalan cuáles son esos límites del crecimiento humano, y desde el señalamiento de algunos de esos nuevos escenarios educativos, es el objeto de este artículo.Son diversas las coordenadas desde las que podemos representarnos ese futuro, y cuatro de entre ellas merecen nuestra especial atención: los esfuerzos por educar para la toma de conciencia de los límites de la vida en el planeta; las reflexiones sobre los nuevos espacios sociales -reales y virtuales- de la educación; los escenarios educativos diversos que suponen los países desarrollados y los países en vías de desarrollo, centro y periferia del sistema; los enfoques renovados de la educación para la ciudadanía, y el debate actualmente establecido en torno al lugar de la educación entendida como servicio público o como bien de consumo.ABSTRACT: The education of the 21st century is formed in the attempt of forming the attitudes, values and knowledge of the citizens of a world increasingly cosmopolitan. It is outlined as a complex activity involved in multiple scenes before little known, loaded with questions and several uncertain answers and busy with the construction of a human and social model. This model is immersed in the phenomenon of the globalization, scantily anchored in the need to be aware of our own limitations.The aim of this article is to establish the debate concerning this idea with the arguments that offer us the new theories of the essential human needs, from the perspective of the tools which indicate us the limits of the human growth today, and from some of these new educational scenes.There are several coordinates to represent that future, and four of them deserve our special attention: the efforts to educate in order to become aware of the limits of the life in the planet; the reflections on the new social spaces -real and virtualof the education; the educational scenes of the developed countries and the developing countries, centre and periphery of the system; the renewed approaches of the education for the citizenship, and the debate established at present concerning the education, about whether it is a public service or a consumer good.SOMMAIRE: L'éducation du XXI siècle se déroule dans la tentative de former les attitudes, valeurs et connaissances des citoyens d'un monde de plus en plus cosmopolite. Elle se dessine comme une activité complexe, impliquée dans de multiples scénarios peu connus auparavant, chargée de questions avec des réponses diverses, incertaines, occupée dans la construction d'un modèle humain et social immergé dans le phénomène de la mondialisation, faiblement ancré dans le besoin de prendre conscience de nos propres limitations.L'objet de cet article est celui d'établir le débat autour de cette idée, à partir des arguments que nous offrent les nouvelles théories des besoins humains fondamentaux, à partir de la perspective des outils qui, aujourd'hui, nous indiquent quelles sont les limites de la croissance humaine, et à partir de la signalisation de certains de ces nouveaux scénarios éducatifs.Plusieurs sont les coordonnées à partir desquelles nous pouvons nous représenter ce futur, et quatre parmi elles méritent de notre part une attention spéciale: les efforts pour instruire pour la prise de conscience des limites de la vie dans la planète; les réflexions sur les nouveaux espaces sociaux -réels et virtuels- de l'éducation; les divers scénarios éducatifs que composent les pays développés et les pays en voie de développement, centre et périphérie du système; les nouvelles approches de l'éducation pour la citoyenneté, et le débat actuellement établi autour de l'éducation comprise comme service public ou comme bien de consommation.

scholarly journals INVESTIGATING THE EFFECTIVENESS OF STERILIZATION POLICY IN CONTROLLING MONEY SUPPLY AND CAPITAL INFLOWS IN NIGERIA

2021 ◽  
Vol 18 (32) ◽  
Author(s):  
Miloš Grujić ◽  
Mile Šikman
Keyword(s):  
Developing Countries ◽  
Emerging Markets ◽  
Money Laundering ◽  
21St Century ◽  
General Public ◽  
Capital Inflows ◽  
Financial Flows ◽  
Business Operations ◽  
The Subject ◽  
Made In

Money laundering, in its almost 90-year-long history, has attracted the attention of the scientific, professional, but also the general public. Throughout the entire period, the manifestations of this criminal phenomenon, its typology, etiological factors, etc., have changed, but the essence has remained the same: the transformation of illegally acquired money into legal financial flows. Emerging markets are particularly burdened, which is the subject of this paper: identifying, monitoring and proving the process of money laundering with the aim to reduce it in developing countries. In addition, what can be observed in these markets is that money laundering operations are mainly related to those activities where most of the payments are made in cash. Their specificity, that is, the basic motive for execution, is not just a profit, but the aspiration to introduce “dirty” money into legal flows. The aim of this paper is to use the method of description to explain and describe scientifically the money laundering process and to combat this phenomenon with a focus on the characteristics of the money laundering process. In addition, the paper describes the models and weaknesses of this process, while at the same time it respects the standards and specifics of business operations in emerging markets. The result of the paper is that it provides an overview of money laundering in the 21st century in small and open economies, including proposals to prevent and combat this negative phenomenon.

scholarly journals Globalization and Curriculum in the 21st Century: A Case for Flexible and Dynamic Curriculum

2021 ◽  
pp. 18-29
Author(s):  
Mboneza N Kabanda
Keyword(s):  
Developing Countries ◽  
21St Century ◽  
21St Century Skills ◽  
Second World War ◽  
Educational Institutions ◽  
World War ◽  
Job Market ◽  
The World ◽  
Theoretical Paper ◽  
Second World

From the end of the second world war, the awareness of a globalized society has gained power. The theory of globalization is supported by time and space polarity and how these two elements' change affects the world today. This situation concerns all sectors, including education. Indeed, in this era of globalization and competition, educators, researchers, and employers are concerned about the educational institutions' curriculum to prepare students for employment outside their boundaries. Since globalization influences education practices and curriculum worldwide, employees, like products, are shaped by the educational industry in a complex and competitive job market. Thus, the curriculum makers must ensure the preparation of individuals equipped with 21st century skills. This theoretical paper aims to identify how globalization affects educational practices due to competition and how a flexible and dynamic curriculum looks like in the 21st century.  Adaptability, flexibility, and cooperation between developed and developing countries can help train graduates for employment in the 21st century job market.

Challenges for Innovative Transformation in Heritage Tourism Development in India and Pakistan

2019 ◽  
pp. 127-154
Author(s):  
Farooq Haq ◽  
Anita Medhekar
Keyword(s):  
Developing Countries ◽  
Economic Development ◽  
Development Strategy ◽  
21St Century ◽  
Heritage Tourism ◽  
Tourism Development ◽  
Heritage Sites ◽  
Intangible Heritage ◽  
Heritage Culture ◽  
Culture History

In the 21st century, tourism has become a popular economic development strategy adopted by developing countries. Among various facets of tourism, heritage tourism has been observed as the economically and commercially most viable option. Since countries with limited investment resources could invite foreign tourists to enjoy their heritage culture, history, arts, and music. However, heritage tourism in India and Pakistan has been observed as the neglected domain. The reasons for ignoring heritage tourism in India and Pakistan will be analyzed in this chapter with the purpose to identify challenges to preserve, conserve, develop, and promote built heritage tourism. Innovative transformation is suggested as the approach to develop, rejuvenate, and transform the tangible and intangible heritage tourism in India and Pakistan for reuse, social and economic prosperity of locals living around heritage sites, as well as to provide transformational experience to visitors.

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