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At the time they occurred, the savings and loan insolvencies were considered the worst financial crisis since the Great Depression. Contrary to what was then believed, and in sharp contrast with 2007–2009, they in fact had little macroeconomic significance. Savings and Loan (S&L) remediation cost between 2 percent and 3 percent of Gross Domestic Product (GDP), whereas the Troubled Asset Relief Program (TARP) and the conservatorships of Fannie and Freddie actually made money for the US Treasury. But the direct cost of government remediation is largely irrelevant in judging macro significance. What matters is the cumulative output loss associated with and plausibly caused by failing financial institutions. I estimate output losses for 1981–1984, 1991–1998, and 2007–2026 (the latter utilizing forecasts and projections along with actual data through 2015) and, for a final comparison, 1929–1941. The losses associated with 2007–2009 have been truly disastrous – in the same order of magnitude as the Great Depression. The S&L failures were, in contrast, inconsequential. Macroeconomists and policy makers should reserve the word crisis for financial disturbances that threaten substantial damage to the real economy, and continue efforts to identify in advance financial institutions which are systemically important (SIFI), and those which are not.

Examining the historical evolution of public protest and the police response, primarily in the United States since the 1960s informs strategies and tactics on more recent responses to protest. Case study examination and analysis can aid police and civic leaders in crafting a cohesive strategy to address civil unrest within their jurisdictions. Specifically examining case studies involving the Occupy Movement of 2011 and the resultant civil unrest following the death of Freddie Gray in the City of Baltimore will aid in understanding potential benefits of a more integrated response to civil unrest that would include emergency management as a contributory to the possible solution.

Business schools have a moral responsibility to educate students who will behave both ethically and effectively in the workplace. Educating business students to address the complex challenges of the modern business world requires more than helping students understand content; it requires aiding them in developing the social and emotional competencies that they will need to apply regardless of the role or industry in which they work. Viewing the classroom as a complex adaptive system (CAS) can create opportunities to experiment with activities, exercises, and assignments that allow students (and the professor) to develop skills related to self-awareness, interpersonal relationships, and responsible decision-making. This chapter first explores the necessity of social–emotional learning (SEL) for today’s business leaders. Then it considers how a mental model of the classroom as a CAS facilitates a mindset of experimentation and activity development that contributes to student SEL. The chapter concludes with examples of activities that professors have used to facilitate SEL using a mental model of the classroom as a CAS and suggestions for experimentation in the classroom.

In 2018, Ontario regulations pertaining to principal and vice-principal performance appraisals were amended in order to explicitly require that principles of human rights and equity (1) be upheld in Performance Plan goals regarding student achievement and well-being and (2) be a focus of leadership competency development in their Annual Growth Plan. These changes were instituted to support the stated aim of identifying and addressing systemic barriers and biases. For these measures to lead to systemic change rather than mere “performative” equity exercises, those in supervisory roles require a relevant framework to guide and support this aspect of the professional development and performance of principals and vice-principals. Existing provincial educational leadership frameworks are limited in this respect. This chapter draws on foundations in Adult Development to propose how fostering an expanding capacity to hold complexity is key to socially-just leadership and the sought-after systemic change.

Purpose: Small and medium enterprises (SMEs) are the most significant contributors to maximum employment generation, the gross domestic product (GDP) of many countries, and the overall global economy. It is also evident that cyber threats are becoming a big challenge for SMEs, which is directly impacting global economy.

Methodology: Existing research inputs were accessed to understand current cyber threats for SMEs and their cybersecurity posture. Additionally, this research has collected the latest insights by taking direct inputs from SMEs and conducting a well-designed research survey. It has provided a few direct inputs to designing solutions for the SME segment. For analysis and recommendations, cybersecurity best practices and core cybersecurity concepts are considered at the centre of the solution.

Findings: Implementing existing cybersecurity standards or frameworks is not easy for SMEs, as they generally have limited resources and different priorities for their business when it comes to the implementation of any cybersecurity controls. Currently, many cybersecurity standards are not able to support the implementation of business domain-specific controls.

Practical implications: Along with the research findings shared in this chapter, as a resolution to the problems faced by SMEs, the authors will propose a new framework as a solution. This framework is designed using core concepts of cybersecurity such as confidentiality, integrity, and availability (CIA triad) as well as defence in depth (DiD) mechanisms in each layer of organisation. The authors will also share a high-level idea about how reliable artificial intelligence-based software can help identify recommended controls for particular SMEs.