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Canada is a member state in the United Nations. In 2015, Canada adopted the 2030 Agenda for Sustainable Development. It is a global initiative that envisions a world where member states will improve economically, socially, and environmentally by attaining 17 Sustainable Development Goals set by the United Nations. This chapter focuses on Sustainable Development Goal 4: Quality Education. A review of Canada's national strategy for mechanizing realization of Goal 4, a snapshot of Canada's midpoint progress, and recommendations for next steps and future considerations are presented.

Purpose: This chapter aims to analyse and highlight the current landscape of performance management (PM) systems, and the benefits of integrating modern technology such as smart analytics (SA) and artificial intelligence (AI) into PM systems. The chapter discusses the application of AI in PM tasks which successively simplify many offline PM tasks.

Methodology: To carry out this analysis, a systematic literature review was performed. The review covers literature detailing PM components as well as research concerned with the integration of SA and AI into PM systems.

Findings: This study uncovers the merits of using SA and AI in PM. SA technology provides organisations with a clear direction for improvement, rather than simply state failure in performance. AI can be used to automate redundant tasks while retaining the human element of decision-making. AI also helps reduce the time required to take action on feedback.

Significance: The findings of this research provide insights into the use of SA and AI to make PM tasks fast, scalable, and error-free.

Behavioral threat assessment and intervention is a violence prevention strategy that has become widely used in US schools. Instead of relying on a zero tolerance disciplinary approach that often leads to school exclusion of students with disabilities, schools can use a multidisciplinary threat assessment team to assess the seriousness and context of a student's behavior and identify appropriate interventions and supports. This process is especially valuable for students with disabilities who are identified as threatening violence. This chapter describes an evidence-based model of threat assessment, the Comprehensive School Threat Assessment Guidelines (CSTAG), ¹ reviews some common misunderstandings of threat assessment, and presents a case example illustrating the value of threat assessment in preventing school exclusion, and provides services for a student with a disability.

Africa's history of trade, production and financial services that propelled the continent's economic systems existed long before an era of colonisation commonly recognised as beginning in the nineteenth century. By the time the decolonisation of a majority of African countries was achieved in the mid-twentieth century, the African economic identity had been, to a great extent, relegated by Westernised methods and orientations. Today, Indigenous practices are once again resurfacing in Africa's ongoing search for sustainable development, with increasing calls to resuscitate and incorporate these age-long business orientations. This introductory chapter provides readers with a synopsis of all the themes of this second of a two-volume edited book with a focus on the philosophies and practices of Indigenous businesses, which, if successfully explored and scaled up, would make significant contributions to Africa's economic infrastructure.