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In many countries over the world, women have waged peace to challenge systemic oppressions and build societies that are reflective of women’s voices, and in fact, all voices. Moved by the desire for change, and often even willing to put themselves at risk, these women have paved the way for societal change focused on peace, justice, and freedom. With the assistance of narratives from the Women’s PeaceMakers program at the University of San Diego (San Diego, California), we can come to know some of these women and understand their stories. This chapter shares the findings from a pilot study that helps to understand the work of these Women PeaceMakers through the lens of the Integral Perspective of Peace Leadership (McIntyre Miller & Green, 2015). It also offers recommendations for others engaging in the leadership and followership work of creating, sustaining, and actualizing a movement with particular attention paid to the modern United States-based Me Too and Time’s Up™ movements.

The purpose of this paper is to discuss the phenomenon of peace leadership, an emerging sub-area of leadership studies.

This literature review discusses peace leadership scholarly work specifically identified as such by its authors, and therefore does not include literature potentially viewed as informing the broader discussion of peace leadership.

The peace leadership specific scholarly literature discussed herein includes work on the traits, characteristics, and practices of peace leaders; peace leader role and responsibilities; and the connective and collective nature of peace leadership.

Discussion of the literature concludes a proposed definition of peace leadership and with three suggestions for ways to continue to build peace leadership scholarship including: empirical studies, theoretical and conceptual model creation, and ongoing informed discussions, and in itself contributes to the emerging conversation of peace leadership.

Career indecision plays a major role in the way students perceive their future career prospects and how they approach these prospects. In addition, career indecision influences career‐related thoughts and decisions, and plays a role in the way students formulate career goals. A convenience sample from honours students in Accounting Sciences, Financial Management, Economics and Marketing was drawn and their levels of career indecision were measured using self‐administered questionnaires. The study demonstrates that differences exist between students whose employment status differs, and those who were studying for different degrees. Consequently, this study has vital implications for groups (such as career counsellors and educational institutions) involved in the career decision‐making processes of university students.

The purpose of this paper is to describe a protocol for developing students into social actors using young adult (YA) literature in social studies. The world-changing through social action protocol (WSAP) utilizes five recursive steps (P2TripleS): problem posing, problem history, systems thinking, solutions thinking and social action. WSAP is designed to provide secondary social studies teachers with tools to create thematic units, activities and discussions about difficult current issues, such as school violence, bullying, death, or suicide. The purpose of WSAP is to help teachers incorporate strategies to encourage civic action for social justice.

In this paper, WSAP is applied to the YA novel Violent Ends (Hutchinson et al., 2015), which describes a school shooting and its effects from multiple perspectives.

This paper discusses the use of the theoretical framework, WSAP and its five recursive steps (P2TripleS). The protocol developed is a helpful tool for teachers to integrate ELA and Social Studies curriculum in a student-centered, project-based environment while addressing the C3 and Common Core State Standards. The protocol is applied to the YA novel, Violent Ends (Hutchinson et al., 2015) and includes questions and strategies that guide teachers and students to critically think about democratic action and gun violence.

The specific steps of the WSAP protocol will be demonstrated with Violent Ends, providing example activities from this book for practitioners.

This paper is the first to apply the WSAP with a YA text.

Important demographic changes are causing organizations and teams to become increasingly age-diverse. Because knowledge sharing is critical to organizations’ long-term sustainability and success, both researchers and practitioners face a strategic dilemma: namely, finding ways to cultivate greater knowledge sharing among different age cohorts.

In this chapter, we claim that age diversity adds relevant opportunities and distinct challenges. On one hand, it increases demands for effective knowledge sharing: Employees of different ages are likely to hold diverse knowledge and capabilities that may be lost and/or poorly exploited if they are not effectively shared. On the other hand, age differences can activate age-related stereotypes and foster the formation of age subgroups, which can hamper social integration, communication, and ultimately, knowledge sharing.

Building on these insights, this chapter looks at the role of the human resource management (HRM) system as a key facilitator of effective knowledge sharing in age-diverse organizations. To this end, the chapter focuses on HR planning, training and development, performance appraisal, and reward systems, each of which can be used to develop the motivations, norms, and accountability structures that encourage employees of different ages to bridge their differences and integrate their unique perspectives and knowledge. This chapter suggests ways of tailoring HRM practices to unlock the benefits of age diversity, which may help organizations exploit and capitalize on the knowledge-based resources held by their younger and older employees.