Bowling Green State University

About: Bowling Green State University is a education organization based out in Bowling Green, Ohio, United States. It is known for research contribution in the topics: Population & Poison control. The organization has 8315 authors who have published 16042 publications receiving 482564 citations. The organization is also known as: BGSU.

Global mentoring as a means of career development and knowledge creation: A learning‐based framework and agenda for future research

Abstract: Purpose – This article aims to examine the process of mentoring and career development within the global arena. Although much has been written on the adjustment of expatriates, relatively little research has examined the exchange of information and knowledge among workers in different countries via the mentoring process.Design/methodology/approach – A model is offered of how an expatriate progresses through learning cycles aided by multiple mentors. Multiple mentoring contributes to the individual's career development and facilitates the development of organizational tacit and embedded knowledge.Findings – Using Hall and Chandler's conceptualization of multiple learning cycles over the life span, it is proposed that the expatriate cycles through a learning cycle over the course of an extended assignment. These learning cycles are shorter than the traditional career stages, often lasting two to four years – similar to the length of an expatriate assignment. It is suggested that the stages of an expatriate ...

Psychomotor stimulants, social deprivation and play in juvenile rats ☆

Abstract: Treatment with d-amphetamine (0.125–1 mg/kg) or methylphenidate (0.5–4 mg/kg) caused dose-dependent decreases in play fighting in juvenile rats which were independent of sex and strain. Although brief social isolation profoundly increased play fighting, qualitatively similar drug effects on play were observed in socially housed and isolated animals. By contrast, at the highest doses tested both amphetamine and methylphenidate increased social investigation, but only if the rats were socially isolated. Stimulation of catecholamine systems is evidently incompatible with the expression of playful behavior.

A Comparative Analysis of Male and Female Delinquency

Abstract: The historically dominant and generally accepted view is that males are much more likely than females to commit delinquent acts, and that when females deviate their misconduct is significantly less...

Disenfranchised Grief Revisited: Discounting Hope and Love:

Abstract: Kenneth Doka’s two anthologies on disenfranchised grief (Doka, 1989, 2002) are filled with discussions of the effects of disenfranchisement and its scope. The present article furthers reflection on both topics. It first explores the nature of disenfranchisement as a denial of a mourner’s “right to grieve” and analyzes the empathic, political, and ethical failures involved in this denial. It then notes that the literature on the subject is dominated by treatments of the disenfranchisement of suffering. And it urges that the scope of disenfranchisement extends to efforts to overcome suffering, the constructive labors of hope and love at the heart of grieving response to bereavement.

Developing Membership in the Education of Deaf and Hard-of-Hearing Students in Inclusive Settings.

Abstract: This article discusses the importance of membership in the inclusive education of deaf/hard-of-hearing (D/HH) students. Membership refers to being an integral part of the classroom and school communities. Membership is a key philosophical concept in inclusion that may influence how classroom teachers and teachers of D/HH students share their expertise and how they work with students and each other. Membership can be contrasted with "visitorship." When programs treat D/HH students as visitors, these students face greater barriers to obtaining a quality education in classes with hearing students. A social constructivist perspective of learning and teaching that requires students in the classroom to interact with one another and the teacher may best promote learning and is consistent with a focus on membership. We suggest that inclusion is possible, but to sustain students as full members of their classes and school, programs must go beyond placement and communication access issues. To facilitate membership, inclusive programs must carefully address teacher attitudes, teacher roles and relationships, student knowledge and curriculum, structural barriers, extracurricular activities, community relationships, and parental support.