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Process-oriented guided-inquiry learning (POGIL) is a student-centered instructional strategy to actively engage students in the classroom in promoting content mastery, critical thinking, and process skills. The students organize into groups of three to four, and each group member works collaboratively to construct their understanding as they proceed through the embedded learning cycle in the POGIL activity. Each group member has a specific role and actively engages in the learning process. The roles rotate periodically, and each student has the opportunity to develop essential process skills, such as leadership skills, oral and written communication skills, team-building skills, and information-processing skills. The student groups are self-managed, and the instructor serves as a facilitator of student learning. A POGIL activity typically contains a model that the students deconstruct using a series of guided, exploratory questions. The students develop concepts (concept invention) as the group members reach a valid, consensus conclusion. The students apply their concepts to new problems completing the learning cycle. The authors implemented POGIL instruction in several chemistry courses at Jackson State University and Tuskegee University. They share their initial findings, experiences, and insights gained using a new instructional strategy.

To determine how the correlational structure of emotion differs for individuals age 60 and above, compared to those under age 60, and to discuss the profound implications these differences may have for the experience and management of emotion.

Structural equation modeling and shortest path analysis of emotion items from the General Social Survey (GSS)’s (1996) emotions module.

Some positive and negative emotion pairs are more distant for individuals over age 60, while others are in fact closer. This variability leads to differences in available shortest paths between emotions, especially when emotional transitions require segueing through intermediary feelings. The segueing emotions most readily available to those over 60 are limited to the poles of affective meaning, whereas those used by ones under age 60 are more variable. The majority of negative emotions are more tightly correlated, whereas the majority of positive emotions are less so, among those over age 60.

Although the measures are limited to 18 of the 19 emotions recorded by the GSS, and are based on self-report data regarding feelings felt over a period of seven days, these results suggest that attempts at intrapersonal and interpersonal emotion management may differ depending up the age of the actor/object.

Addresses the need for more nuanced analyses of emotional experience that goes moves beyond simple frequencies. Also suggests potential bridges between sociological and psychological approaches to the study of emotion.

Education is a fundamental factor of development, preparing the educated for a better tomorrow. Education serves to improve quality of life, is a means of enhancing the economic growth for individuals and nations and provides a way for marginalized children and adults to exchange lives of desperation, poverty and injustice for those illuminated with liberty, justice and self-determination. Education is declared by the United Nations as a human right. This chapter presents one model to teach for human rights through experiential learning. It shares a unique experience of education and business students in their immersion trip to Zambia. The model used to develop the partnership is integral human development (IHD). This chapter provides description of the model, how it was implemented and shares direct citations from students’ reflection journals highlighting three themes: communication, reciprocity and self-exploration.

We review our work as collaborators over nearly 40 years as researchers and OD practitioners on the human, cultural, and organizational aspects of mergers and acquisitions (M&A). This chapter addresses (1) how our thinking, research methods, and practices developed over time, (2) accounts of deriving theory from practice and contrariwise of applying theory to practical matters, (3) how our respective shifts from academe toward scholarly-practice influenced our thinking and how we write, and (4) varieties of scholarly collaboration – ranging from intensive interchange to sequential pitch and catch. Early work covers a study of a “white-knight” acquisition and then advising on post-merger integration in a hostile takeover, revealing the stages of a deal, dynamics of buyers and sellers, and human factors that produce the “merger syndrome.”

Throughout we talk about confronting challenges of the scholar-practitioner divide as it pertains to role definition and boundary management as well to our theorizing, writing, and publication agenda. The chapter concludes with reflections on doing applied research in collaboration with a colleague (and friend).

Presents the scientific methodology from the enlarged cybernetical perspective that recognizes the anisotropy of time, the probabilistic character of natural laws, and the entry that the incomplete determinism in Nature opens to the occurrence of innovation, growth, organization, teleology communication, control, contest and freedom. The new tier to the methodological edifice that cybernetics provides stands on the earlier tiers, which go back to the Ionians (c. 500 BC). However, the new insights reveal flaws in the earlier tiers, and their removal strengthens the entire edifice. The new concepts of teleological activity and contest allow the clear demarcation of the military sciences as those whose subject matter is teleological activity involving contest. The paramount question “what ought to be done”, outside the empirical realm, is embraced by the scientific methodology. It also embraces the cognitive sciences that ask how the human mind is able to discover, and how the sequence of discoveries might converge to a true description of reality.

In expatriate-reliant countries, the challenge of attracting and retaining overseas talent remains, despite the COVID-19 global pandemic restricting international travel. Expatriates depend on formal organizational and host country national (HCN) support to facilitate their adjustment when moving abroad. To date, there has been a limited focus on the centrality of language in spanning boundaries between HCNs and expatriates that enables bridges to be formed. This study explored how language influences the social capital accrual and the support received by expatriates from HCNs.

Rooted in social constructionism, the authors used semi-structured interviews with a purposive sample of 20 Nigerian HCNs from two Italian organizations in the construction industry.

The findings highlight how language is key to effective social capital bridging and show how HCNs act as boundary spanners between local talent and expatriates on assignment. In this study, HCNs have superior language skills and can thus fill the semantic void in communication between the two parties. It emerged that expatriates receive more significant support and higher levels of social capital accrual than HCNs from this relationship.

Consideration should be given to providing formal language training to both expatriates and HCNs. Embedding networking relationships, such as buddying schemes or reverse mentoring, would enhance the social capital of both parties and improve performance. In addition, global talent management policies should be adjusted to provide definitive career paths and clearer promotion criteria for HCNs.

The authors find that through their language ability, HCNs may have more power over expatriates than previously considered, repositioning their status from a talent perspective. The authors argue that expatriates should not be considered by organizations the only source of global talent in such a context, and that organizations need to offer more definitive talent policies and support that accounts for both expatriates and HCNs.