The role of relationships in building capabilities for social innovation: The case of social enterprises

Increasing societal problems in social welfare, governmental and state systems, and recent cuts in public spending, have raised interest in the role of social innovation as a means of providing potential solutions. Social innovation is defined as the innovative activities derived by organisations with a primary goal to address unmet social needs. The thesis examines how this distinct form of innovation can be fostered through a unique organisational form – the social enterprise. Adopting a dynamic capabilities perspective, the study investigates the role of external relationships in supporting social enterprises engaged in social innovation.The thesis commences with a review of the literature and finds that, in contrast to extensive research into technological innovation, few empirical studies of social innovation exist, highlighting a need for research into the process of social innovation, how it is undertaken by organisations. Drawing on the literature review, a conceptual model is presented that illustrates the social innovation process in two stages: “Seizing and Selection” and “Scaling and Implementation”, and depicts the external relationships engaged by social enterprises to harness the capabilities necessary for social innovation.Using data from a large-scale survey with respondents from 262 UK social enterprises combined with 31 semi-structured interviews in a mixed method design, the study supports the conceptual model and finds that the process of social innovation occurs in two distinct stages. Further, the research identifies a diverse range of external organisations that are key to accessing the capabilities necessary for social innovation, and maps these external relationships to each stage of the innovation process. The study goes on to identify the barriers social enterprises face during the pursuit of social innovation. The thesis concludes with policy and managerial recommendations on fostering social innovation in social enterprises

Applying Online Educational Technology to Foster Financial Literacy: Financial-Institution Leaders’ Insights

Financial literacy deficiency is a prevailing problem in United States raising the need for effective financial education. Financial-institution leaders can play a crucial role in promoting financial literacy with their practical experience and expertise. This article sheds new light on the application of online technology to promote financial literacy by exploring the perceptions of financial-institution leaders. Supported by Dewey’s pragmatic constructivist paradigm and the PEST conceptual framework, a qualitative inquiry research through in-depth telephone interviews with 20 leaders from banks and credit unions in Texas was conducted. The findings revealed some common ways to provide online financial literacy education, including website information posting, online financial calculators, external links, social media communication, and partnering with appropriate third parties. The financial leaders perceived that applying online technology would be an enlightening future direction especially for the millennial generation but face-to-face education would remain important. The opportunities included social responsibility fulfillment, corporate image strengthening, marketing, and favorable regulatory consideration. The challenges involved the human and financial resources constraints, IT support, lack of effective evaluation, and how to motivate online learning. Some leaders suggested the use of games, financial incentives, and innovative apps. The policy implications included increase in government support, partnership with schools, embracing financial literacy in the state test, and collaboration among financial leaders, regulators, educators, and policy makers to foster financial literacy for the benefits of the society

Sometime : I\u27ll Hear Your Sweet Voice Calling

https://digitalcommons.library.umaine.edu/mmb-vp/5425/thumbnail.jp

Farthest-Polygon Voronoi Diagrams

Given a family of k disjoint connected polygonal sites in general position and of total complexity n, we consider the farthest-site Voronoi diagram of these sites, where the distance to a site is the distance to a closest point on it. We show that the complexity of this diagram is O(n), and give an O(n log^3 n) time algorithm to compute it. We also prove a number of structural properties of this diagram. In particular, a Voronoi region may consist of k-1 connected components, but if one component is bounded, then it is equal to the entire region

An intercalated BSc degree is associated with higher marks in subsequent medical school examinations

<p>Abstract</p> <p>Background</p> <p>To compare medical students on a modern MBChB programme who did an optional intercalated degree with their peers who did not intercalate; in particular, to monitor performance in subsequent undergraduate degree exams.</p> <p>Methods</p> <p>This was a retrospective, observational study of anonymised databases of medical student assessment outcomes. Data were accessed for graduates, University of Aberdeen Medical School, Scotland, UK, from the years 2003 to 2007 (n = 861). The main outcome measure was marks for summative degree assessments taken after intercalating.</p> <p>Results</p> <p>Of 861 medical students, 154 (17.9%) students did an intercalated degree. After adjustment for cohort, maturity, gender and baseline (3^rdyear) performance in matching exam type, having done an IC degree was significantly associated with attaining high (18–20) common assessment scale (CAS) marks in three of the six degree assessments occurring after the IC students rejoined the course: the 4^thyear written exam (p < 0.001), 4^thyear OSCE (p = 0.001) and the 5^thyear Elective project (p = 0.010).</p> <p>Conclusion</p> <p>Intercalating was associated with improved performance in Years 4 and 5 of the MBChB. This improved performance will further contribute to higher academic ranking for Foundation Year posts. Long-term follow-up is required to identify if doing an optional intercalated degree as part of a modern medical degree is associated with following a career in academic medicine.</p

The 16p11.2 homologs fam57ba and doc2a generate certain brain and body phenotypes

Deletion of the 16p11.2 CNV affects 25 core genes and is associated with multiple symptoms affecting brain and body, including seizures, hyperactivity,macrocephaly, and obesity. Available data suggest thatmost symptoms are controlled by haploinsufficiency of two or more 16p11.2 genes. To identify interacting 16p11.2 genes, we used a pairwise partial loss of function antisense screen for embryonic brainmorphology, using the accessible zebrafish model. fam57ba, encoding a ceramide synthase, was identified as interacting with the doc2a gene, encoding a calcium-sensitive exocytosis regulator, a genetic interaction not previously described. Using genetic mutants, we demonstrated that doc2a+/-fam57ba+/-double heterozygotes show hyperactivity and increased seizure susceptibility relative to wild-type or single doc2a-/-or fam57ba-/-mutants. Additionally, doc2a+/-fam57ba+/-double heterozygotes demonstrate the increased body length and head size. Single doc2a+/-and fam57ba+/-heterozygotes do not show a body size increase; however, fam57ba-/-homozygous mutants show a strongly increased head size and body length, suggesting a greater contribution from fam57ba to the haploinsufficient interaction between doc2a and fam57ba. The doc2a+/-fam57ba+/-interaction has not been reported before, nor has any 16p11.2 gene previously been linked to increased body size. These findings demonstrate that one pair of 16p11.2 homologs can regulate both brain and body phenotypes that are reflective of those in people with 16p11.2 deletion. Together, these findings suggest that dysregulation of ceramide pathways and calcium sensitive exocytosis underlies seizures and large body size associated with 16p11.2 homologs in zebrafish. The data inform consideration of mechanisms underlying human 16p11.2 deletion symptoms

Structural insights into the autoregulation and cooperativity of the human transcription factor Ets-2

Ets-2, like its closely related homologue Ets-1, is a member of the Ets family of DNA binding transcription factors. Both proteins are subject to multiple levels of regulation of their DNA binding and transactivation properties. One such regulatory mechanism is the presence of an autoinhibitory module, which in Ets-1 allosterically inhibits the DNA binding activity. This inhibition can be relieved by interaction with protein partners or cooperative binding to closely separated Ets binding sites in a palindromic arrangement. In this study we describe the 2.5 Å resolution crystal structure of a DNA complex of the Ets-2 Ets domain. The Ets domain crystallized with two distinct species in the asymmetric unit, which closely resemble the autoinhibited and DNA bound forms of Ets-1. This discovery prompted us to re-evaluate the current model for the autoinhibitory mechanism and the structural basis for cooperative DNA binding. In contrast to Ets-1, in which the autoinhibition is caused by a combination of allosteric and steric mechanisms, we were unable to find clear evidence for the allosteric mechanism in Ets-2. We also demonstrated two possibly distinct types of cooperative binding to substrates with Ets binding motifs separated by four and six base pairs and suggest possible molecular mechanisms for this behavior

Reading sentences of words wtih rotated letters: An eye movement study

Participants’ eye movements were measured as they read sentences in which individual letters within words were rotated. Both the consistency of direction and the magnitude of rotation were manipulated (letters rotated all in the same direction, or alternately clockwise and anti-clockwise; by 30 or 60 degrees). Each sentence included a target word that was manipulated for frequency of occurrence. Our objectives were threefold: To quantify how change in the visual presentation of individual letters disrupted word identification, and whether disruption was consistent with systematic change in visual presentation; to determine whether inconsistent letter transformation caused more disruption than consistent letter transformation; to determine whether such effects were comparable for words that were high and low frequency to explore the extent to which they were visually or linguistically mediated. We found that disruption to reading was greater as the magnitude of letter rotation increased, although even small rotations impacted processing. The data also showed that alternating letter rotations were significantly more disruptive than consistent rotations; this result is consistent with models of lexical identification in which encoding occurs over units of more than one adjacent letter. These rotation manipulations also showed significant interactions with word frequency on the target word: gaze durations and total fixation duration times increased disproportionately for low frequency words when they were presented at more extreme rotations. These data provide a first step towards quantifying the relative contribution of the spatial relationships between individual letters to word recognition and eye movement control in reading