Designing Scalable Business Models

Digital business models are often designed for rapid growth, and some relatively young companies have indeed achieved global scale. However despite the visibility and importance of this phenomenon, analysis of scale and scalability remains underdeveloped in management literature. When it is addressed, analysis of this phenomenon is often over-influenced by arguments about economies of scale in production and distribution. To redress this omission, this paper draws on economic, organization and technology management literature to provide a detailed examination of the sources of scaling in digital businesses. We propose three mechanisms by which digital business models attempt to gain scale: engaging both non- paying users and paying customers; organizing customer engagement to allow self- customization; and orchestrating networked value chains, such as platforms or multi-sided business models. Scaling conditions are discussed, and propositions developed and illustrated with examples of big data entrepreneurial firms

The Balance of the Mind -(script)

The working script for the film, 'The Balance of the Mind

Patterns of referral in high school concussion management programs: A pilot study of consultants from different disciplines

School-based concussion management programs cover thousands of young athletes, yet there is little in the way of research to assess program processes or outcomes. This study examined the referral patterns of consultants working with ten high school concussion management programs. In addition to the number of referrals made to specialists, other potential outcome variables were explored. The sample included over 5,000 athlete-seasons and 298 concussions managed directly by certified athletic trainers. All programs used computerized neuropsychological testing (both baseline and post injury). Two groups were compared: five programs used a clinical neuropsychologist (NP) as the testing consultant and five used nonneuropsychologists (non-NP) with advanced clinical degrees as the testing consultant. There was no significant difference in concussion incidence rates between groups. Referrals to outside specialists were significantly higher for the non-NP group: X2(1) = 16.474, p \u3c .0001. Further, concussions in the non-NP group took longer to recover overall (Mann-Whitney U, p = .013) and had significantly more cases taking longer than 2 weeks to complete their testing protocol: X2(1) = 9.672, p = .003. The findings of this pilot study support the idea that neuropsychologists are best suited for the role of testing consultant to high school concussion management programs

Concussion Competencies: A Framework for School-Based Concussion Management (flyer)

This volume grew out of many years of clinical practice, research, and program projects. It is the culmination of more than 50 years of work with kids, brains, and schools. While there is research behind the Competencies and the underlying content, the intent was to create a user-friendly manual that cut across levels of responsibility and care. Concussion Competencies was not intended to be a textbook in the traditional manner; however, the Competencies have been shown to be a useful approach to teaching this material. This volume is organized around a set of Competencies that have been shown to be useful to practitioners in the field. The 10 Compentencies fall into three main areas of information we have found to be important for effective work with students (and parents): SECTIONS 1. Biological aspects of concussion 2. Behavioral aspects of concussion 3. Programmatic considerations An important consideration is that not everyone who works with kids and concussions needs the same depth of training. With this in mind, chapters are broken by type of reader. AUDIENCE / CONSTITUENTS • Superintendents, Boards, and Administrators • Athletic Directors and Coaches • Licensed and Ancillary Health Care Providers • Teachers • Parents and Students The 10 Competencies address: • Biological Aspects of concussion management • Behavioral aspects of concussion • Programmatic considerations. This volume intends to: • Bridge the gaps between schools, community health care and families; • Focus on behavior and not medicine; • Assume that schools are a proper focus of activity, but does not assume all schools have equal resources; • Elevate the role of the student-patient and the family in the recovery process. The material is aimed at a broad range of interested parties: • School Superintendents, Boards, and Administrators • Athletic Directors and Coaches • Teachers • Licensed and Ancillary Health Care Providers • Parents and Students

Feasibility and acceptability of parenting interventions delivered in Spanish to caregivers of children with autism and other developmental delays: a mixed-methods design

Parents of children with autism spectrum disorder (ASD) or developmental delay (DD) experience increased stress due to raising a child with a disability, particularly if the child also presents with challenging behaviors. As such, there is benefit to developing evidence-based interventions that: 1) help parents cope with stress, and 2) manage the challenging behaviors of their children. This is particularly true for underserved groups, including Spanish-speaking Hispanic/Latinx populations, who are often underrepresented in intervention research. Two promising interventions in reducing caregiver stress are psychoeducation/support groups and mindfulness-based stress reduction (MBSR); an intervention effective in reducing child challenging behaviors is Behavioral Parent Training (BPT). This study piloted these three interventions for 60 Spanish-speaking Hispanic caregivers of children with ASD or DD as part of a larger, randomized-controlled trial. We sought to examine the feasibility and acceptability of these interventions both within this Spanish-speaking cohort, and compared to previously run English-speaking cohorts. Additionally, due to unforeseen circumstances of COVID-19, the BPT intervention was modified for telehealth delivery, allowing for initial exploration of the modality for this population. Results from attendance and satisfaction data, as well as participant focus groups, showed that Spanish-speaking participants attended sessions at similar rates and demonstrated preference for psychoeducation/support groups over MBSR compared to English-speaking participants, while finding BPT strategies generally acceptable. Participants reported appreciating the knowledge gained and sense of community established in the psychoeducation/support groups. Implications and future directions, including potential cultural adaptation of materials to maximize participant engagement and buy-in, are discussed

Concussion competencies: a training model for school-based concussion management

This study reports on the use of ten knowledge competencies related to the behavioral management of concussion in schools. Trainings using these competencies as learning objectives were delivered to school personnel. This aims of the use of competencies in this way are to streamline the education of key stakeholders, to establish clear roles and responsibilities for constituents and equip individuals working with students following a concussion with the relevant knowledge to optimize outcomes. The majority of participants, primarily speech language pathologists working as related service providers in the schoolswhere the trainings occurred, judged the use of the competencies to be informative and useful to their practice both immediately following the training and at a 5-month follow-up. The greatest gains in knowledge were noted by those participants self-reporting the least amount of knowledge pre-training. Participants also ranked the perceived value and relative importance of each of the ten competencies

The Effect of in-Service Methodology on Learning Transfer for School Personnel Managing Students following Concussion

Background: It is essential to increase the knowledge base of teachers involved in facilitating return to learning in middle school students following a concussion. However, the best method to enhance the transfer of learning for teachers remains to be elucidated. Application of Adult Learning Theory (ALT) is a plausible solution to this problem. Purpose: The purpose of this randomized post-test study was to examine the effects of ALTon the transfer of learning in teachers who work with individuals with concussion. Methods: A convenience sample of 169 teachers at four middle schools were randomized to receive an in-service regarding concussion management either in ALT or traditional lecture format. Vignettes approximating classroom practice evaluated learning transfer. Results: one-way between subjects ANOVA revealed no significant difference between the methods of educational delivery on group assessment scores (p¼.22). Additionally, a regression analysis did not identify any demographic variables that predicted learning transfer (p¼.65). A statistically significant difference existed for four questions (1, 4, 7, 25) between the groups (p¼.03, .02, .01, .00, respectively). These vignettes were those that assessed information that was likely novel to the learner. Discussion: The current study demonstrated that ALT applied to teacher in-service did not impact transfer of learning immediately post training compared to a traditional lecture format. Future research should continue to examine the effects of various educational strategies to enhance learning transfer for teachers managing students in the classroom after concussion

Collective aggressiveness limits colony persistence in high‐ but not low‐elevation sites at Amazonian social spiders

Identifying the traits that foster group survival in contrasting environments is important for understanding local adaptation in social systems. Here, we evaluate the relationship between the aggressiveness of social spider colonies and their persistence along an elevation gradient using the Amazonian spider, Anelosimus eximius. We found that colonies of A. eximius exhibit repeatable differences in their collective aggressiveness (latency to attack prey stimuli) and that colony aggressiveness is linked with persistence in a site‐specific manner. Less aggressive colonies are better able to persist at high‐elevation sites, which lack colony‐sustaining large‐bodied prey, whereas colony aggression was not related to chance of persistence at low‐elevation sites. This suggests that low aggressiveness promotes colony survival in high‐elevation, prey‐poor habitats, perhaps via increased tolerance to resource limitation. These data reveal that the collective phenotypes that relate to colony persistence vary by site, and thus, the path of social evolution in these environments is likely to be affected.Colony‐level selection on collective aggressiveness varies with elevation in social spiders. Aggressive societies are disfavoured at high elevation sites, but their odds of persistence increase in lowland rain forests.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/152489/1/jeb13532_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/152489/2/jeb13532.pd

The Relationship Between Central Auditory Tests and Neurocognitive Domains in Adults Living With HIV

Objective: Tests requiring central auditory processing, such as speech perception-in-noise, are simple, time efficient, and correlate with cognitive processing. These tests may be useful for tracking brain function. Doing this effectively requires information on which tests correlate with overall cognitive function and specific cognitive domains. This study evaluated the relationship between selected central auditory focused tests and cognitive domains in a cohort of normal hearing adults living with HIV and HIV– controls. The long-term aim is determining the relationships between auditory processing and neurocognitive domains and applying this to analyzing cognitive function in HIV and other neurocognitive disorders longitudinally. Method: Subjects were recruited from an ongoing study in Dar es Salaam, Tanzania. Central auditory measures included the Gap Detection Test (Gap), Hearing in Noise Test (HINT), and Triple Digit Test (TDT). Cognitive measures included variables from the Test of Variables of Attention (TOVA), Cogstate neurocognitive battery, and Kiswahili Montreal Cognitive Assessment (MoCA). The measures represented three cognitive domains: processing speed, learning, and working memory. Bootstrap resampling was used to calculate the mean and standard deviation of the proportion of variance explained by the individual central auditory tests for each cognitive measure. The association of cognitive measures with central auditory variables taking HIV status and age into account was determined using regression models. Results: Hearing in Noise Tests and TDT were significantly associated with Cogstate learning and working memory tests. Gap was not significantly associated with any cognitive measure with age in the model. TDT explained the largest mean proportion of variance and had the strongest relationship to the MoCA and Cogstate tasks. With age in the model, HIV status did not affect the relationship between central auditory tests and cognitive measures. Age was strongly associated with multiple cognitive tests. Conclusion: Central auditory tests were associated with measures of learning and working memory. Compared to the other central auditory tests, TDT was most strongly related to cognitive function. These findings expand on the association between auditory processing and cognitive domains seen in other studies and support evaluating these tests for tracking brain health in HIV and other neurocognitive disorders

Most Reported Genetic Associations with General Intelligence Are Probably False Positives

General intelligence (g) and virtually all other behavioral traits are heritable. Associations between g and specific single-nucleotide polymorphisms (SNPs) in several candidate genes involved in brain function have been reported. We sought to replicate published associations between g and 12 specific genetic variants (in the genes DTNBP1, CTSD, DRD2, ANKK1, CHRM2, SSADH, COMT, BDNF, CHRNA4, DISC1, APOE, and SNAP25) using data sets from three independent, well-characterized longitudinal studies with samples of 5,571, 1,759, and 2,441 individuals. Of 32 independent tests across all three data sets, only 1 was nominally significant. By contrast, power analyses showed that we should have expected 10 to 15 significant associations, given reasonable assumptions for genotype effect sizes. For positive controls, we confirmed accepted genetic associations for Alzheimer’s disease and body mass index, and we used SNP-based calculations of genetic relatedness to replicate previous estimates that about half of the variance in g is accounted for by common genetic variation among individuals. We conclude that the molecular genetics of psychology and social science requires approaches that go beyond the examination of candidate genes.Economic