How Does Enterprise Social Media Help Retail Employees Innovate?

An increasing number of organizations have installed enterprise social media (ESM) platforms to allow employees to collaborate, work independently, and to innovate more easily. While research has started to explain how such technologies can lead to improved collaboration and productivity, their role in assisting employees in innovation processes remains unclear. In our research-in-progress we examine the case of a global retail organization that adopted ESM for all employees with the view to foster employee-driven innovation. We report on our on-going data collection and analysis, in which we focus on the salient mechanisms and contingency factors why ESM under some conditions facilitates employee-driven innovation and why under some conditions it does not. We report on on-going data collection, data analysis strategies and emergent findings, and conclude with a brief outlook on our future research strategies. \ \ Keywords: Enterprise Social Media, social networks, employee-driven innovation, case study.

Design for Co-Design in a Computer Science Curriculum Research-Practice Partnership

This paper reports on a study of the dynamics of a Research-Practice Partnership (RPP) oriented around design, specifically the co-design model. The RPP is focused on supporting elementary school computer science (CS) instruction by involving paraprofessional educators and teachers in curricular co-design. A problem of practice addressed is that few elementary educators have backgrounds in teaching CS and have limited available instructional time and budget for CS. The co-design strategy entailed highlighting CS concepts in the mathematics curriculum during classroom instruction and designing computer lab lessons that explored related ideas through programming. Analyses focused on tensions within RPP interaction dynamics and how they were accommodated when RPP partners were designing for co-design activities, a critical component that leads to curricular co-design itself. We illustrate these tensions with examples of clusters of activity that appeared repeatedly among the research and practice team members when designing for co-design

Facilitating Mathematics and Computer Science Connections: A Cross-Curricular Approach

In the United States, school curricula are often created and taught with distinct boundaries between disciplines. This division between curricular areas may serve as a hindrance to students\u27 long-term learning and their ability to generalize. In contrast, cross-curricular pedagogy provides a way for students to think beyond the classroom walls and make important connections across disciplines. The purpose of this paper is a theoretical reflection on our use of Expansive Framing in our design of lessons across learning environments within the school. We provide a narrative account of our early work in using this theoretical framework to co-plan and enact interdisciplinary mathematics and computer science (CS) tasks with a team of elementary school educators and school district personnel. The unit focuses on the concepts of exponents in mathematics and repeat loops as a control structure in computer science. Using a narrative approach, we describe what occurred during the collaborative planning of lessons and subsequent enactments in two fifth-grade classrooms and one computer lab and provide a practitioner-oriented account of our experience

Expansive Framing of Mathematics and Computer Science: Supporting Educators in Cross-Curricular Teaching

Expansive Framing (EF) is a theory to explain transfer of learning and an instructional technique to facilitate transfer. We employed EF as an approach to create a series of integrated mathematics-computer science (CS) lesson plans and studied their implementation by teachers in two fifth-grade classrooms and a paraprofessional in one Computer Lab classroom. We used deductive theoretical qualitative analysis of transcripts of classroom implementations to investigate how educators used EF in their lessons. Findings suggested that educators most effectively engaged in EF principles when they were present in curricular materials. We recommend that mathematics-CS integrated curricular materials include framing language and other supports that make unambiguous, explicit connections across learning contexts to support educators in helping students engage in productive transfer between mathematics and computer science

Cache Code Math: Fractions, Functions, & For-Loops Preparatory Materials

These instructional guides are used in the 5th-grade computer labs in conjunction with JavaScript/CodeHS. Computer Lab Specialists are provided with step-by-step instructions to review with students how to use functions and for-loops. These lessons support learning the following CS ideas: repeat/for, functions, algorithmic thinking, and abstraction. These preparatory activities are meant to be delivered before the Cache Code Math: Fractions, Functions, & For-Loops

Canalization of the evolutionary trajectory of the human influenza virus

Since its emergence in 1968, influenza A (H3N2) has evolved extensively in genotype and antigenic phenotype. Antigenic evolution occurs in the context of a two-dimensional 'antigenic map', while genetic evolution shows a characteristic ladder-like genealogical tree. Here, we use a large-scale individual-based model to show that evolution in a Euclidean antigenic space provides a remarkable correspondence between model behavior and the epidemiological, antigenic, genealogical and geographic patterns observed in influenza virus. We find that evolution away from existing human immunity results in rapid population turnover in the influenza virus and that this population turnover occurs primarily along a single antigenic axis. Thus, selective dynamics induce a canalized evolutionary trajectory, in which the evolutionary fate of the influenza population is surprisingly repeatable and hence, in theory, predictable.Comment: 29 pages, 5 figures, 10 supporting figure

Analyzing Somatic DNA Repair in Arabidopsis Meiotic Mutants

Meiotic and somatic recombination share a common set of factors. Thus, the analysis of somatic DNA repair in meiotic mutant lines should be of special interest. Growth defects of mutant plants induced by specific genotoxins can thereby hint to DNA repair functions of the affected proteins. Here, we describe two kinds of approaches to characterize deficiencies in DNA repair in mutant lines of Arabidopsis thaliana, after genotoxin treatment

Quantification of aminobutyric acids and their clinical applications as biomarkers for osteoporosis

Osteoporosis is a highly prevalent chronic aging-related disease that frequently is only detected after fracture. We hypothesized that aminobutyric acids could serve as biomarkers for osteoporosis. We developed a quick, accurate, and sensitive screening method for aminobutyric acid isomers and enantiomers yielding correlations with bone mineral density (BMD) and osteoporotic fracture. In serum, γ-aminobutyric acid (GABA) and (R)-3-aminoisobutyric acid (D-BAIBA) have positive associations with physical activity in young lean women. D-BAIBA positively associated with hip BMD in older individuals without osteoporosis/osteopenia. Lower levels of GABA were observed in 60-80 year old women with osteoporotic fractures. Single nucleotide polymorphisms in seven genes related to these metabolites associated with BMD and osteoporosis. In peripheral blood monocytes, dihydropyrimidine dehydrogenase, an enzyme essential to D-BAIBA generation, exhibited positive association with physical activity and hip BMD. Along with their signaling roles, BAIBA and GABA might serve as biomarkers for diagnosis and treatments of osteoporosis