A Protocol for Reviewing Off-the-Shelf Games to Inform the Development of New Educational Games

This chapter shares a protocol for reviewing games and documents the process in which it was used by an educational game design team for evaluating existing games to inform the design and development of new games for early algebra. While the design team has used their own learning games design model to develop several games—all of which included some kind of immersive learning and review activity—there has been no documentation provided on the specific processes used to review games as part of that immersion. Observations offer structured means for assessing existing games in a particular space and are thus valuable to identify how best to pursue the alignment of learning objectives with teaching content and game mechanics in the development of educational games.

Introduction of an assessment toolkit associated with increased rate of DLB diagnosis

Background Dementia with Lewy bodies (DLB) and dementia in Parkinson’s disease (PDD) are recognised to be under-recognised in clinical practice in the UK, with only one third to a half of expected cases diagnosed. We aimed to assess whether clinical diagnostic rates could be increased by the introduction of a structured assessment toolkit for clinicians. Methods We established baseline diagnostic rates for DLB and PDD in four memory clinics and three movement disorder/Parkinson’s disease (PD) clinics in two separate geographical regions in the UK. An assessment toolkit specifically developed to assist with the recognition and diagnosis of DLB and PDD was then introduced to the same clinical teams and diagnostic rates for DLB and PDD were reassessed. For assessing DLB diagnosis, a total of 3820 case notes were reviewed before the introduction of the toolkit, and 2061 case notes reviewed after its introduction. For PDD diagnosis, a total of 1797 case notes were reviewed before the introduction of the toolkit and 3405 case notes after it. Mean values and proportions were analysed using Student’s t test for independent samples and χ2 test, respectively. Results DLB was diagnosed in 4.6% of dementia cases prior to the introduction of the toolkit, and 6.2% of dementia cases afterwards, an absolute rise of 1.6%, equal to a 35% increase in the number of DLB cases diagnosed when using the toolkit (χ2 = 4.2, P = 0.041). The number of PD patients diagnosed with PDD was not found overall to be significantly different when using the toolkit: 9.6% of PD cases before and 8.2% of cases after its introduction (χ2 = 1.8, P = 0.18), though the ages of PD patients assessed after the toolkit’s introduction were lower (73.9 years vs 80.0 years, t = 19.2, p < 0.001). Conclusion Introduction of the assessment toolkit was associated with a significant increase in the rate of DLB diagnosis, suggesting that a structured means of assessing symptoms and clinical features associated with DLB can assist clinicians in recognising cases. The assessment toolkit did not alter the overall rate of PDD diagnosis, suggesting that alternate means may be required to improve the rate of diagnosis of dementia in Parkinson’s disease.

Empirical Comparison of Tests for One-Factor ANOVA Under Heterogeneity and Non-Normality: A Monte Carlo Study

Although the Analysis of Variance (ANOVA) F test is one of the most popular statistical tools to compare group means, it is sensitive to violations of the homogeneity of variance (HOV) assumption. This simulation study examines the performance of thirteen tests in one-factor ANOVA models in terms of their Type I error rate and statistical power under numerous (82,080) conditions. The results show that when HOV was satisfied, the ANOVA F or the Brown-Forsythe test outperformed the other methods in terms of both Type I error control and statistical power even under non-normality. When HOV was violated, the Structured Means Modeling (SMM) with Bartlett or SMM with Maximum Likelihood was strongly recommended for the omnibus test of group mean equality.

Innovating the Check-In, Check-Out Intervention: A Process for Creating Adaptations

Check-in, check-out (CICO), an intervention implemented with students at risk for behavioral disorders, addresses minor misbehaviors by providing students with a structured means of receiving positive adult attention. CICO reduces problem behaviors and improves appropriate behaviors of students with and without behavioral disorders. Research indicates CICO may be adapted to target a range of behaviors. This article presents a six-step process for adapting CICO and applies this process to demonstrate how the intervention can be adapted to support students with academic difficulties, internalizing behavior problems, and more severe behavior problems.

A futility, perversity and jeopardy critique of “risk appetite”

Purpose Risk appetite is widely accepted as a guiding metaphor for strategic risk management, yet metaphors for complex practice are hard to critique. This paper aims to apply an analytical framework comprising three categories of flaw – futility, perversity and jeopardy – to critically explore the risk appetite metaphor. Taking stock of management literature emphasising the need for metaphor to give ideation to complex management challenges and activities and recognising the need for high-level metaphor within strategic risk management in particular, the authors propose a means to scrutinise the risk appetite metaphor and thereby illustrate its use for further management metaphors. Design/methodology/approach The authors apply a structured analytical perspective designed to scrutinise conceivably any purportedly progressive social measure. The three flaw categories are used to warn that organisational risk appetite specifications can be: futile vis-a-vis their goals, productive of perverse outcomes with respect to these goals and so misleading about the true potential for risk management as to jeopardise superior alternative use of risk management resource. These flaw categories are used to structure a critical review of the risk appetite metaphor, which moves towards identifying its most fundamental flaws. Findings Two closely interrelated antecedents to flaws discussed within the three flaw categories are proposed: first, false confidence in organisational risk assessment and, second, organisational blindness towards contributions of behavioural risk-taking to true organisational risk exposure. A theory of high (over-optimistic, excessive or inappropriate) risk-taking organisations explores flaws within the three flaw categories with reference to these antecedents under organisational-cultural circumstances where the risk appetite metaphor is most needed and yet most problematic. Originality/value The paper is highly original in its representation of risk management as an organisational practice reliant on metaphor and in proposing a structured means to challenge it as a dominant guiding metaphor where it has gained widespread uncritical acceptance. The discussion is also innovative in its representation of high risk-taking organisations as likely to harbour strong managerial motives, aptitudes and capacities for covert and illicit forms of risk-taking which, being subversive and sometimes reactionary towards risk appetite specifications, may cause particularly serious futility, perversity and jeopardy problems. To conclude, the theory and its implications are summarised for practitioner and educational use.

A Protocol for Reviewing Off-the-Shelf Games to Inform the Development of New Educational Games

This chapter shares a protocol for reviewing games and documents the process in which it was used by an educational game design team for evaluating existing games to inform the design and development of new games for early algebra. While the design team has used their own learning games design model to develop several games—all of which included some kind of immersive learning and review activity—there has been no documentation provided on the specific processes used to review games as part of that immersion. Observations offer structured means for assessing existing games in a particular space and are thus valuable to identify how best to pursue the alignment of learning objectives with teaching content and game mechanics in the development of educational games.

Recognizing Late Onset Frontotemporal Dementia with the DAPHNE scale: A case report

ABSTRACT Frontotemporal dementias are classically described as early onset dementias with personality and behavioral changes, however, late onset forms can also be found. Considering the paucity of information about late onset behavioral variant frontotemporal dementia and its challenging diagnosis, we present a case report of an 85-year-old woman with behavioral changes and slow progression to dementia who was first diagnosed as having bipolar disorder and then Alzheimer's disease. The Daphne scale provided a structured means to improve clinical diagnosis, also supported by characteristic features on MRI and SPECT, while CSF biomarkers ruled out atypical Alzheimer's disease.

DOI Theoretical Framework

Change is not easy! People adhere to old routines and habits tenaciously. Most people are slow to accept new ideas, new products, in short, innovations. When it comes to new technologies that can aid in adaptation to climate change, there is fierce resistance from farmers (to sustainable agriculture), from the fossil fuels industries (to sustainable energy), from developers (to going green), and the list goes on. While a new technology does involve a certain investment of time and money at first, it is cost effective and profitable in the long term. When it comes to sustainability, nothing less than the future of our planet is at stake, so it is incumbent upon us to find a way to “sell” the innovations to the masses. The Diffusion of Innovations (DOI) Theoretical Framework provides an effective, structured means of doing this; its efficacy has been established for hundreds of innovations, and it is particularly suited to technologies.