Marketing Electronic Resources from the Academic Library Homepage

The purposes of this study were to see how ARL libraries promote electronic resources from their homepages and to determine if advertising e-resources from the Duke University Libraries homepage increases use and/or interest in the selected resources. A content analysis of ARL library homepages was done to see how many advertise electronic resources and what these ads look like. The research then took a local look at Duke University Libraries in North Carolina to measure effectiveness of their e-resource homepage advertisements. Click-through and usage data were collected on the advertisements and the resources. Results indicate that more than half of the ARL libraries advertise electronic resources from their homepages and that they present these ads in similar manners. Results from the data collected at Duke Libraries did not show a direct relationship between clicks and increased usage of the resources, but high click-through numbers on the ads indicate that user interest in these resources was apparent

Collaboration leads to integration: A model for embedding library resources into online learning

Poster session presented at the Fourteenth Off-Campus Library Services Conference, 2010.We developed a model for systematic library integration into our online courses. By collaborating with the academic units, program directors, course developers, instructional designers, and the assessment unit, we have created a collaborative approach for including library content in courses from the initial creation of the course. This team approach for the course development process brings together the necessary tools/resources for a successful, robust course to enrich the student learning experience, where the librarians are active participants. This process helps to initiate relationships with faculty before the course is even created, makes use of reliable academic resources and familiarizes the students with the library’s offerings. Our involvement in the course development process has helped to change the perspective of the library and the value we bring to the educational experience

Making the Connection: Conducting Virtual Focus Groups with Distance Adult Learners

Poster session delivered at the 2011 Association of College & Research Libraries (ACRL) conference.How do you reach an online population to get insight when you don’t have opportunities to communicate with your users in person? Assessing library services at a distance holds unique challenges in gathering data needed for making informed decisions. Learn about gleaning more qualitative data than can be pulled from an online survey by using virtual focus groups. Discover lessons learned about the process, from setting up the groups to analyzing the results

Inflammatory Bowel Disease in Patients with Congenital Chloride Diarrhoea

Publisher Copyright: © 2021 The Author(s) 2021. Published by Oxford University Press on behalf of European Crohn's and Colitis Organisation. All rights reserved. For permissions, please email: [email protected]: Congenital chloride diarrhoea [CLD] is a rare autosomal recessive disease caused by mutations in the solute family carrier 26 member 3 [SLC26A3] gene. Patients suffer from life-long watery diarrhoea and chloride loss. Inflammatory bowel disease [IBD] has been reported in individual patients with CLD and in scl26a3-deficient mice. Methods: We performed an international multicentre analysis to build a CLD cohort and to identify cases with IBD. We assessed clinical and genetic characteristics of subjects and studied the cumulative incidence of CLD-associated IBD. Results: In a cohort of 72 patients with CLD caused by 17 different SLC26A3 mutations, we identified 12 patients [17%] diagnosed with IBD. Nine patients had Crohn's disease, two ulcerative colitis and one IBD-unclassified [IBD-U]. The prevalence of IBD in our cohort of CLD was higher than the highest prevalence of IBD in Europe [p < 0.0001]. The age of onset was variable [13.5 years, interquartile range: 8.5-23.5 years]. Patients with CLD and IBD had lower z-score for height than those without IBD. Four of 12 patients had required surgery [ileostomy formation n = 2, ileocaecal resection due to ileocaecal valve stenosis n = 1 and colectomy due to stage II transverse colon cancer n = 1]. At last follow-up, 5/12 were on biologics [adalimumab, infliximab or vedolizumab], 5/12 on immunosuppressants [azathioprine or mercaptopurine], one on 5-ASA and one off-treatment. Conclusions: A substantial proportion of patients with CLD develop IBD. This suggests the potential involvement of SL26A3-mediated anion transport in IBD pathogenesis. Patients with CLD-associated IBD may require surgery for treatment failure or colon cancer.Peer reviewe

Identification of genetic variants associated with Huntington's disease progression: a genome-wide association study

Background Huntington's disease is caused by a CAG repeat expansion in the huntingtin gene, HTT. Age at onset has been used as a quantitative phenotype in genetic analysis looking for Huntington's disease modifiers, but is hard to define and not always available. Therefore, we aimed to generate a novel measure of disease progression and to identify genetic markers associated with this progression measure. Methods We generated a progression score on the basis of principal component analysis of prospectively acquired longitudinal changes in motor, cognitive, and imaging measures in the 218 indivduals in the TRACK-HD cohort of Huntington's disease gene mutation carriers (data collected 2008–11). We generated a parallel progression score using data from 1773 previously genotyped participants from the European Huntington's Disease Network REGISTRY study of Huntington's disease mutation carriers (data collected 2003–13). We did a genome-wide association analyses in terms of progression for 216 TRACK-HD participants and 1773 REGISTRY participants, then a meta-analysis of these results was undertaken. Findings Longitudinal motor, cognitive, and imaging scores were correlated with each other in TRACK-HD participants, justifying use of a single, cross-domain measure of disease progression in both studies. The TRACK-HD and REGISTRY progression measures were correlated with each other (r=0·674), and with age at onset (TRACK-HD, r=0·315; REGISTRY, r=0·234). The meta-analysis of progression in TRACK-HD and REGISTRY gave a genome-wide significant signal (p=1·12 × 10−10) on chromosome 5 spanning three genes: MSH3, DHFR, and MTRNR2L2. The genes in this locus were associated with progression in TRACK-HD (MSH3 p=2·94 × 10−8 DHFR p=8·37 × 10−7 MTRNR2L2 p=2·15 × 10−9) and to a lesser extent in REGISTRY (MSH3 p=9·36 × 10−4 DHFR p=8·45 × 10−4 MTRNR2L2 p=1·20 × 10−3). The lead single nucleotide polymorphism (SNP) in TRACK-HD (rs557874766) was genome-wide significant in the meta-analysis (p=1·58 × 10−8), and encodes an aminoacid change (Pro67Ala) in MSH3. In TRACK-HD, each copy of the minor allele at this SNP was associated with a 0·4 units per year (95% CI 0·16–0·66) reduction in the rate of change of the Unified Huntington's Disease Rating Scale (UHDRS) Total Motor Score, and a reduction of 0·12 units per year (95% CI 0·06–0·18) in the rate of change of UHDRS Total Functional Capacity score. These associations remained significant after adjusting for age of onset. Interpretation The multidomain progression measure in TRACK-HD was associated with a functional variant that was genome-wide significant in our meta-analysis. The association in only 216 participants implies that the progression measure is a sensitive reflection of disease burden, that the effect size at this locus is large, or both. Knockout of Msh3 reduces somatic expansion in Huntington's disease mouse models, suggesting this mechanism as an area for future therapeutic investigation

Collaboration leads to integration: A model for embedding library resources into online learning

Poster session presented at the Fourteenth Off-Campus Library Services Conference, 2010.We developed a model for systematic library integration into our online courses. By collaborating with the academic units, program directors, course developers, instructional designers, and the assessment unit, we have created a collaborative approach for including library content in courses from the initial creation of the course. This team approach for the course development process brings together the necessary tools/resources for a successful, robust course to enrich the student learning experience, where the librarians are active participants. This process helps to initiate relationships with faculty before the course is even created, makes use of reliable academic resources and familiarizes the students with the library’s offerings. Our involvement in the course development process has helped to change the perspective of the library and the value we bring to the educational experience

Making the Connection: Conducting Virtual Focus Groups with Distance Adult Learners

Poster session delivered at the 2011 Association of College & Research Libraries (ACRL) conference.How do you reach an online population to get insight when you don’t have opportunities to communicate with your users in person? Assessing library services at a distance holds unique challenges in gathering data needed for making informed decisions. Learn about gleaning more qualitative data than can be pulled from an online survey by using virtual focus groups. Discover lessons learned about the process, from setting up the groups to analyzing the results

Experiences from the Field: Choosing a Discovery Tool for YOUR Unique Library

Our users want an easier way to search library resources; currently, there are many discovery tools available, which can seem daunting. How do you know which one will work for your unique library? Librarians from different types of libraries—an online library, a land-grant school, a law library, a private university, and a consortium—describe how they evaluated the available products and made decisions on which tools to implement. A variety of platforms are discussed, including: Ebsco’s Discovery Service, III’s Encore Synergy Discovery, Serials Solutions’ Summon, and even a homegrown solution. Discover what libraries are looking for in these tools, strategies for determining which one best fits your needs, and lessons learned throughout the process from the investigation phase to implementation

Experiences from the Field: Choosing a Discovery Tool for YOUR Unique Library

This paper is from the proceedings of the 2011 Charleston ConferenceOur users want an easier way to search library resources and currently there are many discovery tools available, which can seem daunting. How do you know which one will work for your unique library? Librarians from different types of libraries including an online library, a land-grant school, a law library, a private university, and a consortium, describe how they evaluated the available products and made decisions on which tools to implement. A variety of platforms are discussed including: Ebsco’s Discovery Service, III’s Encore Synergy Discovery, Serials Solutions’ Summon, and even a homegrown solution. Discover what libraries are looking for in these tools, strategies for determining which one best fits your needs, and lessons learned throughout the process from the investigation phase to implementation