Three Heads Are Better Than One: Organizational Changes in Collection Management Leadership

Financial pressures, shrinking staff, shifting user expectations, and advances in format access and availability mean that organizational change seems to have become a constant in today’s academic library. The area of collection management has not been immune from change; the increasing emphasis on electronic formats, questions about access versus ownership, and the rise of open access have all required adjustment in managing collections. Even with all this change, most academic libraries have retained an organizational structure with a single person serving as a collection management coordinator or decision maker. This presentation details the shift in one academic library from a hierarchical model with a single collection manager overseeing all selectors to a collection management team composed of three peer selectors representing the major areas of humanities, sciences, and social sciences. The team is charged with coordinating the collection and liaison activities of all selectors as well as investigating new collections initiatives, serving as a bridge between reference and technical services, developing a culture of assessment in collection development, and working with the collections budget, the Libraries’s development office, and administration. Benefits realized, challenges encountered, and “lessons learned” from this team approach will be discussed and suggestions for implementation in other libraries will be proposed

Familial colloid cyst of the third ventricle

A grant from the One-University Open Access Fund at the University of Kansas was used to defray the author's publication fees in this Open Access journal. The Open Access Fund, administered by librarians from the KU, KU Law, and KUMC libraries, is made possible by contributions from the offices of KU Provost, KU Vice Chancellor for Research & Graduate Studies, and KUMC Vice Chancellor for Research. For more information about the Open Access Fund, please see http://library.kumc.edu/authors-fund.xml.Colloid cysts of the third ventricle are rare benign lesions. They can present as incidental finding on imaging or with symptoms of obstructive hydrocephalus. To date, 18 familial cases of colloid cyst have been reported. Due to the extreme rarity of these cysts, it has been suggested that there is a genetic component involved. This report presents a familial colloid cyst in non-twin brothers who both presented in their early twenties. In addition, both of them had congenital inguinal hernia. This may represent a potential association between familial colloid cysts and congenital inguinal hernia that could provide us with insight into the genetic mechanism involved

Bridging the Skills Gap: A Boot Camp for Graduate Students

Graduate students have information literacy needs that are distinct from those of undergraduates and faculty. As they prepare for academic and professional careers, graduate students must acquire skills needed to conduct scholarly research; organize and work with information sources; and effectively communicate research findings. These competencies are often not addressed by the curricular content of their graduate programs. To help bridge this gap, library faculty at a public land grant university organized a one-day research skills boot camp. The boot camp’s workshops include sessions on locating scholarly sources, writing literature reviews, organizing citations, managing data, creating engaging presentations, and increasing scholarly impact. Student response to the weekend boot camp has been overwhelmingly positive, with 550 students attending six boot camps during 2019-2020. The presenters will share results from two studies they conducted to better understand the research needs of graduate students. The first study examines survey feedback from boot camp participants, and the second analyzes focus group interviews to gain additional insight about two subgroups of interest: international graduate students and non-traditional graduate students. Panel attendees interested in sponsoring a similar event will receive practical tips on event programming and registration, branding and promotion, and assessment. The presenters will also report on successful collaborations with campus partners focused on student success (e.g., graduate school, writing center, and teaching and learning center)

Nine everyday situations, nine different forms of attention

1. ObjectivesThe aim of the present study was to develop a questionnaire for the assessment of everyday attentional capacities in adults: the Everyday Life Attention Scale (ELAS). Its developmental was inspired by multi-component theories of attention and clinical neuropsychology guidelines for the assessment of attention. The items ask about multiple components of attention in nine common everyday situations, including Reading, Movie, Activity, Lecture, Conversation, Assignment, Cooking, Cleaning up, and Driving.2. MethodsTwo validation studies were conducted. Study 1 investigated the factor structure, validity, and reliability of the ELAS in 1206 healthy participants by means of an online survey. Study 2 further investigated the sensitivity of the ELAS in 80 adults with ADHD compared to 80 matched healthy controls and a mixed clinical group of 56 patients diagnosed with other psychiatric disorders. 3. ResultsStudy1: Confirmatory factor analysis supported a situation-specific approach which categorizes everyday attention into nine situation scales. Within each of these nine situations, ratings of sustained, selective, focused, and divided attention as well as motivation constituted reliable subscales. Study 2: We found convincing evidence that adult patients with ADHD have clearly reduced attention scores (with large effect sizes) on all nine situation scales of the ELAS compared to matched healthy controls. Instead, a mixed clinical group of psychiatric patients (including depression and schizophrenia) without ADHD deviated from the healthy sample only on three situations with medium to large effect sizes (Assignment, Cooking, and Cleaning up). Patients with ADHD showed particularly strong attentional difficulties in comparison to both the control and the mixed clinical group regarding Reading, Assignment, Activity, and Conversation. 4. ConclusionsTesting the psychometric properties of the ELAS revealed that attention in everyday life can be reliably measured by situation-specific scales (Study 1) and that these scales are sensitive for attentional difficulties in patients with ADHD (Study 2), particularly for Reading, Assignment, Activity, and Conversation. The ELAS can be used as part of a battery assessment approach or in the context of treatment evaluation.<br/

Nine everyday situations, nine different forms of attention

1. ObjectivesThe aim of the present study was to develop a questionnaire for the assessment of everyday attentional capacities in adults: the Everyday Life Attention Scale (ELAS). Its developmental was inspired by multi-component theories of attention and clinical neuropsychology guidelines for the assessment of attention. The items ask about multiple components of attention in nine common everyday situations, including Reading, Movie, Activity, Lecture, Conversation, Assignment, Cooking, Cleaning up, and Driving.2. MethodsTwo validation studies were conducted. Study 1 investigated the factor structure, validity, and reliability of the ELAS in 1206 healthy participants by means of an online survey. Study 2 further investigated the sensitivity of the ELAS in 80 adults with ADHD compared to 80 matched healthy controls and a mixed clinical group of 56 patients diagnosed with other psychiatric disorders. 3. ResultsStudy1: Confirmatory factor analysis supported a situation-specific approach which categorizes everyday attention into nine situation scales. Within each of these nine situations, ratings of sustained, selective, focused, and divided attention as well as motivation constituted reliable subscales. Study 2: We found convincing evidence that adult patients with ADHD have clearly reduced attention scores (with large effect sizes) on all nine situation scales of the ELAS compared to matched healthy controls. Instead, a mixed clinical group of psychiatric patients (including depression and schizophrenia) without ADHD deviated from the healthy sample only on three situations with medium to large effect sizes (Assignment, Cooking, and Cleaning up). Patients with ADHD showed particularly strong attentional difficulties in comparison to both the control and the mixed clinical group regarding Reading, Assignment, Activity, and Conversation. 4. ConclusionsTesting the psychometric properties of the ELAS revealed that attention in everyday life can be reliably measured by situation-specific scales (Study 1) and that these scales are sensitive for attentional difficulties in patients with ADHD (Study 2), particularly for Reading, Assignment, Activity, and Conversation. The ELAS can be used as part of a battery assessment approach or in the context of treatment evaluation.<br/

Everyday Life Attention Scale (ELAS):Normative data of n = 1,874 Dutch participants

The Everyday Life Attention Scale (ELAS) is a sensitive and reliable self-report questionnaire assessing attentional capacities of respondents in nine different situations of daily life. The ELAS has the potential to add relevant information to the clinical evaluation of attention deficits, to guide treatment planning, as well as to evaluate treatment outcome. The present study provides normative data of 1,874 Dutch speaking participants, ranging from 18 to 76 years of age, with mixed levels of education and a roughly equal distribution in gender. Normative data are calculated based on multiple linear regression models for each of the nine ELAS situations. In this article, the ELAS questionnaire as well as norm data are offered free of use. Use of normative ELAS data as presented in this study enables its use in clinical practice and research. Potential applications of the ELAS and future directions are discussed

Non-credible symptom report in the clinical evaluation of adult ADHD:development and initial validation of a new validity index embedded in the Conners' adult ADHD rating scales

As attention-deficit/hyperactivity disorder (ADHD) is a feasible target for individuals aiming to procure stimulant medication or accommodations, there is a high clinical need for accurate assessment of adult ADHD. Proven falsifiability of commonly used diagnostic instruments is therefore of concern. The present study aimed to develop a new, ADHD-specific infrequency index to aid the detection of non-credible self-report. Disorder-specific adaptations of four detection strategies were embedded into the Conners’ Adult ADHD Rating Scales (CAARS) and tested for infrequency among credible neurotypical controls (n = 1001) and credible adults with ADHD (n = 100). The new index’ ability to detect instructed simulators (n = 242) and non-credible adults with ADHD (n = 22) was subsequently examined using ROC analyses. Applying a conservative cut-off score, the new index identified 30% of participants instructed to simulate ADHD while retaining a specificity of 98%. Items assessing supposed symptoms of ADHD proved most useful in distinguishing genuine patients with ADHD from simulators, whereas inquiries into unusual symptom combinations produced a small effect. The CAARS Infrequency Index (CII) outperformed the new infrequency index in terms of sensitivity (46%), but not overall classification accuracy as determined in ROC analyses. Neither the new infrequency index nor the CII detected non-credible adults diagnosed with ADHD with adequate accuracy. In contrast, both infrequency indices showed high classification accuracy when used to detect symptom over-report. Findings support the new indices’ utility as an adjunct measure in uncovering feigned ADHD, while underscoring the need to differentiate general over-reporting from specific forms of feigning. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s00702-021-02318-y

COVID-19 as a nonprofit workplace crisis: Seeking insights from the nonprofit workers’ perspective

Due to the COVID-19 pandemic, nonprofit organizations face increased demands for services alongside decreased revenues and must make tough choices on how to weather these stressors. Alongside these organizational changes, COVID-19 impacts nonprofit workers and could be a career shock for these individuals, potentially altering how they think of their work and career intentions, even jeopardizing their commitment to the sector. Therefore, this paper outlines a research agenda to understand how the pandemic impacts nonprofit workers and their commitment to working in the sector. Several areas for future research are identified including human resource policy, leadership development, generational differences, gender effects, nonprofit graduate education, and mission-specific work effects

Metacognition in adult ADHD:Subjective and objective perspectives on self-awareness of cognitive functioning

Although attention deficit hyperactivity disorder (ADHD) in adulthood is associated with marked cognitive impairment, research on metacognition in adult ADHD is scarce. Deficits in metacognition may have a negative impact on treatment adherence, functional outcomes, and everyday life. This study explores metacognition, specifically self-awareness of cognitive performance, in adults with ADHD by combining objective and subjective assessments. Forty-seven patients with ADHD and 47 control individuals completed a neuropsychological assessment battery including tests for attention, executive functions and memory (objective assessment), as well as questionnaires for cognitive functioning and symptom severity (subjective assessment; self- and informant-report). Participants evaluated their test performance of the objective assessment after test completion by selecting a percentile rank which was subtracted from their normed test result, yielding a discrepancy score. Compared to controls, adults with ADHD showed impairments in attention (medium effects) and memory (small and medium effects), but not in executive functions. The discrepancy scores between self-evaluation and cognitive performance revealed deficits in self-awareness of attentional functions (small effects), but not in executive functions and memory in patients with ADHD compared to controls. Discrepancy scores between self- and informant-reports of cognitive functioning revealed no significant differences. Adults with ADHD show impairments in metacognition in attentional functions, but may have intact metacognitive abilities in other domains. Patients with ADHD tend to overestimate their abilities, especially in attentional functions. Subjective and objective measures of metacognition may not correspond, highlighting the need for clinicians to not solely rely on patients’ self-report in their assessment. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at (10.1007/s00702-020-02293-w)