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On the role of cortical glutamate in obsessive-compulsive disorder and attention-de®cit hyperactivity disorder, two phenomenologically antithetical conditions Carlsson ML, On the role of cortical glutamate in obsessive-compulsive disorder and attention-de®cit hyperactivity disorder, two phenomenologically antithetical conditions. Acta Psychiatr Scand 2000: 102: 401±413. # Munksgaard 2000. Objective:The objective of the present study was to compare the phenomenology and pathophysiology of obsessive-compulsive disorder (OCD) and attention-de®cit hyperactivity disorder/de®cits in attention, motor control and perception (ADHD/DAMP). Method: Through detailed studies of the literature on OCD and ADHD/ DAMP the phenomenology of these two conditions is compared, and possible underlying pathophysiological mechanisms involving interactions between glutamate, dopamine, serotonin and acetylcholine are discussed, with emphasis on OCD. The present paper also discusses possible mechanisms of action for current pharmacological treatments of OCD and ADHD, as well as possible future treatment strategies for these disorders. Results: OCD and ADHD/DAMP are common neuropsychiatric conditions which in many regards appear to be each other's antipodes with respect to clinical manifestations, associated personality traits and brain biochemistry, notably prefrontal cortical glutamate activity. Future pharmacological treatments of these disorders may involve manipulations with glutamate, dopamine D1, serotonin 2A and nicotine receptors.Conclusion: It appears that OCD is a hyperglutamatergic and ADHD a hypoglutamatergic condition, with prefrontal brain regions being especially affected.

Digital coaching systems offer users support in their physical training through insights and advice based on the individual's activity data. Often these systems utilize gamification mechanisms to motivate users. In this study we conduct interviews with digital coaching users to understand how digital coaching systems are used to motivate physical activity, what kind of a role gamification plays, and how digital coaching systems should be developed further to better motivate users. We find that data itself is more motivating than gamification mechanisms, that players use data to play their own, internal games; and that data is also used for social purposes. We find that the benefits from digital coaches today are limited and mainly related to accurate exercise tracking and visualization of user data. Gamified elements are used on a low level and not perceived as value-adding by the users; deeper understanding of motivation theory and promoting intrinsic motivation is needed.

Recruitments of IT project managers are costly and time-consuming, which makes it important to handle them effectively. IT project managers' key function in IT projects conveys that the prerequisites in such job ads become extensive and hard to satisfy because of overloaded descriptions. The organization's core competence (henceforth CC) requirements need to be decisive and explicitly expressed. Hence, each recruitment process should involve the defining of what the CC qualifications are. Advertisements were collected (2010-2013) and a CC lens was tested for assessment of CC criteria in order to get an indication of its value. The study's practical implication is an added understanding of the importance to discern what core competence/-s a specific project requires and furthermore to match those with the job requirements during the recruitment process. The implication for research is an inspiration for further development of methods for determining core competence criteria for recruiting IT-project managers.

While gamification has gained in popularity across different research domains, there is still scarce knowledge on gamification in a servicescape context. The little research that exists in this field does not point in any clear direction. However, further investigation of gamification can provide researchers and practitioners with opportunities to further understand, embed and implement gamification into their marketing activities. To solve these issues, this research reviews contemporary servicescape and gamification literature and conceptualises a framework showing how gamification and its mechanics are linked to the concept of servicescapes and its marketing outcomes. This review highlights gamified mechanics in servicescapes as visible, non-visible and platform dependent. These are shown to influence cognitive and affective responses such as engagement, motion, flow and emotions, which subsequently have impact on long and short-term marketing outcomes. Theoretical and managerial implications are also discussed.

Appointing ICT project managers is a delicate issue for management; not least since ICT projects are known to be unsuccessful in delivering the required product in time and on budget. Hence, it is even more important to find the “right” individual for the job. According to project management associations, certification in project management is a prerequisite for a project manager’s successful career. The appreciation of project management certifications among Swedish employers was studied using data collected from job advertisements for ICT project managers during four years (2010-2013). Judged on how the advertisements were worded the result indicates surprisingly low interest from the employers’ side, which conflicts with the project management associations statements about the certifications’ indispensable value for successful projects. Furthermore, it conflicts with a common understanding of certifications as essential for appointment as a project manager. The findings identify a possible gap between PM associations’ and employers’ views regarding the certifications’ value, and highlight the necessity of seriously considering whether it is worthwhile for the individuals to strive for, and for the organizations to promote certification, since it is costly in both time, effort and money. Key words: project manager, project management certifications, project management associations.

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With regard to the contemporary discussion of gamifying processes in various domains, it is obvious that there exists a naive notion that simply adding leaderboards/pins/points/badges would lead to success. Even though other instances of gamification mechanics could actually perform better. The literature has not yet managed to prove whether different domains require different mechanics in order to impact on engagement and motivation. To address these critical issues, a literature review was conducted across six domains that examined game mechanics, including their uniqueness for gamification research. Findings show a myriad of mechanics with different sharing properties, which are more or less domain-congruent. These mechanics can be separated into four levels: general, mostly similar, partly similar and unique. The findings enable a better understanding of how to employ situation-congruent mechanics to a given context, which is important for both research and practice.