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This course introduces students to the School of Information Sciences iSchool. Students will explore career and professional development within information sciences, building their leadership and collaborative skills, and building a network within and beyond the iSchool. Through a human centered design project focused on an information science problem, students will gain experience and a better understanding of the process to develop an innovative solution addressing a societal need. Prerequisite: Restricted to Majors Only; First Semester Freshman, Intercollegiate and Off-Campus Transfer Students Only. This course provides an introduction to the field of information science and the major. It offers both historical and contemporary context for understanding the role of information in society. Mature sex dates gainesville fl.

New Providence, NJ: LexisNexis. Bourke, M. Assessment and treatment of juvenile sex offenders: An empirical review. Journal of Child Sexual Abuse, 5 1 Caldwell, M. Study characteristics and recidivism base rates in juvenile sex offender recidivism.

International Journal of Offender Therapy and Comparative Criminology, 54 An examination of the sex offender registration and notification act as applied to juveniles: Evaluating the ability to predict sexual recidivism. Psychology, Public Policy, and Law 14 Child Maltreatment, 13 2 The case of juvenile polygraphy as a clinical ethics dilemma.

Sexual Abuse: A Journal of Research and Treatment, 23 Clift, R. Discriminative and predictive validity of the penile plethysmograph in adolescent sex offenders. Sexual Abuse: A Journal of Research and Treatment, 21 3 Cross, T. Polygraph testing and sexual abuse: The lure of the magic lasso. Child Maltreatment, 6- Aggression and Violent Behavior, 11- The principles of effective correctional treatment also apply to sexual offenders: A meta-analysis.

Criminal Justice and Behavior, 36- The characteristics of persistent sexual offenders: A meta-analysis of recidivism studies. Journal of Consulting and Clinical Psychology, 73 Hawkins, J. A review of predictors of youth violence. Farrington Eds. Thousand Oaks, CA: Sage Publications, Inc.

Jones, C. Residential treatment for sexually abusive youth: An assessment of treatment outcomes. Research on Social Work Practice, 20 2 doi: Lipsey, M. What do we learn from research studies on the effectiveness of treatment with juvenile delinquents? McGuire Ed.

What works? Reducing reoffending, pp. New York, NY: John Wiley. Can intervention rehabilitate serious delinquents? The Annals of the American Academy of Political and Social Science, The primary factors that characterize effective interventions with juvenile offenders: A meta-analytical overview. Predictors of violence and serious delinquency in adolescence and serious adulthood: A synthesis of longitudinal research. Luthar, S. The construct of resilience: A critical evaluation and guidelines for future work.

Child Development, 71, - Marlowe, D. Criminal Justice and Behavior, 34 McGrath, R. Current practices and trends in sexual abuser management: The Safer Society nationwide survey.

Brandon, VT: Safer Society. Outcomes in a community sex offender treatment program: a comparison between polygraphed and matched non-polygraphed offenders. Sexual Abuse: A Journal of Research and Treatment, 19, Meijer, E. Crombez, G. Sex offender management using the polygraph: A critical review. International Journal of Law and Psychiatry, 31 National Research Council The polygraph and lie detection. Parks, G. Risk factors for adolescent sex offender recidivism: Evaluation of predictive factors and comparison of three groups based upon victim type.

Sexual Abuse: A Journal of Research and Treatment, 18 Pealer, J. Applying the principles of effective intervention to juvenile correctional programs.

Cognitive distortions about sex and sexual offending: a comparison of sex offending girls, delinquent girls, and girls from the community. Journal of Child Sexual Abuse, 14 (4), Lane, S. Web Apps. Datasets. August 25, An Analysis of Factors Associated with Suicide Among Justice-Involved Illinois Violent Death Decedents. H. Douglas Otto. Suicide is one of the leading causes of death in the United States both in the general population and among people involved in the justice system gradjenje-opremanje.com is a platform for academics to share research papers

Corrections Today Powers-Sawyer, A. Actuarial prediction of juvenile recidivism: the static variables of the Juvenile Sex Offender Assessment Protocol-II J-SOAP-II.

Sexual Offender Treatment, 4 2 Assessing Risk of Sexually Abusive Behavior Among Youth in a Child Welfare Sample. Behavioral Sciences and the Law, 28 Rajlic, G. An examination of two sexual recidivism risk measures in adolescent offenders: The moderating effect of offender type.

Youths who have sexually offended. A review of the professional literature. Washington, DC: Office of Juvenile Justice and Delinquency Prevention. Characteristics of youth who sexually offend. Journal of Child Sexual Abuse, 13, Schram, D. Juvenile sex offenders: A follow up study of reoffense behavior.

Olympia, WA: Washington State Institute for Public Policy, Urban Policy Research and Cambie Group International. Vitacco M. Assessing risk in adolescent sexual offenders: Recommendations for clinical practice.

Behavioral Sciences and the Law, 27- Assessing sexual arousal with adolescent males who have offended sexually: Self-report and unobtrusively measured viewing time. Sex Abuse, 18 Bumby, K. Adolescent female sexual offenders. Cellini Eds. Kingston, NJ: Civic Research Institute. Cosentino, C. Sexual behavior problems and psychopathology symptoms in sexually abused girls. Journal of the American Academy of Child and Adolescent Psychiatry, 34 Gannon, T. Female Sexual Offenders: Theory, Assessment and Treatment.

Chichester: Chichester, Angleterre: Wiley-Blackwell. Fehrenbach, P. Characteristics of female adolescent sexual offenders. American Journal of Orthopsychiatry, 58 Psychosocial, attitudinal, and developmental characteristics of adolescent female sexual perpetrators in a residential setting.

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Female child perpetrators: Children who molest other children. Kubik, E. Adolescent females who have sexually offended: A comparison with adolescent males who have sexually offended. Journal of Child Sexual Abuse, 11 3 Cognitive distortions about sex and sexual offending: a comparison of sex offending girls, delinquent girls, and girls from the community. Journal of Child Sexual Abuse, 14 4 Lane, S.

Special populations: Children, females, the developmentally disabled, and violent youth. Lane Eds. Mathews, R. Juvenile female sexual offenders: Clinical characteristics and treatment issues. Sexual Abuse: A Journal of Research and Treatment, 9 3 Ray, J. Comparison of female and male children with sexual behavior problems.

Journal of Youth and Adolescents, 24 4 Roe-Sepowitz, D. The American Journal of Orthopsychiatry: Interdisciplinary Perspectives on Mental Health and Social Justice, 78 Sandler, J. Female sex offender recidivism: A large-scale empirical analysis sexual abuse: A Journal of Research and Treatment, 21- Schmidt, S. Adolescent girls with illegal sexual behavior. American Professional Society on the Abuse of Children.

Special issue on Adolescent Illegal Sexual Behavior AISB20 2 Schwartz, B. Descriptive study of precursors to sex offending among boys and girls: Antecedent life experiences. Vandiver, D. A prospective analysis of juvenile male sex offenders: Characteristics and recidivism rates as adults. Journal of Interpersonal Violence, 21 The relationship between the sexual victimization of and the subsequent sexual abuse by male adolescents.

Child and Adolescent Social Work Journal, 20, An exploratory evaluation of the contribution of personality and childhood sexual victimization to the development of sexually abusive behavior. Casey, E. Predictors of Sexually Coercive Behavior in a Nationally Representative Sample of Adolescent Males.

Journal of Interpersonal Violence, 24 7 Association for the Treatment of Sexual Abusers Task Force Report on Children with Sexual Behavior Problems. Child Maltreatment, 13 Clinical Psychology Review, 29 Sexual victimization and sexual behavior in children: A review of recent literature.

Child Abuse and Neglect, 17 Children with sexual behavior problems: Family-based, attachment-focused therapy.

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NYC: Norton. Fredrich, W. Sexual behavior problems in children: Developmental, ecological, and behavioral correlates. Annals of the New York Academy of Sciences, Hackett, S. Individual, family and abuse characteristics of British child and adolescent sexual abusers. Child Abuse Review, 22 Hummel, P. Males adolescent sex offenders against children: Similarities and differences between those offenders with and those without a history of sexual abuse.

Journal of Adolescence, 23, Strengthening community-based programming for juvenile sex offenders: Key concepts and paradigm shifts. Child Maltreatment, 9 Some considerations about sexual abuse and children with sexual behavior problems. Trauma and Sexuality, 3 Knight, R. Exploring characteristics for classifying juvenile sex offenders.

Barbaree, W. Hudson Eds. New York, NY: Guilford Press. McNichol, S. Exploring the link between sexualized behaviour and sexual abuse in a clinical setting.

Child Abuse Review, 8 Merrick, M. Precursors to offending and the trauma outcome process in sexually reactive children. Journal of Child Sexual Abuse1, Journal of Child Sexual Abuse, 13 Augusta, ME: Department of Corrections and Department of Human Services.

Ronis, S. Individual, family, peer, and academic characteristics of male juvenile sexual offenders. Journal of Abnormal Psychology, 35 Satlter, D. Development of sexually abusive behavior in sexually victimized males: A longitudinal study. Lancet, Seto, M.

What is so special about male asolescent sexual offending? A review and test of explanations through meta-analysis.

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Psychological Bulletin, Simon, V. Sexual anxiety and eroticism predict the development of sexual problems in youth with a history of sexual abuse. Smith, T. Predictors of intrusive seual behaviors in preschool-aged children. The Journal of Sex Research, doi Tarren-Sweeney, M. Predictors of problematic sexual behavior among children with complex maltreatment histories.

Veneziano, C. Adolescent Sex Offenders: A Review of the Literature. Centers for Disease Control and Prevention Youth Risk Behavior Surveillance-United States, Finkelhor, D. Juveniles who commit sex offenses against minors. Office of Juvenile Justice and Delinquency Prevention BulletinUS Dept of Justice NCJ Children and young people with harmful sexual behaviors. Dartington, London: Research in Practice.

Sexual victimization and sexually coercive behavior: A population study of Swedish and Norwegian male yough. Child Maltreatment, 15, DOI: Snyder, H. Sexual assault of young children as reported by law enforcement: Victim, incident, and offender characteristics.

An NIRBS Report. Washington DC: National Center for Juvenile Justice. Widom, C. Criminal consequences of childhood sexual victimization. Treating adolescent sexual offenders.

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Professional Psychology: Research and Practice, 21 Beech, A. Relationship between therapeutic climate and treatment outcome in group-based sexual offender treatment programs. Sexual Abuse: A Journal of Research and Treatment, 17 Borduin, C. Multisystemic treatment of adolescent sex offenders. International Journal of Offender Therapy and Comparative Criminology, 34 Multisystemic treatment of juvenile sexual offenders: A progress report.

Journal of Psychology and Human Sexuality, 13 Borduin C. M; Schaeffer, C. M; Heiblum, N. A randomized clinical trial of multisystemic therapy with juvenile sexual offenders: effects on youth social ecology and criminal activity. Journal of Consulting and Clinical Psychology, 77 1 Bradford, J. Pharmacological treatment of the juvenile sex offender. Bremer, J. Protective factors scale: Determining the level of intervention for youth with harmful sexual behavior.

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Prescott Ed. North American survey of sexual abuser treatment and models: Summary data Treatment - related changes in behavioral outcomes of psychopathy facets in adolescent offenders. Law and Human Behavior, 35, In Kehl, K. Evidence of treatment progress and therapeutic outcomes among adolescents with psychopathic features. Criminal Justice and Behavior, 34, - Treatment - related changes in psychopathy features. Criminal Justice and Behavior, 39, Treatment response of adolescent offenders with psychopathy features: A 2-year follow-up.

Criminal Justice and Behavior, 33, International Journal of Law and Psychiatry, 28, - A cost - effectiveness study. Journal of Research in Crime and Delinquency, 43, - Carpentier, M. Randomized trial of treatment for children with sexual behavior problems: Ten-year follow-up. Journal of Consulting and Clinical Psychology, 74 ATSA Forum Can we develop evidence-based practice with adolescent sex offenders?

Prescott Eds. Holyoke, MA: NEARI Press. Chamberlain, P. Comparison of two community alternatives to incarceration for chronic juvenile offenders. Journal of Consulting and Clinical Psychology, 66 4 Cohen, J.

Trauma-focused cognitive behavioral therapy for children and parents. Child and Adolescent Mental Health, 13 A treatment study for sexually abused preschool children: Outcome during a one-year follow-up. Journal of the American Academy of Child and Adolescent Psychiatry, 36 Cunningham, C. When children molest children: Group treatment strategies for young sexual abusers.

Orwell, VT: Safer Society Press. When children abuse: Group treatment strategies for children with impulse control problems.

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Dishion, T. Peer contagion in interventions for children and adolescents: Moving towards an understanding of the ecology and dynamics of change. J ournal of Abnormal Child Psychology, 33 When interventions harm: Peer groups and problem behavior. American Psychologist, 54 Dodge, K. J, Lansford, J. Deviant peer influences in programs for youth: Problems and solutions. New York, NY, US: Guilford Press. Dopp, A.

Evidence-based treatments for juvenile sexual offenders: Review and recommendations. Journal of Aggression, Conflict and Peace Research, 7, Drake, E.

Evidence-based juvenile offender programs: Program description, quality assurance, and cost. Olympia, WA: Washington State Institute for Public Policy. Fago, D. Evaluation and treatment of neurodevelopmental deficits in sexually aggressive children and adolescents. Professional Psychology: Research and Practice, 34 3 Fernandez, Y. Focusing on the positive and avoiding negativity in sexual offender treatment. Fernandez, L. Serran Eds. West Sussex, England: John Wiley and Sons, Ltd.

October, Working with Resistant Clients in Sexual Offender Therapy. Pre-conference workshop presented at the 21st Annual Treatment and Research Conference of the Association for the Treatment of Sexual Abusers, Montreal, Canada.

Psychotherapy with sexually abused boys: An integrated approach. New York: Norton.

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Psychotherapy outcome of sexually abused boys. Journal of Interpersonal Violence, 7 Gambrill, E. Do haphazard reviews provide sound directions for dissemination efforts? American Psychologist, 65 Gendreau, P.

In Van Voorhis, P. Relapse prevention with sexually aggressive adolescents and children: Expanding treatment and supervision. New York: Guilford Press. Hagan, M. A comparison of treatment outcomes between adolescent rapists and child sexual offenders.

International Journal of Offender Therapy and Comparative Criminology, 40 Hair, H. Outcomes for children and adolescents after residential treatment: A review of research from toJournal of Child and Family Studies, 14 4 Hall-Marley, S. Impact of structured group therapy on young victims of sexual abuse.

Journal of Child and Adolescent Group Therapy, 341 Handwerk, M. Gender differences in adolescents in residential treatment. American Journal of Orthopsychiatry, 76 3 The Principles of Effective Correctional Treatment Also Apply To Sexual Offenders: A Meta-Analysis. Criminal Justice and Behavior, 36 9 : Harpell, J. A current review of Multisystemic Therapy: A social-ecological approach to the treatment of conduct problems among adolescents.

Developmental Disabilities Bulletin34, Heilbrun, K. C Risk factors and intervention outcomes: Meta-analyses of juvenile offending. Heilbrun, N. New York: Oxford University Press, Inc. Henggeler S. Mediators of change for multisystemic therapy with juvenile sexual offenders.

Journal of Consulting and Clinical Psychology, 77 3 Henggeler, S. Multisystemic therapy with violent and chronic juvenile offenders and their families: The role of treatment fidelity in successful dissemination. Journal of Consulting and Clinical Psychology, 65- Multisystemic treatment of antisocial behavior in children and adolescents.

Horton, C. School Psychology Review, 25 Ethical and legal issues in the assessment and treatment of juvenile sex offenders. Child Maltreatment, 3 4 Relapse prevention with juvenile sexual abusers: A holistic and integrated approach. Marshall, A. Beckett Eds. New York: Brunner-Routledge. Jenkins, A. Invitations to responsibility: Engaging adolescents and young men who have sexually abused.

Marshall, Y. Fernandez, S. Ward Eds. Discovering integrity: Working with shame without shaming young people who have abused. Treatment exercises for child abuse victims and children with sexual behavior problems.

Pasadena, CA: Toni Johnson. Children who molest: A treatment program. Assignments involving prototyping can be implemented by self-selected solutions, e.

Kid-size doses of Pfizer's COVID vaccine appear safe and nearly 91effective at preventing symptomatic infections in 5- to year-olds, according to study details released Friday as the U.S. considers opening vaccinations to that age group Hand swelling during exercise is a fairly common problem. The cause isn't completely clear, but hand swelling appears to be a result of the way your body and blood vessels respond to the increased energy demands of your muscles during exercise This course will teach students about building inclusive interactive systems. They will learn to gather and understand user requirements and needs for a wide range of user populations, especially those that are under-served (e.g., children, older adults, people with disabilities), apply inclusive design frameworks and principles, and design, develop, evaluate and improve interactive prototypes

Axure, JavaScript. Students from all backgrounds are welcomed. This course will teach students about building inclusive interactive systems. They will learn to gather and understand user requirements and needs for a wide range of user populations, especially those that are under-served e. This course will teach students about user research and evaluation. They will learn to apply various user research methods, gather and understand user requirements and needs for a wide range of user populations, especially those that are under-served e.

A professional field experience program designed to provide the student with the opportunity to work in a professional environment under the supervision of an experienced information professional with the guidance of a faculty advisor. Prerequisite: IS or IS Restricted to BSIS students only. How do communities contribute to transformative, world-changing innovations? Why is their participation indispensable for fostering change? And what makes change ultimately transformative across diverse spaces and time?

Community Innovation explores how engagement with interdisciplinary communities and collaborations, as well as histories of globally-changing local innovations from the Illinois were critical to fostering and sustaining new social and technical practices across space and time. Designed to provide students an opportunity to apply the skills and concepts learned in Information Sciences classes to a work environment.

Students will complete internships of their choosing under supervision and will be expected to complete activities online including a reflective paper and presentation. May be repeated. Continuing coverage of common data processing and computing methods in the information sciences.

Building on programming skills from ISadditional programming patterns will be explored, and additional tools like the command line and version control will be explored in the context of information problems.

Course will be in Python. Some Python review will be provided, but students without prior experience in Python should contact the school or instructor for review material. Prerequisite: ISor CSor CSor CSor ECEor equivalent. Basic programming Python proficiency required.

Examines the ways in which information and communication technologies ICTs are shaped by - and help to shape - social relations of race and gender.

Explores cultural ideas about computers, including hopes and fears about the effects of computers on our lives. Will analyze images of computers in fiction and movies. The course will also examine hackers, online subcultures, and other computer-related subcultures, and the integration of computers into various cultural practices.

Explores use and application of technology to scholarly activity in the humanities, including projects that put classic texts on the web or create multimedia application on humanities topics.

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Today's information society bespeaks a long history, exhibiting marked continuities with the past as well as some sharply defined new features. Yet the historical foundations of the information society remain poorly understood. This course develops such a framework, by examining emergent information institutions and practices from early modern Europe to the later 20th century.

It examines the historical development of the information society through a number of important conceptual lenses, including: modernity and postmodernity; Fordist and post-Fordist capitalism; social class and information poverty; social and technological determinism; utopianism and dystopianism; and empire and globalization. Prerequisite: IS Highly recommended. Introduces theories of social networks how they form, and how they influence thoughts, feelings, and behaviorswhile also providing hands-on experience with some powerful tools and methods for analyzing networks on various scales, ranging from small groups, to communities, to populations.

It will also explore the use of network analysis to reveal patterns in large-scale data from the humanities such as periods of literary narrative, or character development across vast narratives with multiple interweaving plot lines. From passwords to email encryption to privacy settings on social media services, it is widely recognized that human factors, usability or user experience play a crucial role in effective privacy and security solutions.

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Designers of privacy and security solutions need to understand how people might use, interact or appropriate the mechanisms they develop. This course introduces various cts of user experience e. It is also designed to provide students with knowledge and opportunities to analyze and evaluate user experience of privacy and security systems. This course is suitable for students who are interested in privacy and security, or user experience, or both.

An overview of youth literacies covering: popular literacy myths, censorship, cognitive processes behind reading, visual and digital literacies, contemporary youth practices, government policies, and literacy education in schools. Course readings include fictional works and scholarship from the fields of education, library science, history, media studies, critical race studies, and literary and cultural studies.

Students learn the history of marginalized youth in America in order to understand how literacies are defined, promoted, or stigmatized today. Advanced individual study in a subject related to Information Sciences not covered in normal course offerings. Directed and supervised investigation of selected topics in information studies that may include among others computers and culture; information policy; community information systems; production, retrieval and evaluation of scientific or social science knowledge; computer-mediated communication; and computer-supported cooperative work.

Prerequisite: Sophomore standing. Venue for presentation and discussion of research and professional activities by faculty, students, staff, and guest speakers.

May be repeated in separate semesters. Hands-on introduction to technology systems for use in information environments. The course steps students through choosing, installing, and managing computer hardware and operating systems, as well as networking hardware and software.

The course also explores alternatives for administering IT and how to assess emerging technologies and their applicability to library settings. While students are expected to have basic computer competencies per the School of Information Sciences admissions requirements, the goal of the course is to provide practical detailed knowledge of the technology for all levels of competency.

The primary objective is to provide a conceptual understanding of the topics of the day through concrete hands-on examples of implementation. By learning the underlying concepts, students will be better prepared to help design networked systems that not only work well today, but also develop systems that can be easily adapted for the needs and technologies of tomorrow. Evaluation, selection and use of books and other resources for children ages in public libraries and school media centers; explores standard selection criteria for print and non-print materials in all formats and develops the ability to evaluate and promote materials according to their various uses personal and curricular and according to children's various needs intellectual, emotional, social and physical.

Designed as a foundation for students who are interested in learning how to design human-centered information technologies. Students will learn basic principles in human cognition and behavior, and how these principles influence how we interact with information technologies. The course will prepare students to translate theories in human cognition and behavior to analyze, evaluate and rethink everyday design examples. This course introduces students to data science approaches that have emerged from recent advances in programming and computing technology.

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They will learn to collect and use data from a variety of sources, including the web, in a modern statistical inference and visualization paradigm. The course will be based in the programming language R, but will also use HTML, regular expressions, basic Unix tools, XML, and SQL. Supervised and unsupervised statistical learning techniques made possible by recent advances in computing power will also be covered. This course provides an introduction to the technologies behind the Web.

Topics covered include: hypertext, hypermedia, the history of the Web, the role of Web standards and their impact on the development of Web resources. The course introduces principles of Web design and usability. Students will gain an understanding how the Web works and how to design, construct, evaluate, and maintain Web-based materials.

Fundamental principles of the art of storytelling including techniques of adaptation and presentation; content and sources of materials; methods of learning; practice in storytelling; planning the story hour for school and public libraries and other public information settings; and audio, video, and digital media.

Evaluation, selection and use of books and other resources for young adults ages in public libraries and school media centers; explores standard selection criteria for print and nogradjenje-opremanje.comint materials in all formats and develops the ability to evaluate and promote materials according to their various uses personal and curricular and according to young adults' various needs intellectual, emotional, social and physical.

Human culture provides an ideal testbed for students exploring data science, because the interpretive challenges that lurk beneath the surface in other domains become starkly visible here. For instance, cultural materials usually come to analysts as unstructured texts, images, or sound files, forcing explicit decisions about data modeling and feature extraction.

Cultural questions also highlight the importance of interpreting statistical models in relation to a social context. Last but not least: songs, poems, and stories confront us with vivid problems that are inherently fun to explore.

This course will start by reviewing descriptive and inferential statistics, and build up to applications of supervised and unsupervised machine learning. We will apply those methods to a range of cultural materials using them to model the pace of stylistic change in popular music, for instance, and the representation of gender in fiction. Community engagement refers to the multiple ways that information professionals in libraries and other settings learn about, collaborate with, and provide service and outreach to community members.

Provides an introduction to, and overview of, community engagement theory and practice. A significant portion of coursework will take the form of service learning or community-based research via approved projects that match students' interests. Introduces students to a range of rapid prototyping techniques and methods to analyze needs, opportunities and design spaces. Students will work in teams to develop ideas for novel computational devices or applications to meet identified needs.

Covers the interlinked entrepreneurial skills of identifying an unmet need, exploiting technological opportunities, exploring a design space to refine an idea, and communicating a design vision through demonstrations with prototypes and proofs of concept. This enables developers to show how their envisaged working interactive technology will be used productively in a particular real-life context.

Communicating the vision of computational devices is a challenge because dynamic use in context is hard for people other than the device's developers to imagine.

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The ability to produce convincing, clear, powerful demonstrations even at the early stages of a project is a highly valuable entrepreneurial skill, and also highly applicable within an organization. Directed and supervised investigation of selected topics in information studies that may include among others the social, political, and historical contexts of information creation and dissemination; computers and culture; information policy; community information systems; production, retrieval and evaluation of knowledge; computer-mediated communication.

A survey of key concepts in an emerging field that studies how local, historical communities are using information and communications technologies.

Overarching ideas prepare both professionals and researchers to understand and master this environment, whatever their technology background.

Especially useful for those interested in public or community libraries, youth services, social work, education, and anyone interested in working with or studying underserved communities.

Librarians fill a key role in the literacy development of young children with opportunities for interaction both in the library and through outreach programs.

Key skills center on developing literacy-rich library environments, classroom instructional support, intentional embedding of essentials skills and practices within daily activities and lessons, resources about early literacy strategies to share with families and caregivers.

Practitioners will understand the importance of integration of technology to meet the diverse developmental, cultural, social and linguistic needs of children to ensure they are able to create meaning from text. This interdisciplinary course introduces students to fundamental theories, methods, technologies and applications of social computing.

Students learn about this emerging discipline from two perspectives: First, basic principles of collective information production and processing, and methods for studying these principles.

Topics include prediction markets, games with a purpose, open source software development, social media, social networks, information visualization, and online games.

Second, socio-technical cts of the design and usage of respective technologies. This includes participation, privacy and security. Students learn how to solve problems in social computing in a systematic and rigorous fashion.

At the end of the course, students will be able to design, manage and execute social computing projects for scholarly and commercial use, and to critically assess work in this area. The course examines various ways that information technologies are and might be used in museums and other cultural heritage settings. Museum websites, visitor apps, interactive exhibits, and uses of digitized and federated collections are explored.

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Students gain an introduction to Design Thinking by working on a final project that involves the development of a novel computational resource. Students are encouraged to approach class topics from their individual backgrounds in the humanities, sciences, or social sciences.

This course focuses on the basics of web site design, content development, constructing web pages with standard HTML and CSS. We will also cover usability and accessibility, content management system options, multi-media and interactivity in the context of standard HTML and CSS, procedures and policies for organizations, with a concentration on public, academic and special libraries.

Students will investigate, design, and draft a representative site. Students may work with non-profit and library clients in constructing and redesigning their web sites or design and construct their own personal professional pages. In this course we will learn how to design and deploy flexible websites that serve dynamically changing content, focusing in particular on the needs of public-service organizations such as libraries, associations, and other not-for-profit entities.

Covers common data, document processing, and programming constructs and concepts. Focuses on problem solving and abstraction with a programming language. By the end of the course students will be able to design, develop and test a moderately complex computer program to manage full text, bibliographic records or multimedia.

The course prepares students for working with applications in data analytics, data science, digital libraries, text mining and knowledge management. In this immersive and experiential course, students consider "playfulness" as a key ct of design methodologies and practices. Looking closely at the philosophical, social, and relational dynamics of play from multiple disciplinary angles, students will explore how playful approaches to design thinking and other design methodologies can encourage collaboration, engagement, and emergent, transformative solutions to a range of challenges that face us in our rapidly-changing, information-based culture.

The course aims to build student competency in design methods through a sequence of project experiences arising from a deep consideration of play.

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Web Development Using Application Frameworks: A course in the use and evaluation of Web application frameworks for system architects, designers, and developers. Studio-based learning methods, which are common in art and architectural education, are used to help students address a real-world problem or 'case' within a social justice framework. Working in teams and mentored by the instructor and experts, students will learn how to 'be a professional' in an environment in which process is as important as project.

Data visualization is crucial to conveying information drawn from models, observations or investigations. Error Include a valid email address. To provide you with the most relevant and helpful information and to understand which information is beneficial, we may combine your e-mail and website usage information with other information we have about you. If you are a Mayo Clinic Patient, this could include Protected Health Information PHI.

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