Flipping the Script: Toward a Transformative Urban Redevelopment Agenda in Chattanooga, Tennessee

Progressive Planning “front matter,” p. 3 in most issues: “Reprinting and distribution of portions of this magazine for non-commercial purposes are encouraged.”Brief account of how social justice organizations integrated the city's traditional progressive narrative with an economic justice-based vision for community planning and development

Social Information-Processing in Adolescent Girls: A Comparison of Sex Offending Girls, Delinquent Girls, and Girls From the Community

Various lines of evidence suggest that sex offenders exhibit thinking errors or cognitive distortions about their sexually offensive behaviors (e.g., blaming the victim). Numerous clinical reports have documented cognitive distortions among adolescent male sex offenders; empirical research consistently finds evidence of cognitive distortions among adult male sex offenders; sex offender treatments that focus on cognitive distortions as a primary target of treatment have been shown to be the most effective type of treatment for sexual offending; and research on general aggression in adolescent boys and girls consistently demonstrates that aggressive children tend to have distorted beliefs about their aggressive behavior. The present study investigates cognitive processing in adolescent girls with histories of sexually aggressive behaviors, using Dodge\u27s social information-processing theory of aggression in adolescents as a fiamework. In accordance with Dodge\u27s theory, it was predicted that sexually-aggressive girls would exhibit greater levels of cognitive distortions about sexually aggressive behaviors than girls with no histories of sexually aggressive behaviors. For this study, sexuallyaggressive girls were compared to both physically-aggressive and non-aggressive girls on several measures of beliefs about sexual aggression and physical aggression. Results regarding thinking errors were as follows. First, the sexually-aggressive girls were more likely than the physically-aggressive and non-aggressive girls to endorse statements reflecting the belief that a sex offender, as described in a vignette depicting offensive sexual behavior, was not responsible for the offensive sexual behavior. Second, the sexually-aggressive girls\u27 perceptions relating to the victim (e.g., that the victim enjoyed the interaction) were moderated by both the degree of sexual contact and the type of victim response described in the vignettes, such that when the victim\u27s response was clearly negative and the degree of sexual contact was more serious, the sexuallyaggressive girls\u27 responses reflected greater distorted beliefs about the victim than the non-aggressive and physically aggressive girls. Third, the sexually aggressive girls were more likely than the non-aggressive and physically aggressive girls to endorse distorted beliefs about general aggression. For instance, they were more likely to endorse the belief that victims do not suffer. Implications for theories of and treatments for sexually aggressive girls are discussed

Guidelines Towards Better Participation of Older Adults in Software Development Processes using a new SPIRAL Method and Participatory Approach

This paper presents a new method of engaging older participants in the process of application and IT solutions development for older adults for emerging IT and tech startups. A new method called SPIRAL (Support for Participant Involvement in Rapid and Agile software development Labs) is proposed which adds both sustainability and flexibility to the development process with older adults. This method is based on the participatory approach and user empowerment of older adults with the aid of a bootstrapped Living Lab concept and it goes beyond well established user-centered and empathic design. SPIRAL provides strategies for direct involvement of older participants in the software development processes from the very early stage to support the agile approach with rapid prototyping, in particular in new and emerging startup environments with limited capabilities, including time, team and resources

Presentation: NNLM Course Development for Building Nursing and Allied Health Research Skills

In 2019, the Network of the National Library of Medicine embarked on a process to update a course that aimed to 1) teach participants how to evaluate quality health websites for nurses; 2) enable participants to describe and evaluate quality nursing resources available on the internet; and 3) demonstrate searches for nursing literature in PubMed. The curriculum development team further refined these objectives. The new course would enable participants to connect National Library of Medicine resources to the needs of nursing and allied health professionals. After taking the course, participants would be able to list the ways librarians can support the information needs of their nursing and allied health audiences. The NNLM curriculum development team met from November 2019 through December 2020 to develop a course that would be launched in early 2021. In the kick-off meeting, the team agreed to investigate needs and best practices for librarians teaching nursing and allied health professionals. Members of the team divided up course development tasks. They reconvened bimonthly to share relevant information resources, sharpen the learning objectives, and share ideas for course activities such as readings, quizzes, and written assignments. The result is a three-week asynchronous course that is designed for library staff who support, or who want to support, nursing and allied health professionals. In Week One, participants learn about the information needs of nursing and allied health professionals. Week Two introduces participants to relevant information resources. Week Three asks participants to apply learning through creating and sharing a professional development plan. We gathered evaluation data after the pilot launch in December 2020 and the three sessions taught in early 2021. We will address participant needs for better navigation and more time to complete the professional development plan. We hope to offer the course again in Summer 2021