%0 Book %A National Research Council %T Assessing the United States Institute of Peace Jennings Randolph Senior Fellowship %@ 978-0-309-13014-1 %D 2008 %U https://nap.nationalacademies.org/catalog/12547/assessing-the-united-states-institute-of-peace-jennings-randolph-senior-fellowship %> https://nap.nationalacademies.org/catalog/12547/assessing-the-united-states-institute-of-peace-jennings-randolph-senior-fellowship %I The National Academies Press %C Washington, DC %G English %K Policy for Science and Technology %K Health and Medicine %P 112 %X The United States Institute of Peace (USIP) is an independent, nonpartisan, national institution established and funded by the U.S. Congress. The goals of the USIP are to help prevent and resolve violent international conflicts; promote post-conflict stability and development; and to increase conflict management capacity, tools, and intellectual capital worldwide. One way the USIP meets those goals is through the Jennings Randolph Program for International Peace, which awards Senior Fellowships to outstanding scholars, policymakers, journalists, and other professionals from around the world to conduct research at the USIP. The Fellowship Program began in 1987, and 253 Fellowships have been awarded through 2007. This book presents a preliminary assessment of the Fellowship Program, and recommends certain steps to improve it, including more rigorous and systematic monitoring and evaluation of the Fellowship in the future. The committee also makes several recommendations intended to help USIP gain further knowledge about the perceptions of the Fellowships in the wider expert community. %0 Book %T Actions for Renewing U.S. Mathematical Sciences Departments %D 1990 %U https://nap.nationalacademies.org/catalog/21257/actions-for-renewing-us-mathematical-sciences-departments %> https://nap.nationalacademies.org/catalog/21257/actions-for-renewing-us-mathematical-sciences-departments %I The National Academies Press %C Washington, DC %G English %K %K Education %P 40 %0 Book %A National Research Council %E Shavelson, Richard J. %E Towne, Lisa %T Scientific Research in Education %@ 978-0-309-08291-4 %D 2002 %U https://nap.nationalacademies.org/catalog/10236/scientific-research-in-education %> https://nap.nationalacademies.org/catalog/10236/scientific-research-in-education %I The National Academies Press %C Washington, DC %G English %K Education %P 204 %X Researchers, historians, and philosophers of science have debated the nature of scientific research in education for more than 100 years. Recent enthusiasm for "evidence-based" policy and practice in education—now codified in the federal law that authorizes the bulk of elementary and secondary education programs—have brought a new sense of urgency to understanding the ways in which the basic tenets of science manifest in the study of teaching, learning, and schooling. Scientific Research in Education describes the similarities and differences between scientific inquiry in education and scientific inquiry in other fields and disciplines and provides a number of examples to illustrate these ideas. Its main argument is that all scientific endeavors share a common set of principles, and that each field—including education research—develops a specialization that accounts for the particulars of what is being studied. The book also provides suggestions for how the federal government can best support high-quality scientific research in education. %0 Book %A National Research Council %T Electronic Scientific, Technical, and Medical Journal Publishing and Its Implications: Proceedings of a Symposium %@ 978-0-309-09217-3 %D 2004 %U https://nap.nationalacademies.org/catalog/10983/electronic-scientific-technical-and-medical-journal-publishing-and-its-implications %> https://nap.nationalacademies.org/catalog/10983/electronic-scientific-technical-and-medical-journal-publishing-and-its-implications %I The National Academies Press %C Washington, DC %G English %K Policy for Science and Technology %K Computers and Information Technology %P 136 %X This report is the proceedings of a 2003 symposium on "Electronic Scientific, Technical, and Medical Journal Publishing and Its Implications," which brought together experts in STM publishing, both producers and users of these publications, to: (1) identify the recent technical changes in publishing, and other factors, that influence the decisions of journal publishers to produce journals electronically; (2) identify the needs of the scientific, engineering, and medical community as users of journals, whether electronic or printed; (3) discuss the responses of not-for-profit and commercial STM publishers and of other stakeholders in the STM community to the opportunities and challenges posed by the shift to electronic publishing; and (4) examine the spectrum of proposals that has been put forth to respond to the needs of users as the publishing industry shifts to electronic information production and dissemination. %0 Book %A National Research Council %T Educating Mathematical Scientists: Doctoral Study and the Postdoctoral Experience in the United States %@ 978-0-309-04690-9 %D 1992 %U https://nap.nationalacademies.org/catalog/1996/educating-mathematical-scientists-doctoral-study-and-the-postdoctoral-experience-in %> https://nap.nationalacademies.org/catalog/1996/educating-mathematical-scientists-doctoral-study-and-the-postdoctoral-experience-in %I The National Academies Press %C Washington, DC %G English %K Education %P 76 %X The goal of this book is to determine what makes certain doctoral/postdoctoral programs in mathematical sciences successful in producing large numbers of domestic Ph.D.s, including women and underrepresented minorities with sufficient professional experience and versatility to meet the research, teaching, and industrial needs of our technology-based society. Educating Mathematical Scientists describes the characteristics of successful doctoral/postdoctoral programs, based on the diverse set of 10 universities at which site visits were made. %0 Book %A National Research Council %E Chabbott, Colette %E Elliott, Emerson J. %T Understanding Others, Educating Ourselves: Getting More from International Comparative Studies in Education %@ 978-0-309-08855-8 %D 2003 %U https://nap.nationalacademies.org/catalog/10622/understanding-others-educating-ourselves-getting-more-from-international-comparative-studies %> https://nap.nationalacademies.org/catalog/10622/understanding-others-educating-ourselves-getting-more-from-international-comparative-studies %I The National Academies Press %C Washington, DC %G English %K Education %P 99 %X Since 1988, the Board on International Comparative Studies in Education (BICSE) at the (U.S.) National Research Council of the National Academies has engaged in activities designed to increase the rigor and sophistication of international comparative studies in education by encouraging synergies between large and smaller scale international comparative education research, to identify gaps in the existing research base, and to assist in communicating results to policy makers and the public. Under the current grant (1998-2002), funded by the National Science Foundation and the U.S. Department of Education's National Center for Education Statistics, BICSE has sponsored public events and commissioned papers on the effects of the Trends in International Mathematics and Science Study (TIMSS), the power of video technology in international education research, international perspectives on teacher quality, and advances in the methodology of cross-national surveys of education achievement. This report responds to a request from the board's sponsors under the current grant to produce a report that builds on its previous work. %0 Book %A National Research Council %T Toward an Understanding of Global Change: Initial Priorities for U.S. Contributions to the International Geosphere - Biosphere Program %@ 978-0-309-07821-4 %D 1988 %U https://nap.nationalacademies.org/catalog/1393/toward-an-understanding-of-global-change-initial-priorities-for-us %> https://nap.nationalacademies.org/catalog/1393/toward-an-understanding-of-global-change-initial-priorities-for-us %I The National Academies Press %C Washington, DC %G English %K Environment and Environmental Studies %P 224 %X %0 Book %A National Academies of Sciences, Engineering, and Medicine %T Fostering Integrity in Research %@ 978-0-309-39125-2 %D 2017 %U https://nap.nationalacademies.org/catalog/21896/fostering-integrity-in-research %> https://nap.nationalacademies.org/catalog/21896/fostering-integrity-in-research %I The National Academies Press %C Washington, DC %G English %K Policy for Science and Technology %P 326 %X The integrity of knowledge that emerges from research is based on individual and collective adherence to core values of objectivity, honesty, openness, fairness, accountability, and stewardship. Integrity in science means that the organizations in which research is conducted encourage those involved to exemplify these values in every step of the research process. Understanding the dynamics that support – or distort – practices that uphold the integrity of research by all participants ensures that the research enterprise advances knowledge. The 1992 report Responsible Science: Ensuring the Integrity of the Research Process evaluated issues related to scientific responsibility and the conduct of research. It provided a valuable service in describing and analyzing a very complicated set of issues, and has served as a crucial basis for thinking about research integrity for more than two decades. However, as experience has accumulated with various forms of research misconduct, detrimental research practices, and other forms of misconduct, as subsequent empirical research has revealed more about the nature of scientific misconduct, and because technological and social changes have altered the environment in which science is conducted, it is clear that the framework established more than two decades ago needs to be updated. Responsible Science served as a valuable benchmark to set the context for this most recent analysis and to help guide the committee's thought process. Fostering Integrity in Research identifies best practices in research and recommends practical options for discouraging and addressing research misconduct and detrimental research practices. %0 Book %A Institute of Medicine %E Kohn, Linda T. %T The Roles of Academic Health Centers in the 21st Century: A Workshop Summary %D 2002 %U https://nap.nationalacademies.org/catalog/10383/the-roles-of-academic-health-centers-in-the-21st-century %> https://nap.nationalacademies.org/catalog/10383/the-roles-of-academic-health-centers-in-the-21st-century %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %P 54 %0 Book %A National Research Council %T Facing Hazards and Disasters: Understanding Human Dimensions %@ 978-0-309-10178-3 %D 2006 %U https://nap.nationalacademies.org/catalog/11671/facing-hazards-and-disasters-understanding-human-dimensions %> https://nap.nationalacademies.org/catalog/11671/facing-hazards-and-disasters-understanding-human-dimensions %I The National Academies Press %C Washington, DC %G English %K Behavioral and Social Sciences %K Earth Sciences %K Conflict and Security Issues %P 408 %X Social science research conducted since the late 1970's has contributed greatly to society's ability to mitigate and adapt to natural, technological, and willful disasters. However, as evidenced by Hurricane Katrina, the Indian Ocean tsunami, the September 11, 2001 terrorist attacks on the United States, and other recent events, hazards and disaster research and its application could be improved greatly. In particular, more studies should be pursued that compare how the characteristics of different types of events—including predictability, forewarning, magnitude, and duration of impact—affect societal vulnerability and response. This book includes more than thirty recommendations for the hazards and disaster community. %0 Book %A Institute of Medicine %E Wheatley, Ben %T National Emergency Care Enterprise: Advancing Care Through Collaboration: Workshop Summary %@ 978-0-309-14161-1 %D 2009 %U https://nap.nationalacademies.org/catalog/12713/national-emergency-care-enterprise-advancing-care-through-collaboration-workshop-summary %> https://nap.nationalacademies.org/catalog/12713/national-emergency-care-enterprise-advancing-care-through-collaboration-workshop-summary %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %P 130 %X In 2006, the Institute of Medicine (IOM) released a series of three books on the Future of Emergency Care in the United States Health System. These reports contained recommendations that called on the federal government and private stakeholders to initiate changes aimed at improving the emergency care system. Three years later, in May 2009, the IOM convened a workshop to examine the progress to date in achieving these objectives, and to help assess priorities for future action. The May 2009 workshop, summarized in this volume, brought stakeholders and policy makers together to discuss which among the many challenges facing emergency care are most amenable to coordinated federal action. The workshop sought to foster information exchange among federal officials involved in advancing emergency care and key stakeholder groups from around the country. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Holden, Lynne M. %E Sullivan, Louis W. %E Laurencin, Cato T. %T Supporting Black Students Through Their Science, Engineering, and Medicine Career Journeys: Proceedings of a Workshop %@ 978-0-309-71250-7 %D 2024 %U https://nap.nationalacademies.org/catalog/27339/supporting-black-students-through-their-science-engineering-and-medicine-career-journeys %> https://nap.nationalacademies.org/catalog/27339/supporting-black-students-through-their-science-engineering-and-medicine-career-journeys %I The National Academies Press %C Washington, DC %G English %K Education %P 132 %X Increasing the number of Black men and Black women who enter the fields of science, engineering, and medicine (SEM) will benefit the social and economic health of the nation. On May 2-3, 2022 the Roundtable on Black Men and Black Women in Science, Engineering, and Medicine of the National Academies of Sciences, Engineering, and Medicine convened a workshop to highlight promising financial and supportive services and programs throughout various stages of career development. Sessions followed student progression through the major stages of education and career development, and identified policies and practices that aim to mitigate and alleviate long-standing barriers to the full participation of Black students in SEM at the K–12, undergraduate, and graduate and professional levels. %0 Book %A National Academies of Sciences, Engineering, and Medicine %T Integrating Social and Behavioral Sciences Within the Weather Enterprise %@ 978-0-309-46422-2 %D 2018 %U https://nap.nationalacademies.org/catalog/24865/integrating-social-and-behavioral-sciences-within-the-weather-enterprise %> https://nap.nationalacademies.org/catalog/24865/integrating-social-and-behavioral-sciences-within-the-weather-enterprise %I The National Academies Press %C Washington, DC %G English %K Earth Sciences %K Behavioral and Social Sciences %P 198 %X Our ability to observe and forecast severe weather events has improved markedly over the past few decades. Forecasts of snow and ice storms, hurricanes and storm surge, extreme heat, and other severe weather events are made with greater accuracy, geographic specificity, and lead time to allow people and communities to take appropriate protective measures. Yet hazardous weather continues to cause loss of life and result in other preventable social costs. There is growing recognition that a host of social and behavioral factors affect how we prepare for, observe, predict, respond to, and are impacted by weather hazards. For example, an individual's response to a severe weather event may depend on their understanding of the forecast, prior experience with severe weather, concerns about their other family members or property, their capacity to take the recommended protective actions, and numerous other factors. Indeed, it is these factors that can determine whether or not a potential hazard becomes an actual disaster. Thus, it is essential to bring to bear expertise in the social and behavioral sciences (SBS)—including disciplines such as anthropology, communication, demography, economics, geography, political science, psychology, and sociology—to understand how people's knowledge, experiences, perceptions, and attitudes shape their responses to weather risks and to understand how human cognitive and social dynamics affect the forecast process itself. Integrating Social and Behavioral Sciences Within the Weather Enterprise explores and provides guidance on the challenges of integrating social and behavioral sciences within the weather enterprise. It assesses current SBS activities, describes the potential value of improved integration of SBS and barriers that impede this integration, develops a research agenda, and identifies infrastructural and institutional arrangements for successfully pursuing SBS-weather research and the transfer of relevant findings to operational settings. %0 Book %A Institute of Medicine %T Medical Education and Societal Needs: A Planning Report for Health Professions %@ 978-0-309-07757-6 %D 1983 %U https://nap.nationalacademies.org/catalog/729/medical-education-and-societal-needs-a-planning-report-for-health %> https://nap.nationalacademies.org/catalog/729/medical-education-and-societal-needs-a-planning-report-for-health %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %P 378 %0 Book %E Wakefield, Julie %T Halley's Quest: A Selfless Genius and His Troubled Paramore %@ 978-0-309-09594-5 %D 2005 %U https://nap.nationalacademies.org/catalog/10751/halleys-quest-a-selfless-genius-and-his-troubled-paramore %> https://nap.nationalacademies.org/catalog/10751/halleys-quest-a-selfless-genius-and-his-troubled-paramore %I The National Academies Press %C Washington, DC %G English %K Explore Science %K Biography and Autobiography %P 278 %X For most people, Edmond Halley is best known for accurately predicting the periodic appearance of the comet that ultimately would bear his name. But his greatest achievement may have been overlooked— indeed few people know that it was Halley who solved the riddle of accurate navigation for all sea-going vessels. As seventeenth-century scientists gradually came to believe that the inside of the Earth was magnetized they were puzzled by the fact magnetic north not only varied slightly from place to place, but gradually changed over time, suggesting a slow variation of the Earth's magnetic field. But if the Earth was permanently magnetized, how could its magnetism vary? Edmond Halley, Britain's Astronomer Royal, ingeniously proposed that the Earth contained a number of spherical shells, one inside the other, each magnetized differently, each slowly rotating in relation to the others. This brilliant deduction earned Halley the command of a small sailing ship, the 52-foot Paramore, and with it, a royal mandate. Halley was to sail forth “to stand so far into the South, till you discover the Coast of the Terra Incognita.” But more importantly, determine the variation between true and magnetic north in order to more accurately calculate longitude—a feat that would improve Britain's navigational skills and ensure its dominance of the high seas. Halley's Quest takes readers on a trilogy of sea voyages, each of which proved to be as novel and revealing as it was difficult and controversial. But more than a yarn of risk and adventure, the story at the core of the book is a deeply personal and intellectual tale that captures the science and the spirit of an almost forgotten episode in the history of navigation. Once branded a heretic by the Church and denied a prestigious scholarly chair at Oxford University, Halley ultimately changed the course of science, producing charts that described more accurate ways to navigate and documenting new geophysical phenomena ranging from ocean patterns to the motion of Jupiter's moons. This delightful book emphasizes the drama of Halley's mission and the passion of an era hungry for the stories science had to tell. %0 Book %A National Research Council %A Institute of Medicine %T Engaging Schools: Fostering High School Students' Motivation to Learn %@ 978-0-309-08435-2 %D 2004 %U https://nap.nationalacademies.org/catalog/10421/engaging-schools-fostering-high-school-students-motivation-to-learn %> https://nap.nationalacademies.org/catalog/10421/engaging-schools-fostering-high-school-students-motivation-to-learn %I The National Academies Press %C Washington, DC %G English %K Education %P 302 %X When it comes to motivating people to learn, disadvantaged urban adolescents are usually perceived as a hard sell. Yet, in a recent MetLife survey, 89 percent of the low-income students claimed “I really want to learn” applied to them. What is it about the school environment—pedagogy, curriculum, climate, organization—that encourages or discourages engagement in school activities? How do peers, family, and community affect adolescents’ attitudes towards learning? Engaging Schools reviews current research on what shapes adolescents’ school engagement and motivation to learn—including new findings on students’ sense of belonging—and looks at ways these can be used to reform urban high schools. This book discusses what changes hold the greatest promise for increasing students’ motivation to learn in these schools. It looks at various approaches to reform through different methods of instruction and assessment, adjustments in school size, vocational teaching, and other key areas. Examples of innovative schools, classrooms, and out-of-school programs that have proved successful in getting high school kids excited about learning are also included.