%0 Book %A Institute of Medicine %A National Research Council %E Olson, Steve %T From Neurons to Neighborhoods: An Update: Workshop Summary %@ 978-0-309-20978-6 %D 2012 %U https://nap.nationalacademies.org/catalog/13119/from-neurons-to-neighborhoods-an-update-workshop-summary %> https://nap.nationalacademies.org/catalog/13119/from-neurons-to-neighborhoods-an-update-workshop-summary %I The National Academies Press %C Washington, DC %G English %K Behavioral and Social Sciences %K Education %P 70 %X From Neurons to Neighborhoods: An Update: Workshop Summary is based on the original study From Neurons to Neighborhoods: Early Childhood Development, which released in October of 2000. From the time of the original publication's release, much has occurred to cause a fundamental reexamination of the nation's response to the needs of young children and families, drawing upon a wealth of scientific knowledge that has emerged in recent decades. The study shaped policy agendas and intervention efforts at national, state, and local levels. It captured a gratifying level of attention in the United States and around the world and has helped to foster a highly dynamic and increasingly visible science of early childhood development. It contributed to a growing public understanding of the foundational importance of the early childhood years and has stimulated a global conversation about the unmet needs of millions of young children. Ten years later, the Board on Children, Youth, and Families of the Institute of Medicine (IOM) and the National Research Council (NRC) held a 2-day workshop in Washington, D.C., to review and commemorate a decade of advances related to the mission of the report. The workshop began with a series of highly interactive breakout sessions in which experts in early childhood development examined the four organizing themes of the original report and identified both measurable progress and remaining challenges. The second day of the workshop, speakers chosen for their diverse perspectives on early childhood research and policy issues discussed how to build on the accomplishments of the past decade and to launch the next era in early childhood science, policy, and practice. From Neurons to Neighborhoods: An Update: Workshop Summary emphasizes that there is a single, integrated science of early childhood development despite the extent to which it is carved up and divided among a diversity of professional disciplines, policy sectors, and service delivery systems. While much work still remains to be done to reach this goal, the 2010 workshop demonstrated both the promise of this integrated science and the rich diversity of contributions to that science. %0 Book %A Transportation Research Board %A National Academies of Sciences, Engineering, and Medicine %T Review of the Federal Railroad Administration Research and Development Program: Letter Report April 2008 %D 2008 %U https://nap.nationalacademies.org/catalog/22018/review-of-the-federal-railroad-administration-research-and-development-program-letter-report-april-2008 %> https://nap.nationalacademies.org/catalog/22018/review-of-the-federal-railroad-administration-research-and-development-program-letter-report-april-2008 %I The National Academies Press %C Washington, DC %G English %K Transportation and Infrastructure %P 0 %X TRB’s Committee for Review of the Federal Railroad Administration Research and Development Program has issued its first letter report to Joseph Boardman, Administrator of the Federal Railroad Administration (FRA). The letter report explores stakeholder involvement in the FRA R&D program, examines development of a project evaluation process, reviews research priorities from a 2006 workshop, highlights the role of academic research in railroad engineering and transportation, and identifies potential future committee meetings and activities. %0 Book %A National Research Council %T The Nature and Role of Algebra in the K-14 Curriculum: Proceedings of a National Symposium %@ 978-0-309-06147-6 %D 1998 %U https://nap.nationalacademies.org/catalog/6286/the-nature-and-role-of-algebra-in-the-k-14-curriculum %> https://nap.nationalacademies.org/catalog/6286/the-nature-and-role-of-algebra-in-the-k-14-curriculum %I The National Academies Press %C Washington, DC %G English %K Education %K Math, Chemistry, and Physics %K Surveys and Statistics %P 206 %X With the 1989 release of Everybody Counts by the Mathematical Sciences Education Board (MSEB) of the National Research Council and the Curriculum and Evaluation Standards for School Mathematics by the National Council of Teachers of Mathematics (NCTM), the "standards movement" in K-12 education was launched. Since that time, the MSEB and the NCTM have remained committed to deepening the public debate, discourse, and understanding of the principles and implications of standards-based reform. One of the main tenets in the NCTM Standards is commitment to providing high-quality mathematical experiences to all students. Another feature of the Standards is emphasis on development of specific mathematical topics across the grades. In particular, the Standards emphasize the importance of algebraic thinking as an essential strand in the elementary school curriculum. Issues related to school algebra are pivotal in many ways. Traditionally, algebra in high school or earlier has been considered a gatekeeper, critical to participation in postsecondary education, especially for minority students. Yet, as traditionally taught, first-year algebra courses have been characterized as an unmitigated disaster for most students. There have been many shifts in the algebra curriculum in schools within recent years. Some of these have been successful first steps in increasing enrollment in algebra and in broadening the scope of the algebra curriculum. Others have compounded existing problems. Algebra is not yet conceived of as a K-14 subject. Issues of opportunity and equity persist. Because there is no one answer to the dilemma of how to deal with algebra, making progress requires sustained dialogue, experimentation, reflection, and communication of ideas and practices at both the local and national levels. As an initial step in moving from national-level dialogue and speculations to concerted local and state level work on the role of algebra in the curriculum, the MSEB and the NCTM co-sponsored a national symposium, "The Nature and Role of Algebra in the K-14 Curriculum," on May 27 and 28, 1997, at the National Academy of Sciences in Washington, D.C. %0 Book %A Transportation Research Board %A National Academies of Sciences, Engineering, and Medicine %T Reviewing Federal Railroad Research, Development, and Demonstration Programs: Letter Report #5 %D 2007 %U https://nap.nationalacademies.org/catalog/22005/reviewing-federal-railroad-research-development-and-demonstration-programs-letter-report-5 %> https://nap.nationalacademies.org/catalog/22005/reviewing-federal-railroad-research-development-and-demonstration-programs-letter-report-5 %I The National Academies Press %C Washington, DC %G English %K Transportation and Infrastructure %P 0 %X The TRB Committee for Review of the Federal Railroad Administration (FRA) Research, Development, and Demonstration Programs has issued its fifth and final letter report to the FRA. The report explores the FRA's responses to past committee recommendations, examines the continuation or completion of current FRA research, and includes recommendations for future research directions. The report also summarizes the topics expected to be explored by a new committee, to be formed later this year, that will continue peer reviews of FRA's research and development program. %0 Book %A Transportation Research Board %A National Academies of Sciences, Engineering, and Medicine %T Research to Enhance Rail Network Performance %D 2007 %U https://nap.nationalacademies.org/catalog/21998/research-to-enhance-rail-network-performance %> https://nap.nationalacademies.org/catalog/21998/research-to-enhance-rail-network-performance %I The National Academies Press %C Washington, DC %G English %K Transportation and Infrastructure %P 189 %X TRB's Conference Proceedings on the Web 3: Research to Enhance Rail Network Performance contains the proceedings of the Workshop on Research to Enhance Rail Network Performance, held on April 5-6, 2006, in Washington, D.C. The workshop was conducted by and the report developed by the TRB Committee for Review of the Federal Railroad Administration (FRA) Research, Development, and Deployment Programs. In addition, research needs statements produced by breakout groups during the workshop, related to the conference themes of safety, capacity, and efficiency, are provided as links to the report. These research needs statements formed the raw material for the committee to consider in making recommendations to the FRA on future directions for research. %0 Book %A National Research Council %T Opportunities to Improve the U.S. Geological Survey National Water Quality Assessment Program %@ 978-0-309-08305-8 %D 2002 %U https://nap.nationalacademies.org/catalog/10267/opportunities-to-improve-the-us-geological-survey-national-water-quality-assessment-program %> https://nap.nationalacademies.org/catalog/10267/opportunities-to-improve-the-us-geological-survey-national-water-quality-assessment-program %I The National Academies Press %C Washington, DC %G English %K Environment and Environmental Studies %P 252 %X The U.S. Geological Survey (USGS) established the National Water Quality Assesment (NAWQA) program in 1985 to assess water quality conditions and trends in representative river basins and aquifers across the United States. With this report, the NRC's Water Science and Technology Board has provided advice to USGS regarding NAWQA five separate times as the program evolved from an unfunded concept to a mature and nationally--recognized program in 2002. This report assesses the program's development and representative accomplishments to date and makes recommendations on opportunities to improve NAWQA as it begins its second decade of nationwide monitoring. %0 Book %A National Research Council %T Frontiers in Understanding Climate Change and Polar Ecosystems: Report of a Workshop %@ 978-0-309-21087-4 %D 2011 %U https://nap.nationalacademies.org/catalog/13132/frontiers-in-understanding-climate-change-and-polar-ecosystems-report-of %> https://nap.nationalacademies.org/catalog/13132/frontiers-in-understanding-climate-change-and-polar-ecosystems-report-of %I The National Academies Press %C Washington, DC %G English %K Earth Sciences %K Biology and Life Sciences %P 86 %X The polar regions are experiencing rapid changes in climate. These changes are causing observable ecological impacts of various types and degrees of severity at all ecosystem levels, including society. Even larger changes and more significant impacts are anticipated. As species respond to changing environments over time, their interactions with the physical world and other organisms can also change. This chain of interactions can trigger cascades of impacts throughout entire ecosystems. Evaluating the interrelated physical, chemical, biological, and societal components of polar ecosystems is essential to understanding their vulnerability and resilience to climate forcing. The Polar Research Board (PRB) organized a workshop to address these issues. Experts gathered from a variety of disciplines with knowledge of both the Arctic and Antarctic regions. Participants were challenged to consider what is currently known about climate change and polar ecosystems and to identify the next big questions in the field. A set of interdisciplinary "frontier questions" emerged from the workshop discussions as important topics to be addressed in the coming decades. To begin to address these questions, workshop participants discussed the need for holistic, interdisciplinary systems approach to understanding polar ecosystem responses to climate change. As an outcome of the workshop, participants brainstormed methods and technologies that are crucial to advance the understanding of polar ecosystems and to promote the next generation of polar research. These include new and emerging technologies, sustained long-term observations, data synthesis and management, and data dissemination and outreach. %0 Book %A National Research Council %T Enhancing Human Performance: Background Papers, Social Processes %@ 978-0-309-07809-2 %D 1988 %U https://nap.nationalacademies.org/catalog/786/enhancing-human-performance-background-papers-social-processes %> https://nap.nationalacademies.org/catalog/786/enhancing-human-performance-background-papers-social-processes %I The National Academies Press %C Washington, DC %G English %K Behavioral and Social Sciences %P 135 %0 Book %T Setting Priorities for Space Research: Opportunities and Imperatives %D 1992 %U https://nap.nationalacademies.org/catalog/11144/setting-priorities-for-space-research-opportunities-and-imperatives %> https://nap.nationalacademies.org/catalog/11144/setting-priorities-for-space-research-opportunities-and-imperatives %I The National Academies Press %C Washington, DC %G English %K Space and Aeronautics %P 71 %0 Book %A Institute of Medicine %A National Academy of Engineering %T Resources for Teaching Middle School Science %@ 978-0-309-05781-3 %D 1998 %U https://nap.nationalacademies.org/catalog/5774/resources-for-teaching-middle-school-science %> https://nap.nationalacademies.org/catalog/5774/resources-for-teaching-middle-school-science %I The National Academies Press %C Washington, DC %G English %K Education %P 496 %X With age-appropriate, inquiry-centered curriculum materials and sound teaching practices, middle school science can capture the interest and energy of adolescent students and expand their understanding of the world around them. Resources for Teaching Middle School Science, developed by the National Science Resources Center (NSRC), is a valuable tool for identifying and selecting effective science curriculum materials that will engage students in grades 6 through 8. The volume describes more than 400 curriculum titles that are aligned with the National Science Education Standards. This completely new guide follows on the success of Resources for Teaching Elementary School Science, the first in the NSRC series of annotated guides to hands-on, inquiry-centered curriculum materials and other resources for science teachers. The curriculum materials in the new guide are grouped in five chapters by scientific area—Physical Science, Life Science, Environmental Science, Earth and Space Science, and Multidisciplinary and Applied Science. They are also grouped by type—core materials, supplementary units, and science activity books. Each annotation of curriculum material includes a recommended grade level, a description of the activities involved and of what students can be expected to learn, a list of accompanying materials, a reading level, and ordering information. The curriculum materials included in this book were selected by panels of teachers and scientists using evaluation criteria developed for the guide. The criteria reflect and incorporate goals and principles of the National Science Education Standards. The annotations designate the specific content standards on which these curriculum pieces focus. In addition to the curriculum chapters, the guide contains six chapters of diverse resources that are directly relevant to middle school science. Among these is a chapter on educational software and multimedia programs, chapters on books about science and teaching, directories and guides to science trade books, and periodicals for teachers and students. Another section features institutional resources. One chapter lists about 600 science centers, museums, and zoos where teachers can take middle school students for interactive science experiences. Another chapter describes nearly 140 professional associations and U.S. government agencies that offer resources and assistance. Authoritative, extensive, and thoroughly indexed—and the only guide of its kind—Resources for Teaching Middle School Science will be the most used book on the shelf for science teachers, school administrators, teacher trainers, science curriculum specialists, advocates of hands-on science teaching, and concerned parents. %0 Book %A National Research Council %E Gollub, Jerry P. %E Bertenthal, Meryl W. %E Labov, Jay B. %E Curtis, Philip C. %T Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools %@ 978-0-309-07440-7 %D 2002 %U https://nap.nationalacademies.org/catalog/10129/learning-and-understanding-improving-advanced-study-of-mathematics-and-science %> https://nap.nationalacademies.org/catalog/10129/learning-and-understanding-improving-advanced-study-of-mathematics-and-science %I The National Academies Press %C Washington, DC %G English %K Education %P 588 %X This book takes a fresh look at programs for advanced studies for high school students in the United States, with a particular focus on the Advanced Placement and the International Baccalaureate programs, and asks how advanced studies can be significantly improved in general. It also examines two of the core issues surrounding these programs: they can have a profound impact on other components of the education system and participation in the programs has become key to admission at selective institutions of higher education. By looking at what could enhance the quality of high school advanced study programs as well as what precedes and comes after these programs, this report provides teachers, parents, curriculum developers, administrators, college science and mathematics faculty, and the educational research community with a detailed assessment that can be used to guide change within advanced study programs. %0 Book %A National Research Council %E Millett, Lynette I. %E Estrin, Deborah L. %T Computing Research for Sustainability %@ 978-0-309-25758-9 %D 2012 %U https://nap.nationalacademies.org/catalog/13415/computing-research-for-sustainability %> https://nap.nationalacademies.org/catalog/13415/computing-research-for-sustainability %I The National Academies Press %C Washington, DC %G English %K Computers and Information Technology %P 172 %X A broad and growing literature describes the deep and multidisciplinary nature of the sustainability challenges faced by the United States and the world. Despite the profound technical challenges involved, sustainability is not, at its root, a technical problem, nor will merely technical solutions be sufficient. Instead, deep economic, political, and cultural adjustments will ultimately be required, along with a major, long-term commitment in each sphere to deploy the requisite technical solutions at scale. Nevertheless, technological advances and enablers have a clear role in supporting such change, and information technology (IT) is a natural bridge between technical and social solutions because it can offer improved communication and transparency for fostering the necessary economic, political, and cultural adjustments. Moreover, IT is at the heart of nearly every large-scale socioeconomic system-including systems for finance, manufacturing, and the generation and distribution of energy-and so sustainability-focused changes in those systems are inextricably linked with advances in IT. The focus of Computing Research for Sustainability is "greening through IT," the application of computing to promote sustainability broadly. The aim of this report is twofold: to shine a spotlight on areas where IT innovation and computer science (CS) research can help, and to urge the computing research community to bring its approaches and methodologies to bear on these pressing global challenges. Computing Research for Sustainability focuses on addressing medium- and long-term challenges in a way that would have significant, measurable impact. The findings and recommended principles of the Committee on Computing Research for Environmental and Societal Sustainability concern four areas: (1) the relevance of IT and CS to sustainability; (2) the value of the CS approach to problem solving, particularly as it pertains to sustainability challenges; (3) key CS research areas; and (4) strategy and pragmatic approaches for CS research on sustainability. %0 Book %A National Research Council %T Building Community Disaster Resilience Through Private-Public Collaboration %@ 978-0-309-16263-0 %D 2011 %U https://nap.nationalacademies.org/catalog/13028/building-community-disaster-resilience-through-private-public-collaboration %> https://nap.nationalacademies.org/catalog/13028/building-community-disaster-resilience-through-private-public-collaboration %I The National Academies Press %C Washington, DC %G English %K Earth Sciences %K Policy for Science and Technology %K Conflict and Security Issues %P 142 %X Natural disasters—including hurricanes, earthquakes, volcanic eruptions, and floods—caused more than 220,000 deaths worldwide in the first half of 2010 and wreaked havoc on homes, buildings, and the environment. To withstand and recover from natural and human-caused disasters, it is essential that citizens and communities work together to anticipate threats, limit their effects, and rapidly restore functionality after a crisis. Increasing evidence indicates that collaboration between the private and public sectors could improve the ability of a community to prepare for, respond to, and recover from disasters. Several previous National Research Council reports have identified specific examples of the private and public sectors working cooperatively to reduce the effects of a disaster by implementing building codes, retrofitting buildings, improving community education, or issuing extreme-weather warnings. State and federal governments have acknowledged the importance of collaboration between private and public organizations to develop planning for disaster preparedness and response. Despite growing ad hoc experience across the country, there is currently no comprehensive framework to guide private-public collaboration focused on disaster preparedness, response, and recovery. Building Community Disaster Resilience through Private-Public Collaboration assesses the current state of private-public sector collaboration dedicated to strengthening community resilience, identifies gaps in knowledge and practice, and recommends research that could be targeted for investment. Specifically, the book finds that local-level private-public collaboration is essential to the development of community resilience. Sustainable and effective resilience-focused private-public collaboration is dependent on several basic principles that increase communication among all sectors of the community, incorporate flexibility into collaborative networks, and encourage regular reassessment of collaborative missions, goals, and practices. %0 Book %A Transportation Research Board %A National Academies of Sciences, Engineering, and Medicine %T The Future of Aviation %D 2022 %U https://nap.nationalacademies.org/catalog/26813/the-future-of-aviation %> https://nap.nationalacademies.org/catalog/26813/the-future-of-aviation %I The National Academies Press %C Washington, DC %G English %K Transportation and Infrastructure %P 50 %X TRB's Airport Cooperative Research Program held an ACRP Insight Event in March 2022 in Washington, DC, to discuss the future of aviation across multiple perspectives. Major topics included passengers and customers, workforce, new entrants, technology, and sustainability.The TRB ACRP's Conference Proceedings on the Web 29: The Future of Aviation is a compilation of the presentations and a factual summary of the ensuing discussions at the event. %0 Book %A National Research Council %E Duschl, Richard A. %E Schweingruber, Heidi A. %E Shouse, Andrew W. %T Taking Science to School: Learning and Teaching Science in Grades K-8 %@ 978-0-309-10205-6 %D 2007 %U https://nap.nationalacademies.org/catalog/11625/taking-science-to-school-learning-and-teaching-science-in-grades %> https://nap.nationalacademies.org/catalog/11625/taking-science-to-school-learning-and-teaching-science-in-grades %I The National Academies Press %C Washington, DC %G English %K Education %P 404 %X What is science for a child? How do children learn about science and how to do science? Drawing on a vast array of work from neuroscience to classroom observation, Taking Science to School provides a comprehensive picture of what we know about teaching and learning science from kindergarten through eighth grade. By looking at a broad range of questions, this book provides a basic foundation for guiding science teaching and supporting students in their learning. Taking Science to School answers such questions as: When do children begin to learn about science? Are there critical stages in a child's development of such scientific concepts as mass or animate objects? What role does nonschool learning play in children's knowledge of science? How can science education capitalize on children's natural curiosity? What are the best tasks for books, lectures, and hands-on learning? How can teachers be taught to teach science? The book also provides a detailed examination of how we know what we know about children's learning of science—about the role of research and evidence. This book will be an essential resource for everyone involved in K-8 science education—teachers, principals, boards of education, teacher education providers and accreditors, education researchers, federal education agencies, and state and federal policy makers. It will also be a useful guide for parents and others interested in how children learn. %0 Book %A National Research Council %T Science Teaching Reconsidered: A Handbook %@ 978-0-309-05498-0 %D 1997 %U https://nap.nationalacademies.org/catalog/5287/science-teaching-reconsidered-a-handbook %> https://nap.nationalacademies.org/catalog/5287/science-teaching-reconsidered-a-handbook %I The National Academies Press %C Washington, DC %G English %K Education %P 104 %X Effective science teaching requires creativity, imagination, and innovation. In light of concerns about American science literacy, scientists and educators have struggled to teach this discipline more effectively. Science Teaching Reconsidered provides undergraduate science educators with a path to understanding students, accommodating their individual differences, and helping them grasp the methods—and the wonder—of science. What impact does teaching style have? How do I plan a course curriculum? How do I make lectures, classes, and laboratories more effective? How can I tell what students are thinking? Why don't they understand? This handbook provides productive approaches to these and other questions. Written by scientists who are also educators, the handbook offers suggestions for having a greater impact in the classroom and provides resources for further research. %0 Book %A National Research Council %T Assessment in Support of Instruction and Learning: Bridging the Gap Between Large-Scale and Classroom Assessment: Workshop Report %@ 978-0-309-08978-4 %D 2003 %U https://nap.nationalacademies.org/catalog/10802/assessment-in-support-of-instruction-and-learning-bridging-the-gap %> https://nap.nationalacademies.org/catalog/10802/assessment-in-support-of-instruction-and-learning-bridging-the-gap %I The National Academies Press %C Washington, DC %G English %K Education %P 76 %X Assessment in Support of Instruction and Learning is the summary of a National Research Council workshop convened to examine the gap between external and classroom assessment. This report discusses issues associated with designing an assessment system that meets the demands of public accountability and, at the same time, improves the quality of the education that students receive day by day. This report focuses on assessment that addresses both accountability and learning. %0 Book %A National Research Council %T Assessment of Mars Science and Mission Priorities %@ 978-0-309-08917-3 %D 2003 %U https://nap.nationalacademies.org/catalog/10715/assessment-of-mars-science-and-mission-priorities %> https://nap.nationalacademies.org/catalog/10715/assessment-of-mars-science-and-mission-priorities %I The National Academies Press %C Washington, DC %G English %K Space and Aeronautics %P 144 %X Within the Office of Space Science of the National Aeronautics and Space Administration (NASA) special importance is attached to exploration of the planet Mars, because it is the most like Earth of the planets in the solar system and the place where the first detection of extraterrestrial life seems most likely to be made. The failures in 1999 of two NASA missions—Mars Climate Orbiter and Mars Polar Lander—caused the space agency's program of Mars exploration to be systematically rethought, both technologically and scientifically. A new Mars Exploration Program plan (summarized in Appendix A) was announced in October 2000. The Committee on Planetary and Lunar Exploration (COMPLEX), a standing committee of the Space Studies Board of the National Research Council, was asked to examine the scientific content of this new program. This goals of this report are the following: -Review the state of knowledge of the planet Mars, with special emphasis on findings of the most recent Mars missions and related research activities; -Review the most important Mars research opportunities in the immediate future; -Review scientific priorities for the exploration of Mars identified by COMPLEX (and other scientific advisory groups) and their motivation, and consider the degree to which recent discoveries suggest a reordering of priorities; and -Assess the congruence between NASA's evolving Mars Exploration Program plan and these recommended priorities, and suggest any adjustments that might be warranted. %0 Book %A National Research Council %T Effects of a Polluted Environment: Research and Development Needs %D 1977 %U https://nap.nationalacademies.org/catalog/18686/effects-of-a-polluted-environment-research-and-development-needs %> https://nap.nationalacademies.org/catalog/18686/effects-of-a-polluted-environment-research-and-development-needs %I The National Academies Press %C Washington, DC %G English %K %K Environment and Environmental Studies %P 112 %0 Book %A National Academies of Sciences, Engineering, and Medicine %T Social Isolation and Loneliness in Older Adults: Opportunities for the Health Care System %@ 978-0-309-67100-2 %D 2020 %U https://nap.nationalacademies.org/catalog/25663/social-isolation-and-loneliness-in-older-adults-opportunities-for-the %> https://nap.nationalacademies.org/catalog/25663/social-isolation-and-loneliness-in-older-adults-opportunities-for-the %I The National Academies Press %C Washington, DC %G English %K Behavioral and Social Sciences %K Health and Medicine %P 316 %X Social isolation and loneliness are serious yet underappreciated public health risks that affect a significant portion of the older adult population. Approximately one-quarter of community-dwelling Americans aged 65 and older are considered to be socially isolated, and a significant proportion of adults in the United States report feeling lonely. People who are 50 years of age or older are more likely to experience many of the risk factors that can cause or exacerbate social isolation or loneliness, such as living alone, the loss of family or friends, chronic illness, and sensory impairments. Over a life course, social isolation and loneliness may be episodic or chronic, depending upon an individual's circumstances and perceptions. A substantial body of evidence demonstrates that social isolation presents a major risk for premature mortality, comparable to other risk factors such as high blood pressure, smoking, or obesity. As older adults are particularly high-volume and high-frequency users of the health care system, there is an opportunity for health care professionals to identify, prevent, and mitigate the adverse health impacts of social isolation and loneliness in older adults. Social Isolation and Loneliness in Older Adults summarizes the evidence base and explores how social isolation and loneliness affect health and quality of life in adults aged 50 and older, particularly among low income, underserved, and vulnerable populations. This report makes recommendations specifically for clinical settings of health care to identify those who suffer the resultant negative health impacts of social isolation and loneliness and target interventions to improve their social conditions. Social Isolation and Loneliness in Older Adults considers clinical tools and methodologies, better education and training for the health care workforce, and dissemination and implementation that will be important for translating research into practice, especially as the evidence base for effective interventions continues to flourish.