@BOOK{NAP author = "National Academy of Engineering", title = "Changing the Conversation: Messages for Improving Public Understanding of Engineering", isbn = "978-0-309-11934-4", abstract = "Can the United States continue to lead the world in innovation? The answer may hinge in part on how well the public understands engineering, a key component of the 'innovation engine'. A related concern is how to encourage young people--particularly girls and under-represented minorities--to consider engineering as a career option.\nChanging the Conversation provides actionable strategies and market-tested messages for presenting a richer, more positive image of engineering. This book presents and discusses in detail market research about what the public finds most appealing about engineering--as well as what turns the public off.\nChanging the Conversation is a vital tool for improving the public image of engineering and outreach efforts related to engineering. It will be used by engineers in professional and academic settings including informal learning environments (such as museums and science centers), engineering schools, national engineering societies, technology-based corporations that support education and other outreach to schools and communities, and federal and state agencies and labs that do or promote engineering, technology, and science.", url = "https://nap.nationalacademies.org/catalog/12187/changing-the-conversation-messages-for-improving-public-understanding-of-engineering", year = 2008, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Timothy M. Smeeding and David S. Johnson and Constance F. Citro", title = "Creating an Integrated System of Data and Statistics on Household Income, Consumption, and Wealth: Time to Build", isbn = "978-0-309-71231-6", abstract = "Many federal agencies provide data and statistics on inequality and related aspects of household income, consumption, and wealth (ICW). However, because the information provided by these agencies is often produced using different concepts, underlying data, and methods, the resulting estimates of poverty, inequality, mean and median household income, consumption, and wealth, as well as other statistics, do not always tell a consistent or easily interpretable story. Measures also differ in their accuracy, timeliness, and relevance so that it is difficult to address such questions as the effects of the Great Recession on household finances or of the Covid-19 pandemic and the ensuing relief efforts on household income and consumption. The presence of multiple, sometimes conflicting statistics at best muddies the waters of policy debates and, at worst, enable advocates with different policy perspectives to cherry-pick their preferred set of estimates. Achieving an integrated system of relevant, high-quality, and transparent household ICW data and statistics should go far to reduce disagreement about who has how much, and from what sources. Further, such data are essential to advance research on economic wellbeing and to ensure that policies are well targeted to achieve societal goals.\nCreating an Integrated System of Data and Statistics on Household Income, Consumption, and Wealth reviews the major household ICW statistics currently produced by U.S. statistical agencies and provides guidance for modernizing the information to better inform policy and research, such as understanding trends in inequality and mobility. This report provides recommendations for developing an improved 21st century data system for measuring the extent to which economic prosperity is shared by households throughout the population and for understanding how the distribution of resources is affected by government policy and economic events. ", url = "https://nap.nationalacademies.org/catalog/27333/creating-an-integrated-system-of-data-and-statistics-on-household-income-consumption-and-wealth", year = 2024, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Justin Snair and Matthew Masiello and Margaret McCarthy and Lisa Brown", title = "Building Trust in Public Health Emergency Preparedness and Response (PHEPR) Science: Proceedings of a Workshop–in Brief", abstract = "On March 29-30, 2022, the National Academies of Sciences, Engineering, and Medicine hosted a workshop aimed at examining the roles of trust and trustworthiness in the public health emergency and response (PHEPR) science enterprise - the institutions, the research process, and the researchers and practitioners - across the continuum of pre-event, event, response, and mitigation. The first day examined issues of trust in PHEPR science, where they originate, and what can be done to build and maintain trust in public health agencies. The second day shifted discussions to communication and strategies to address misinformation and ensure clear understanding of public health communications. The final session allowed workshop participants and public attendees - through an interactive Miro board session - to reflect on workshop discussions and share strategies to build public trust over the next 5 years. This Proceedings of a Workshop-in Brief summarizes the presentations and discussions that occurred at the workshop.", url = "https://nap.nationalacademies.org/catalog/26658/building-trust-in-public-health-emergency-preparedness-and-response-phepr-science", year = 2022, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Robert Pool", title = "Flying in the COVID-19 Era: Science-based Risk Assessments and Mitigation Strategies on the Ground and in the Air: Proceedings of a Workshop", isbn = "978-0-309-27524-8", abstract = "The National Academies of Sciences, Engineering, and Medicine convened a workshop on February 4th and 5th, 2021 to review the issues related to safety of passengers and employees in commercial air transportation, for domestic and international travel, during the COVID-19 pandemic. The workshop explored best practices to assess and mitigate COVID-19 transmission risks experienced during the travel chain, from the departure airport entrance to the destination airport exit. The workshop also identified areas where more research is needed to address gaps in understanding. This publication documents the presentations and discussions held during the workshop, and is presented as a synthesis of the workshop.", url = "https://nap.nationalacademies.org/catalog/26426/flying-in-the-covid-19-era-science-based-risk-assessments-and-mitigation-strategies-on-the-ground-and-in-the-air", year = 2022, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Sherrie Forrest and Michael A. Feder", title = "Climate Change Education: Goals, Audiences, and Strategies: A Workshop Summary", isbn = "978-0-309-21845-0", abstract = "The global scientific and policy community now unequivocally accepts that human activities cause global climate change. Although information on climate change is readily available, the nation still seems unprepared or unwilling to respond effectively to climate change, due partly to a general lack of public understanding of climate change issues and opportunities for effective responses. The reality of global climate change lends increasing urgency to the need for effective education on earth system science, as well as on the human and behavioral dimensions of climate change, from broad societal action to smart energy choices at the household level. \n\nThe public's limited understanding of climate change is partly the result of four critical challenges that have slowed development and delivery of effective climate change education. As one response to these challenges, Congress, in its 2009 and 2010 appropriation process, requested that the National Science Foundation (NSF) create a program in climate change education to provide funding to external grantees to improve climate change education in the United States. To support and strengthen these education initiatives, the Board on Science Education of the National Research Council (NRC) created the Climate Change Education Roundtable. The Roundtable convened two workshops. Climate Change Education Goals, Audiences, and Strategies is a summary of the discussions and presentations from the first workshop, held October 21 and 22, 2010. This report focuses on two primary topics: public understanding and decision maker support. It should be viewed as an initial step in examining the research on climate change and applying it in specific policy circumstances.", url = "https://nap.nationalacademies.org/catalog/13224/climate-change-education-goals-audiences-and-strategies-a-workshop-summary", year = 2011, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine", title = "Forum on Drug Discovery, Development, and Translation: 2010 Annual Report", abstract = "In 2010, the scientific and business landscape of drug development was fraught with continued uncertainty and risk. New paradigms for discovering and developing drugs were sought to bridge the ever-widening gap between scientific discoveries and translation of those discoveries into life-changing medications. The landscape of the drug development enterprise was increasingly global, with an attending need to address cross-border issues in the regulatory, scientific, ethical, and economic arenas.\nThe activities of the National Academies\u2019 Forum on Drug Discovery, Development, and Translation (the Forum) in 2010 reflected this dynamic environment, focusing on five critical areas:\n\n Addressing the Approach to Drug Development: Problems and Opportunities\n Promoting and Enhancing the Scientific Basis for the Regulation of Drugs\n Transforming Research and Fostering Collaborative Research\n Developing Drugs for Rare and Neglected Diseases and Addressing Urgent Global Health Problems\n Promoting Public Understanding of Drug Development\n\nFor more information, please see https:\/\/www.nationalacademies.org\/our-work\/forum-on-drug-discovery-development-and-translation.", url = "https://nap.nationalacademies.org/catalog/26111/forum-on-drug-discovery-development-and-translation-2010-annual-report", year = 2011, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Paul C. Stern and Roger E. Kasperson", title = "Facilitating Climate Change Responses: A Report of Two Workshops on Knowledge from the Social and Behavioral Sciences", isbn = "978-0-309-16032-2", abstract = "The William and Flora Hewlett Foundation, understanding the need for policy makers at the national level to entrain the behavioral and social sciences in addressing the challenges of global climate change, called on the National Research Council to organize two workshops to showcase some of the decision-relevant contributions that these sciences have already made and can advance with future efforts. The workshops focused on two broad areas: (1) mitigation (behavioral elements of a strategy to reduce the net future human influence on climate) and (2) adaptation (behavioral and social determinants of societal capacity to minimize the damage from climate changes that are not avoided).\nFacilitating Climate Change Responses documents the information presented in the workshop presentations and discussions. This material illustrates some of the ways the behavioral and social sciences can contribute to the new era of climate research.", url = "https://nap.nationalacademies.org/catalog/12996/facilitating-climate-change-responses-a-report-of-two-workshops-on", year = 2010, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academy of Engineering", title = "Messaging for Engineering: From Research to Action", isbn = "978-0-309-26180-7", abstract = "For those in the broad engineering community--those who employ, work with, and\/or educate engineers, and engineers themselves--there is no need to explain the importance and value of engineering. They understand that engineers help make the world a better place for all, that they regularly grapple with important societal and environmental issues, and that the engineering process is every bit as creative as composing a symphony or crafting a piece of art. But the situation outside the engineering community is quite different. Studies have shown that most K-12 students and teachers have a limited appreciation of all the ways that engineering makes their lives better and, furthermore, that they have little understanding of what engineers do or of the opportunities that an engineering education offers.\nMessaging for Engineering supports efforts by the engineering community to communicate more effectively about the profession and those who practice it. This report builds on the 2008 NAE publication, Changing the Conversation: Messages for Improving Public Understanding of Engineering (CTC), which presented the results of a research-based effort to develop and test new, more effective messages about engineering. \n \nThe new messages cast engineering as inherently creative and concerned with human welfare, as well as an emotionally satisfying calling. This report summarizes progress in implementing the CTC messages, but also recognizes that there is potential to galvanize additional action and thus suggests specific steps for major players in the engineering community to continue and build on progress to date. Many of the report's recommendations resulted from discussion at a December 2010 committee workshop that involved several dozen high-level decision makers representing key stakeholder groups in the engineering community. \n ", url = "https://nap.nationalacademies.org/catalog/13463/messaging-for-engineering-from-research-to-action", year = 2013, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Helen R. Quinn and Heidi A. Schweingruber and Michael A. Feder", title = "NASA's Elementary and Secondary Education Program: Review and Critique", isbn = "978-0-309-11551-3", abstract = "The federal role in precollege science, technology, engineering, and mathematics (STEM) education is receiving increasing attention in light of the need to support public understanding of science and to develop a strong scientific and technical workforce in a competitive global economy. Federal science agencies, such as the National Aeronautics and Space Administration (NASA), are being looked to as a resource for enhancing precollege STEM education and bringing more young people to scientific and technical careers.\n \nFor NASA and other federal science agencies, concerns about workforce and public understanding of science also have an immediate local dimension. The agency faces an aerospace workforce skewed toward those close to retirement and job recruitment competition for those with science and engineering degrees. In addition, public support for the agency's missions stems in part from public understanding of the importance of the agency's contributions in science, engineering, and space exploration.\n \nIn the NASA authorization act of 2005 (P.L. 109-555 Subtitle B-Education, Sec. 614) Congress directed the agency to support a review and evaluation of its precollege education program to be carried out by the National Research Council (NRC). NASA's Elementary and Secondary Education Program: Review and Critique includes recommendations to improve the effectiveness of the program and addresses these four tasks:\n1. an evaluation of the effectiveness of the overall program in meeting its defined goals and objectives;\n2. an assessment of the quality and educational effectiveness of the major components of the program, including an evaluation of the adequacy of assessment metrics and data collection requirements available for determining the effectiveness of individual projects;\n3. an evaluation of the funding priorities in the program, including a review of the funding level and trend for each major component of the program and an assessment of whether the resources made available are consistent with meeting identified goals and priorities; and\n4. a determination of the extent and effectiveness of coordination and collaboration between NASA and other federal agencies that sponsor science, technology, and mathematics education activities.", url = "https://nap.nationalacademies.org/catalog/12081/nasas-elementary-and-secondary-education-program-review-and-critique", year = 2008, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine and National Research Council", editor = "Steve Olson", title = "From Neurons to Neighborhoods: An Update: Workshop Summary", isbn = "978-0-309-20978-6", abstract = "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.\n\nTen 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.\n\nFrom 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. ", url = "https://nap.nationalacademies.org/catalog/13119/from-neurons-to-neighborhoods-an-update-workshop-summary", year = 2012, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Linda Casola", title = "Offshore Well Completion and Stimulation: Using Hydraulic Fracturing and Other Technologies: Proceedings of a Workshop", isbn = "978-0-309-49236-2", abstract = "While the public is generally aware of the use of hydraulic fracturing for unconventional resource development onshore, it is less familiar with the well completion and stimulation technologies used in offshore operations, including hydraulic fracturing, gravel packs, \"fracpacks,\" and acid stimulation. Just as onshore technologies have improved, these well completion and stimulation technologies for offshore hydrocarbon resource development have progressed over many decades. \n\nTo increase public understanding of these technologies, the National Academies of Sciences, Engineering, and Medicine established a planning committee to organize and convene a workshop on Offshore Well Completion and Stimulation: Using Hydraulic Fracturing and Other Technologies on October 2-3, 2017, in Washington, DC. This workshop examined the unique features about operating in the U.S. offshore environment, including well completion and stimulation technologies, environmental considerations and concerns, and health and safety management. Participants from across government, industry, academia, and nonprofit sectors shared their perspectives on operational and regulatory approaches to mitigating risks to the environment and to humans in the development of offshore resources. This publication summarizes the presentations and discussions from the workshop.", url = "https://nap.nationalacademies.org/catalog/25439/offshore-well-completion-and-stimulation-using-hydraulic-fracturing-and-other", year = 2019, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine", editor = "Mary Jane England and Catharyn T. Liverman and Andrea M. Schultz and Larisa M. Strawbridge", title = "Epilepsy Across the Spectrum: Promoting Health and Understanding", isbn = "978-0-309-25953-8", abstract = "Although epilepsy is one of the nation's most common neurological disorders, public understanding of it is limited. Many people do not know the causes of epilepsy or what they should do if they see someone having a seizure. Epilepsy is a complex spectrum of disorders that affects an estimated 2.2 million Americans in a variety of ways, and is characterized by unpredictable seizures that differ in type, cause, and severity. Yet living with epilepsy is about much more than just seizures; the disorder is often defined in practical terms, such as challenges in school, uncertainties about social situations and employment, limitations on driving, and questions about independent living. \nThe Institute of Medicine was asked to examine the public health dimensions of the epilepsies, focusing on public health surveillance and data collection; population and public health research; health policy, health care, and human services; and education for people with the disorder and their families, health care providers, and the public. In Epilepsy Across the Spectrum, the IOM makes recommendations ranging from the expansion of collaborative epilepsy surveillance efforts, to the coordination of public awareness efforts, to the engagement of people with epilepsy and their families in education, dissemination, and advocacy for improved care and services. Taking action across multiple dimensions will improve the lives of people with epilepsy and their families. The realistic, feasible, and action-oriented recommendations in this report can help enable short- and long-term improvements for people with epilepsy. For all epilepsy organizations and advocates, local, state, and federal agencies, researchers, health care professionals, people with epilepsy, as well as the public, Epilepsy Across the Spectrum is an essential resource.", url = "https://nap.nationalacademies.org/catalog/13379/epilepsy-across-the-spectrum-promoting-health-and-understanding", year = 2012, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Elizabeth Stallman Brown and Laurence Yeung and Keegan Sawyer", title = "Sustainable Infrastructures for Life Science Communication: Workshop Summary", isbn = "978-0-309-30193-0", abstract = "Advances in the life sciences - from the human genome to biotechnology to personalized medicine and sustainable communities - have profound implications for the well-being of society and the natural world. Improved public understanding of such scientific advances has the potential to benefit both individuals and society through enhanced quality of life and environmental protection, improved K-12 and undergraduate science education, greater understanding of human connections to the natural world, and more sustainable policies and regulations. Yet few systems of support exist to help life scientist communicators share their research with a broad range of public audiences, or engage the public in discussions about their work.\nSustainable Infrastructures for Life Science Communication is the summary of a two-part workshop convened in December 2013 and January 2014 by the National Research Council Roundtable on Public Interfaces of the Life Sciences to identify infrastructure-related barriers that inhibit or prohibit life scientists from communicating about their work and characteristics of infrastructure that facilitate or encourage scientists to engage with public audiences. The workshop featured both formal presentations and panel discussions among participants from academia, industry, journalism, the federal government, and nonprofit organizations. The presentations highlighted the motivations of and challenges to life scientist communicators, theoretical approaches to science communication, examples of different types of infrastructure to support science communication, and the need for building more sustainable science communication infrastructures. This report considers communication infrastructure across a range of life science institutions, including federal agencies, academia, industry, and nonprofit organizations and explores novel approaches to facilitate effective science communication. ", url = "https://nap.nationalacademies.org/catalog/18728/sustainable-infrastructures-for-life-science-communication-workshop-summary", year = 2014, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "Review of the Worker and Public Health Activities Program Administered by the Department of Energy and the Department of Health and Human Services", isbn = "978-0-309-10338-1", abstract = "Ever since the United States began producing and testing nuclear weapons during World War II, the effects of ionizing radiation on human health and the environment have been a serious public concern. The Worker and Public Health Activities Program was established more than 20 years ago to study the consequences of exposure to ionizing radiation and other hazardous materials from Department of Energy operations to workers and members of the surrounding communities. In 2005, the National Academies convened an expert committee to conduct a review of the Worker and Public Health Activities Program, which is operated by the Department of Health and Human Services (HHS) at Department of Energy (DOE) nuclear facilities under a Memorandum of Understanding (MOU) with DOE.\n\nReview of the Worker and Public Health Activities Program Administered by the Department of Energy and the Department of Health and Human Services concludes that the program has used sound research methods and generally has enhanced public understanding of the risks involved. However, the report recommends that more two-way communication between the agencies and workers and members of the public is needed. The report also explores the ways in which the agencies involved could develop a more coordinated, effective, and thorough evaluation of the public health concerns involved in cleanup and remediation activities at Department of Energy sites.\n ", url = "https://nap.nationalacademies.org/catalog/11805/review-of-the-worker-and-public-health-activities-program-administered-by-the-department-of-energy-and-the-department-of-health-and-human-services", year = 2006, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academy of Engineering and National Academy of Engineering", title = "Frontiers of Engineering: Reports on Leading-Edge Engineering from the 2003 NAE Symposium on Frontiers of Engineering", isbn = "978-0-309-09139-8", abstract = "This volume includes 14 papers from the National Academy of Engineering's Ninth Annual U.S. Frontiers of Engineering Symposium held in September 2003. The U.S. Frontiers meeting brings together 100 outstanding engineers (ages 30-45) to learn from their peers and discuss leading-edge technologies in a range of fields. The 2003 symposium covered these four areas: environmental engineering; fundamental limits of nanotechnology; counterterrorism technologies and infrastructure protection; and biomolecular computing. Papers in the book cover topics such as microbial mineral respiration; water-resource engineering, economics, and public policy; frontiers of silicon CMOS technology; molecular electronics; biological counterterrorism technologies; Internet security; DNA computing by self-assembly; and challenges in programming living cells, among others. A talk by Aerospace Corp. president and CEO William F. Ballhaus, Jr. titled The Most Important Lessons You Didn't Learn in Engineering School is also included in the volume. Appendixes include summaries of the breakout session discussion that focused on public understanding of engineering, information about the contributors, the symposium program, and a list of the meeting participants. The book is the ninth in a series covering the topics of the U.S. Frontiers of Engineering meetings. \n", url = "https://nap.nationalacademies.org/catalog/10926/frontiers-of-engineering-reports-on-leading-edge-engineering-from-the", year = 2004, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "Lessons and Legacies of International Polar Year 2007-2008", isbn = "978-0-309-25203-4", abstract = "International Polar Year 2007-2008 (IPY) was an intense, coordinated field campaign of observations, research, and analysis. It was the largest, most comprehensive campaign ever mounted to explore Earth's polar domains. Legacies and Lessons of the International Polar Year 2007-2008 summarizes how IPY engaged the public to communicate the relevance of polar research to the entire planet, strengthened connections with the Indigenous people of the Arctic, and established new observational networks.\nLegacies and Lessons of the International Polar Year 2007-2008 also addresses the objectives articulated for IPY in the 2004 National Research Council report, A Vision for International Polar Year (NRC, 2004). These objectives include: suggestions for scientific communities and agencies to use the IPY to initiate a sustained effort aimed at assessing large-scale environmental change and variability in the polar regions, the need to explore new scientific frontiers from the molecular to the planetary scale, investment in critical infrastructure and technology to guarantee that IPY 2007-2008 leaves enduring benefits for the nation and for the residents of northern regions, as well as increase public understanding of the importance of polar regions in the global system.\nLegacies and Lessons of the International Polar Year 2007-2008 explains how activities at both poles led to scientific discoveries that provided a step change in scientific understanding and helped translate scientific knowledge into policy-relevant information. At a time when the polar regions are undergoing a transformation from an icy wilderness to a new zone for human affairs, these insights could not be more timely or more relevant. From outreach activities that engaged the general public to projects that brought researchers from multiple disciplines and several nations together, the legacies of IPY extend far beyond the scientific results achieved, and valuable lessons learned from the process will guide future endeavors of similar magnitude.", url = "https://nap.nationalacademies.org/catalog/13321/lessons-and-legacies-of-international-polar-year-2007-2008", year = 2012, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "Induced Seismicity Potential in Energy Technologies", isbn = "978-0-309-25367-3", abstract = "In the past several years, some energy technologies that inject or extract fluid from the Earth, such as oil and gas development and geothermal energy development, have been found or suspected to cause seismic events, drawing heightened public attention. \nAlthough only a very small fraction of injection and extraction activities among the hundreds of thousands of energy development sites in the United States have induced seismicity at levels noticeable to the public, understanding the potential for inducing felt seismic events and for limiting their occurrence and impacts is desirable for state and federal agencies, industry, and the public at large. To better understand, limit, and respond to induced seismic events, work is needed to build robust prediction models, to assess potential hazards, and to help relevant agencies coordinate to address them.\nInduced Seismicity Potential in Energy Technologies identifies gaps in knowledge and research needed to advance the understanding of induced seismicity; identify gaps in induced seismic hazard assessment methodologies and the research to close those gaps; and assess options for steps toward best practices with regard to energy development and induced seismicity potential.", url = "https://nap.nationalacademies.org/catalog/13355/induced-seismicity-potential-in-energy-technologies", year = 2013, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Joe Alper and Julie Liao", title = "Integrating Public and Ecosystem Health Systems to Foster Resilience: A Workshop to Identify Research to Bridge the Knowledge-to-Action Gap: Proceedings of a Workshop", isbn = "978-0-309-70051-1", abstract = "Ecosystems form the foundation upon which society can survive and thrive, providing food, water, air, materials, and recreation. These connections between people and their environments are under stress from human-driven climate change, pollution, resource exploitation, and other actions that may have implications for public health. The integral connection between nature and human health is recognized and has been explored through different bodies of work; however, because of the breadth of this issue, many implications regarding public health are not well characterized. This has created a gap in understanding the interconnections between public health and ecosystem health systems and how ecosystem resiliency may affect public health.\nTo inform the development of a research agenda aimed at bridging the knowledge-to-action gap related to integrating public and ecological health to foster resilience, the National Academies of Sciences, Engineering, and Medicine held a workshop across three days that brought together interdisciplinary researchers and practitioners from the public health, natural resource management, and environmental protection communities to exchange knowledge, discuss critical gaps in understanding and practice, and identify promising research that could support the development of domestic and international policy and practice. Day 1 of the workshop, held on September 19, 2022, addressed the following question: What has been learned about how to integrate public health and nature into research, policy, and practice to foster resilience? Days 2 and 3, held on September 29 and 30, 2022, explored advancement opportunities in transdisciplinary and community-engaged scholarship to improve integration of public health and nature and inform policy and practice and opportunities to bridge the knowledge-to-action gap with strategies to translate knowledge into policy and practice. This publication summarizes the presentation and discussion of the workshop.", url = "https://nap.nationalacademies.org/catalog/26896/integrating-public-and-ecosystem-health-systems-to-foster-resilience-a-workshop-to-identify-research-to-bridge-the-knowledge-to-action-gap", year = 2023, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academy of Engineering and National Research Council", editor = "Linda Katehi and Greg Pearson and Michael Feder", title = "Engineering in K-12 Education: Understanding the Status and Improving the Prospects", isbn = "978-0-309-13778-2", abstract = "Engineering education in K-12 classrooms is a small but growing phenomenon that may have implications for engineering and also for the other STEM subjects\u2014science, technology, and mathematics. Specifically, engineering education may improve student learning and achievement in science and mathematics, increase awareness of engineering and the work of engineers, boost youth interest in pursuing engineering as a career, and increase the technological literacy of all students. The teaching of STEM subjects in U.S. schools must be improved in order to retain U.S. competitiveness in the global economy and to develop a workforce with the knowledge and skills to address technical and technological issues.\n\nEngineering in K-12 Education reviews the scope and impact of engineering education today and makes several recommendations to address curriculum, policy, and funding issues. The book also analyzes a number of K-12 engineering curricula in depth and discusses what is known from the cognitive sciences about how children learn engineering-related concepts and skills.\n\nEngineering in K-12 Education will serve as a reference for science, technology, engineering, and math educators, policy makers, employers, and others concerned about the development of the country's technical workforce. The book will also prove useful to educational researchers, cognitive scientists, advocates for greater public understanding of engineering, and those working to boost technological and scientific literacy.\n ", url = "https://nap.nationalacademies.org/catalog/12635/engineering-in-k-12-education-understanding-the-status-and-improving", year = 2009, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP title = "", url = "", year = , publisher = "The National Academies Press", address = "Washington, DC" }