@BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Joe Alper", title = "Community-Based Health Literacy Interventions: Proceedings of a Workshop", isbn = "978-0-309-46667-7", abstract = "In its landmark report, Health Literacy: A Prescription to End Confusion, the Institute of Medicine noted that there are 90 million adults in the United States with limited health literacy who cannot fully benefit from what the health and health care systems have to offer. Since the release of that report, health literacy has become a vibrant research field that has developed and disseminated a wide range of tools and practices that have helped organizations, ranging in size from large health care systems to individual health care providers and pharmacists, to engage in health literate discussions with and provide health literate materials for patients and family members. Improving the health literacy of organizations can be an important component of addressing the social determinants of health and achieving the triple aim of improving the patient experience, improving the health of populations, and reducing the cost of care. However, the focus on organizations does not address the larger issue of how to improve health literacy across the U.S. population. \n\nTo get a better understanding of the state of community-based health literacy interventions, the Roundtable on Health Literacy hosted a workshop on July 19, 2017 on community-based health literacy interventions. It featured examples of community-based health literacy programs, discussions on how to evaluate such programs, and the actions the field can take to embrace this larger view of health literacy. This publication summarizes the presentations and discussions from the workshop.", url = "https://nap.nationalacademies.org/catalog/24917/community-based-health-literacy-interventions-proceedings-of-a-workshop", year = 2018, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Emily A. Callahan", title = "Targeting Structures, Communications, and Beliefs to Advance Practical Strategies for Obesity Solutions: Proceedings of a Workshop–in Brief", url = "https://nap.nationalacademies.org/catalog/26681/targeting-structures-communications-and-beliefs-to-advance-practical-strategies-for-obesity-solutions", year = 2022, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "Treating Infectious Diseases in a Microbial World: Report of Two Workshops on Novel Antimicrobial Therapeutics", isbn = "978-0-309-10056-4", abstract = "Humans coexist with millions of harmless microorganisms, but emerging diseases, resistance to antibiotics, and the threat of bioterrorism are forcing scientists to look for new ways to confront the microbes that do pose a danger. This report identifies innovative approaches to the development of antimicrobial drugs and vaccines based on a greater understanding of how the human immune system interacts with both good and bad microbes. The report concludes that the development of a single superdrug to fight all infectious agents is unrealistic.\n", url = "https://nap.nationalacademies.org/catalog/11471/treating-infectious-diseases-in-a-microbial-world-report-of-two", year = 2006, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Paul A. Volberding and Carol Mason Spicer and Tom Cartaxo and Roberta A. Wedge", title = "Selected Heritable Disorders of Connective Tissue and Disability", isbn = "978-0-309-27553-8", abstract = "Heritable disorders of connective tissue (HDCTs) are a diverse group of inherited genetic disorders and subtypes. Because connective tissue is found throughout the body, the impairments associated with HDCTs manifest in multiple body systems and may change or vary in severity throughout an affected individual's lifetime. In some cases, these impairments may be severe enough to qualify an eligible child or adult for monetary benefits through the U.S. Social Security Administration's (SSA's) Social Security Disability Insurance or Supplemental Security Income program. SSA asked the National Academies of Sciences, Engineering, and Medicine to convene an expert committee that would provide current information regarding the diagnosis, treatment, and prognosis of selected HDCTs, including Marfan syndrome and the Ehlers-Danlos syndromes, and the effect of the disorders and their treatment on functioning. The resulting report, Selected Heritable Disorders of Connective Tissue and Disability, presents the committee's findings and conclusions.", url = "https://nap.nationalacademies.org/catalog/26431/selected-heritable-disorders-of-connective-tissue-and-disability", year = 2022, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Sammantha L. Magsino", title = "Applications of Social Network Analysis for Building Community Disaster Resilience: Workshop Summary", isbn = "978-0-309-14094-2", abstract = "Social Network Analysis (SNA) is the identification of the relationships and attributes of members, key actors, and groups that social networks comprise. The National Research Council, at the request of the Department of Homeland Security, held a two-day workshop on the use of SNA for the purpose of building community disaster resilience. The workshop, summarized in this volume, was designed to provide guidance to the DHS on a potential research agenda that would increase the effectiveness of SNA for improving community disaster resilience. \nThe workshop explored the state of the art in SNA and its applications in the identification, construction, and strengthening of networks within U.S. communities. Workshop participants discussed current work in SNA focused on characterizing networks; the theories, principles and research applicable to the design or strengthening of networks; the gaps in knowledge that prevent the application of SNA to the construction of networks; and research areas that could fill those gaps. Elements of a research agenda to support the design, development, and implementation of social networks for the specific purpose of strengthening community resilience against natural and human-made disasters were discussed.\n\n\n ", url = "https://nap.nationalacademies.org/catalog/12706/applications-of-social-network-analysis-for-building-community-disaster-resilience", year = 2009, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", title = "Review of the U.S. Global Change Research Program's Update to the Strategic Plan Document", isbn = "978-0-309-43746-2", abstract = "The Update to the Strategic Plan (USP) is a supplement to the Ten-Year Strategic Plan of the U.S. Global Change Research Program (USGCRP) completed in 2012. The Strategic Plan sets out a research program guiding thirteen federal agencies in accord with the Global Change Research Act of 1990. This report reviews whether USGCRP\u2019s efforts to achieve its goals and objectives, as documented in the USP, are adequate and responsive to the Nation\u2019s needs, whether the priorities for continued or increased emphasis are appropriate, and if the written document communicates effectively, all within a context of the history and trajectory of the Program. \n", url = "https://nap.nationalacademies.org/catalog/23396/review-of-the-us-global-change-research-programs-update-to-the-strategic-plan-document", year = 2016, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine and National Research Council", editor = "Margie Patlak", title = "Harvesting the Scientific Investment in Prevention Science to Promote Children's Cognitive, Affective, and Behavioral Health: Workshop Summary", isbn = "978-0-309-31316-2", abstract = "Over the past few decades there have been major successes in creating evidence-based interventions to improve the cognitive, affective, and behavioral health of children. Many of these interventions have been put into practice at the local, state, or national level. To reap what has been learned from such implementation, and to explore how new legislation and policies as well as advances in technology and analytical methods can help drive future implementation, the Institute of Medicine-National Research Council Forum on Promoting Children's Cognitive, Affective, and Behavioral Health held the workshop \"Harvesting the Scientific Investment in Prevention Science to Promote Children's Cognitive, Affective, and Behavioral Health\" in Washington, DC, on June 16 and 17, 2014.\nThe workshop featured panel discussions of system-level levers and blockages to the broad implementation of interventions with fidelity, focusing on policy, finance, and method science; the role of scientific norms, implementation strategies, and practices in care quality and outcomes at the national, state, and local levels; and new methodological directions. The workshop also featured keynote presentations on the role of economics and policy in scaling interventions for children's behavioral health, and making better use of evidence to design informed and more efficient children's mental health systems. Harvesting the Scientific Investment in Prevention Science to Promote Children's Cognitive, Affective, and Behavioral Health summarizes the presentations and discussion of the workshop.", url = "https://nap.nationalacademies.org/catalog/18964/harvesting-the-scientific-investment-in-prevention-science-to-promote-childrens-cognitive-affective-and-behavioral-health", year = 2015, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Alexis Wojtowicz and Kathleen Stratton and Tracy A. Lieu", title = "Closing Evidence Gaps in Clinical Prevention", isbn = "978-0-309-26957-5", abstract = "Closing Evidence Gaps in Clinical Prevention, a new consensus study report from the National Academies of Sciences, Engineering, and Medicine's Board on Population Health and Public Health Practice, evaluates evidence gaps in clinical prevention recommendations described by the United States Preventive Services Task Force and other clinical practice guideline developers and presents a taxonomy of these evidence gaps for future use. This report aims to improve the coordination of efforts to describe and communicate priority evidence gaps among funders and researchers. It also proposes new opportunities for collaboration among researchers, funders, and guideline developers to accelerate research that could close evidence gaps.\nThe authoring committee has also developed an interactive graphic that can be used as a workflow diagram for implementing the taxonomy. This workflow walks users through reviewing evidence, characterizing evidence gaps using relevant taxonomies, and developing a research agenda. Click here to view and engage with the interactive graphic. ", url = "https://nap.nationalacademies.org/catalog/26351/closing-evidence-gaps-in-clinical-prevention", year = 2022, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Erin Balogh and Megan Snair and Sharyl Nass", title = "Advancing Progress in Cancer Prevention and Risk Reduction: Proceedings of a Workshop", isbn = "978-0-309-70285-0", abstract = "The National Academies National Cancer Policy Forum hosted a Summer 2022 workshop to explore the current state of knowledge regarding risk factors for cancer and best practices for cancer prevention and risk reduction interventions. Speakers reviewed the current evidence base, examined best practices and innovative approaches for clinic- and population-based cancer prevention, and discussed strategies to promote effective communication about cancer prevention. This Proceedings of a Workshop summarizes the discussions held during the workshop. This workshop is the second in a series examining policy issues in cancer prevention and cancer screening. The first workshop, which took place in 2020, focused on advancing the development and implementation of effective, high-quality cancer screening.", url = "https://nap.nationalacademies.org/catalog/27026/advancing-progress-in-cancer-prevention-and-risk-reduction-proceedings-of", year = 2023, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Transportation Research Board and National Academies of Sciences, Engineering, and Medicine", editor = "John Wilhelmi and Kaila Stein and Matthew Mitchell", title = "Airport Lessons Learned from the COVID-19 Pandemic", abstract = "During the COVID-19 pandemic, airports faced challenges such as implementing health protocols, accessing trusted information, accommodating social distancing, and using effective technologies to control the spread of the virus. Public health officials interviewed for this report acknowledged a potential conflict between sustaining airport operations and promoting travel on the one hand and the need to implement certain health protocols to prevent disease transmission on the other. They also noted that public health governance structures vary from one state to the next, which can affect how COVID-19 response efforts are carried out.\nACRP Research Report 253: Airport Lessons Learned from the COVID-19 Pandemic, from TRB's Airport Cooperative Research Program, is intended as a resource for continued response to COVID-19 and future communicable disease outbreaks. The report summarizes 124 interviews with representatives from 127 airports of all sizes and regions.", url = "https://nap.nationalacademies.org/catalog/27075/airport-lessons-learned-from-the-covid-19-pandemic", year = 2023, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Lisa Bain and Noam I. Keren and Clare Stroud", title = "Developing Multimodal Therapies for Brain Disorders: Proceedings of a Workshop", isbn = "978-0-309-45026-3", abstract = "Multimodal therapy approaches that combine interventions aimed at different aspects of disease are emerging as potential\u2014and perhaps essential\u2014ways to enhance clinical outcomes for patients with psychiatric and neurological disorders. In order to examine the general principles underlying multimodal therapies and to explore challenges, potential barriers, and opportunities for their development, the National Academies of Sciences, Engineering, and Medicine convened a workshop in June 2016. Participants explored scientific, clinical, regulatory, and reimbursement issues related to multimodal approaches and potential opportunities to enhance clinical outcomes for individuals with nervous system disorders. This publication summarizes the presentations and discussions from the workshop.", url = "https://nap.nationalacademies.org/catalog/23657/developing-multimodal-therapies-for-brain-disorders-proceedings-of-a-workshop", year = 2017, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "David A. Savitz and Katherine M. Delaney", title = "Complementary Feeding Interventions for Infants and Young Children Under Age 2: Scoping of Promising Interventions to Implement at the Community or State Level", isbn = "978-0-309-71017-6", abstract = "Complementary feeding refers to the introduction of foods other than human milk or formula to an infants diet. In response to a request from the Centers for Disease Control and Prevention, the National Academies Health and Medicine Division convened the Committee on Complementary Feeding Interventions for Infants and Young Children under Age 2 to conduct a consensus study scoping review of peer-reviewed literature and other publicly available information on interventions addressing complementary feeding of infants and young children. The interventions studied took place in the U.S. and other high-income country health care systems; early care and education settings; university cooperative extension programs; the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC); home visiting programs; and other settings. This consensus study report summarizes evidence and provides information on interventions that could be scaled up or implemented at a community or state level.", url = "https://nap.nationalacademies.org/catalog/27239/complementary-feeding-interventions-for-infants-and-young-children-under-age-2", year = 2023, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Steven Olson and Adam P. Fagen", title = "Understanding Interventions That Encourage Minorities to Pursue Research Careers: Summary of a Workshop", isbn = "978-0-309-11226-0", url = "https://nap.nationalacademies.org/catalog/12022/understanding-interventions-that-encourage-minorities-to-pursue-research-careers-summary", year = 2007, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine", editor = "Leslie Pray and Ann Yaktine", title = "Nanotechnology in Food Products: Workshop Summary", isbn = "978-0-309-13772-0", abstract = "In the food industry, scientists are exploring the potential of nanotechnology to enhance the flavor and other sensory characteristics of foods, introduce antibacterial nanostructures into food packaging and encapsulate and deliver nutrients directly into targeted tissues, among other applications. \n\nHowever, as with any new technology, along with the benefits, there is the potential for unanticipated adverse effects. There is still a great deal to learn about any health outcomes related to introducing nanosized materials into foods and food packaging materials. Developing nanotechnology into a safe, effective tool for use in food science and technology will require addressing these and other questions. Assuring consumer confidence will be equally important to the success of this new emerging technology. \n\nThe Institute of Medicine held a one-day workshop, summarized in this volume, to further explore the use of nanotechnology in food. Specifically, the workshop was organized around three primary topic areas: (1) the application of nanotechnology to food products; (2) the safety and efficacy of nanomaterials in food products; and (3) educating and informing consumers about the applications of nanotechnology to food products.", url = "https://nap.nationalacademies.org/catalog/12633/nanotechnology-in-food-products-workshop-summary", year = 2009, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Richard J. Shavelson and Lisa Towne", title = "Scientific Research in Education", isbn = "978-0-309-08291-4", abstract = "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\u2014now codified in the federal law that authorizes the bulk of elementary and secondary education programs\u2014have 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. \nScientific 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\u2014including education research\u2014develops 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.\n", url = "https://nap.nationalacademies.org/catalog/10236/scientific-research-in-education", year = 2002, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine", editor = "Jill Eden and Ben Wheatley and Barbara McNeil and Harold Sox", title = "Knowing What Works in Health Care: A Roadmap for the Nation", isbn = "978-0-309-11356-4", abstract = "There is currently heightened interest in optimizing health care through the generation of new knowledge on the effectiveness of health care services. The United States must substantially strengthen its capacity for assessing evidence on what is known and not known about \"what works\" in health care. Even the most sophisticated clinicians and consumers struggle to learn which care is appropriate and under what circumstances. Knowing What Works in Health Care looks at the three fundamental health care issues in the United States\u2014setting priorities for evidence assessment, assessing evidence (systematic review), and developing evidence-based clinical practice guidelines\u2014and how each of these contributes to the end goal of effective, practical health care systems. This book provides an overall vision and roadmap for improving how the nation uses scientific evidence to identify the most effective clinical services. Knowing What Works in Health Care gives private and public sector firms, consumers, health care professionals, benefit administrators, and others the authoritative, independent information required for making essential informed health care decisions.", url = "https://nap.nationalacademies.org/catalog/12038/knowing-what-works-in-health-care-a-roadmap-for-the", year = 2008, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Joan Herman and Margaret Hilton", title = "Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies", isbn = "978-0-309-45605-0", abstract = "The importance of higher education has never been clearer. Educational attainment\u2014the number of years a person spends in school\u2014strongly predicts adult earnings, as well as health and civic engagement. Yet relative to other developed nations, educational attainment in the United States is lagging, with young Americans who heretofore led the world in completing postsecondary degrees now falling behind their global peers. As part of a broader national college completion agenda aimed at increasing college graduation rates, higher education researchers and policy makers are exploring the role of intrapersonal and interpersonal competencies in supporting student success.\nSupporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies identifies 8 intrapersonal competencies (competencies involving self-management and positive self-evaluation) that can be developed through interventions and appear to be related to persistence and success in undergraduate education. The report calls for further research on the importance of these competencies for college success, reviews current assessments of them and establishes priorities for the use of current assessments, and outlines promising new approaches for improved assessments.", url = "https://nap.nationalacademies.org/catalog/24697/supporting-students-college-success-the-role-of-assessment-of-intrapersonal", year = 2017, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Adam Gamoran and Kenne Dibner", title = "The Future of Education Research at IES: Advancing an Equity-Oriented Science", isbn = "978-0-309-27539-2", abstract = "In 2002 Congress passed the Education Sciences Reform Act of 2002 (ESRA), authorizing the creation of the Institute of Education Sciences (IES) as the research, evaluation, statistics, and assessment arm of the Department of Education, and crystallizing the federal government's commitment to providing national leadership in expanding fundamental knowledge and understanding of education from early childhood through postsecondary study. IES shares information on the condition and progress of education in the United States, including early childhood education and special education; educational practices that support learning and improve academic achievement and access to educational opportunities for all students; and the effectiveness of federal and other education programs.\nIn response to a request from the Institute of Education Sciences, this report provides guidance on the future of education research at the National Center for Education Research and the National Center for Special Education Research, two centers directed by IES. This report identifies critical problems and issues, new methods and approaches, and new and different kinds of research training investments. ", url = "https://nap.nationalacademies.org/catalog/26428/the-future-of-education-research-at-ies-advancing-an-equity", year = 2022, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine", editor = "Christine Coussens", title = "Global Environmental Health: Research Gaps and Barriers for Providing Sustainable Water, Sanitation, and Hygiene Services: Workshop Summary", isbn = "978-0-309-13179-7", abstract = "The issues surrounding water services are some of the most critical challenges facing not only the United States, but also the global community today. The Roundtable on Environmental Health Sciences, Research, and Medicine of the Institute of Medicine convened a workshop in October 2007, summarized in this volume, to address objectives related to Sustainable Water, Sanitation, and Hygiene Services.\n\nOne of the objectives of the workshop was to think about the interdependence of environmental health and human health as connected through water. Organizations cannot discuss water without considering the interrelationship of sanitation and hygiene. It is the convergence of these strategies that promotes healthy outcomes for both individuals and the environment. \n\nA second objective of the workshop was to consider how planning, management, and interdisciplinary approaches-including technology, social behavioral issues, gender, health, environment, economic, and political aspects-can be integrated to arrive at sustainable solutions. Many organizations and agencies are trying to forge a path toward sustainable practices in water, but the various sectors utilizing and governing water services are not interconnected. More integration and a greater understanding of holistic approaches are needed. \n ", url = "https://nap.nationalacademies.org/catalog/12597/global-environmental-health-research-gaps-and-barriers-for-providing-sustainable", year = 2009, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academy of Engineering", editor = "Rachelle D. Hollander", title = "The Climate Change Educational Partnership: Climate Change, Engineered Systems, and Society: A Report of Three Workshops", isbn = "978-0-309-31275-2", abstract = "Societies develop engineered systems to address or mediate climate-related problems, such as drought, sea-level rise or wildfire control; the mediation involves public trust, public engagement, and governance. In these efforts, societies also decide - intentionally or implicitly - questions of justice and sustainability, such as what areas will receive mediation measures, what types of measures will be used, and what levels and kinds of local impacts are tolerated.\nIn September 2010, the Center for Engineering, Ethics, and Society at the National Academy of Engineering began working with four other partners on a Climate Change Educational Partnership Phase I planning grant from the National Science Foundation. The project focused on defining and characterizing the societal and pedagogical challenges posed by the interactions of climate change, engineered systems and society, and identifying the educational efforts that a network could use to enable engineers, teachers, students, policymakers, and the public to meet the challenges. The project also aimed to build awareness of the complexities among a diverse set of communities affected by climate change and engineered systems and to engage the communities in addressing these challenges.\nThe Climate Change Educational Partnership is the summary of three workshops convened over the course of the grant on the interactions of climate change with engineered systems in society and the educational efforts needed to address them. The first workshop provided the partners with an introduction to the varied social and technical dimensions found in the relationships among climate, engineered systems, and society. The second workshop built on the common language developed in the first. It allowed the partners to expand involvement in the project to include representatives from community and tribal colleges, professional societies and business. It examined the opportunities and challenges for formal and informal education, particularly in engineering classrooms and science museums, to prepare students and citizens to address these issues. The third workshop allowed the partners to broaden further the discussion and the audience. It solicited participation from government officials, Native American tribal representatives, professional society leaders, as well as educators, artists, scientists, and engineers who are developing programs that can manage change and educate students and citizens in ways that foster their leadership skills. The Climate Change Educational Partnership will be a useful resource to engineers, educators, corporate leaders, local and regional officials, members of professional societies, and others in their efforts to understand and address the challenges of climate change and its societal impacts.\n", url = "https://nap.nationalacademies.org/catalog/18957/the-climate-change-educational-partnership-climate-change-engineered-systems-and", year = 2014, publisher = "The National Academies Press", address = "Washington, DC" }