@BOOK{NAP author = "National Research Council", editor = "Judith Anderson Koenig", title = "Assessing 21st Century Skills: Summary of a Workshop", isbn = "978-0-309-21790-3", abstract = "The routine jobs of yesterday are being replaced by technology and\/or shipped off-shore. In their place, job categories that require knowledge management, abstract reasoning, and personal services seem to be growing. The modern workplace requires workers to have broad cognitive and affective skills. Often referred to as \"21st century skills,\" these skills include being able to solve complex problems, to think critically about tasks, to effectively communicate with people from a variety of different cultures and using a variety of different techniques, to work in collaboration with others, to adapt to rapidly changing environments and conditions for performing tasks, to effectively manage one's work, and to acquire new skills and information on one's own.\nThe National Research Council (NRC) has convened two prior workshops on the topic of 21st century skills. The first, held in 2007, was designed to examine research on the skills required for the 21st century workplace and the extent to which they are meaningfully different from earlier eras and require corresponding changes in educational experiences. The second workshop, held in 2009, was designed to explore demand for these types of skills, consider intersections between science education reform goals and 21st century skills, examine models of high-quality science instruction that may develop the skills, and consider science teacher readiness for 21st century skills. The third workshop was intended to delve more deeply into the topic of assessment. The goal for this workshop was to capitalize on the prior efforts and explore strategies for assessing the five skills identified earlier. The Committee on the Assessment of 21st Century Skills was asked to organize a workshop that reviewed the assessments and related research for each of the five skills identified at the previous workshops, with special attention to recent developments in technology-enabled assessment of critical thinking and problem-solving skills. In designing the workshop, the committee collapsed the five skills into three broad clusters as shown below:\n\n Cognitive skills: nonroutine problem solving, critical thinking, systems thinking\n Interpersonal skills: complex communication, social skills, team-work, cultural sensitivity, dealing with diversity\n Intrapersonal skills: self-management, time management, self-development, self-regulation, adaptability, executive functioning\n\nAssessing 21st Century Skills provides an integrated summary of the presentations and discussions from both parts of the third workshop.", url = "https://nap.nationalacademies.org/catalog/13215/assessing-21st-century-skills-summary-of-a-workshop", year = 2011, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Cherie Chauvin", title = "Threatening Communications and Behavior: Perspectives on the Pursuit of Public Figures", isbn = "978-0-309-18670-4", abstract = "Today's world of rapid social, technological, and behavioral change provides new opportunities for communications with few limitations of time and space. Through these communications, people leave behind an ever-growing collection of traces of their daily activities, including digital footprints provided by text, voice, and other modes of communication. Meanwhile, new techniques for aggregating and evaluating diverse and multimodal information sources are available to security services that must reliably identify communications indicating a high likelihood of future violence.\nIn the context of this changed and changing world of communications and behavior, the Board on Behavioral, Cognitive, and Sensory Sciences of the National Research Council presents this volume of three papers as one portion of the vast subject of threatening communications and behavior. The papers review the behavioral and social sciences research on the likelihood that someone who engages in abnormal and\/or threatening communications will actually then try to do harm. The focus is on how the scientific knowledge can inform and advance future research on threat assessments, in part by considering the approaches and techniques used to analyze communications and behavior in the dynamic context of today's world.\nThe papers in the collection were written within the context of protecting high-profile public figures from potential attach or harm. The research, however, is broadly applicable to U.S. national security including potential applications for analysis of communications from leaders of hostile nations and public threats from terrorist groups. This work highlights the complex psychology of threatening communications and behavior, and it offers knowledge and perspectives from multiple domains that contribute to a deeper understanding of the value of communications in predicting and preventing violent behaviors.", url = "https://nap.nationalacademies.org/catalog/13091/threatening-communications-and-behavior-perspectives-on-the-pursuit-of-public", year = 2011, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Michael Hout and Stuart W. Elliott", title = "Incentives and Test-Based Accountability in Education", isbn = "978-0-309-12814-8", abstract = "In recent years there have been increasing efforts to use accountability systems based on large-scale tests of students as a mechanism for improving student achievement. The federal No Child Left Behind Act (NCLB) is a prominent example of such an effort, but it is only the continuation of a steady trend toward greater test-based accountability in education that has been going on for decades. Over time, such accountability systems included ever-stronger incentives to motivate school administrators, teachers, and students to perform better. \nIncentives and Test-Based Accountability in Education reviews and synthesizes relevant research from economics, psychology, education, and related fields about how incentives work in educational accountability systems. The book helps identify circumstances in which test-based incentives may have a positive or a negative impact on student learning and offers recommendations for how to improve current test-based accountability policies. The most important directions for further research are also highlighted. \nFor the first time, research and theory on incentives from the fields of economics, psychology, and educational measurement have all been pulled together and synthesized. Incentives and Test-Based Accountability in Education will inform people about the motivation of educators and students and inform policy discussions about NCLB and state accountability systems. Education researchers, K-12 school administrators and teachers, as well as graduate students studying education policy and educational measurement will use this book to learn more about the motivation of educators and students. Education policy makers at all levels of government will rely on this book to inform policy discussions about NCLB and state accountability systems.", url = "https://nap.nationalacademies.org/catalog/12521/incentives-and-test-based-accountability-in-education", year = 2011, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Robert Pool", title = "Sociocultural Data to Accomplish Department of Defense Missions: Toward a Unified Social Framework: Workshop Summary", isbn = "978-0-309-18516-5", abstract = "Sociocultural Data to Accomplish Department of Defense Missions: Toward a Unified Social Framework summarizes presentations and discussions that took place on August 16-17, 2010, at a National Research Council public workshop sponsored by the Office of Naval Research. The workshop addressed the variables and complex interaction of social and cultural factors that influence human behavior, focusing on potential applications to the full spectrum of military operations. \nThe workshop's keynote address by Major General Michael T. Flynn, U.S. Army, provided critical context about the cultural situation and needs of the military operating in Afghanistan. Additional presentations were divided into four panels to address the diverse missions encountered by the U.S. military worldwide. The workshop concluded with a final panel to discuss the strengths and weaknesses of different methods of acquiring and using relevant data and knowledge to accomplish these missions. The panel topics and presenters are listed below:\n\n Conflict Is Local: Mapping the Sociocultural Terrain David Kennedy, Hsinchun Chen, and Kerry Patton\n Bridging Sociocultural Gaps in Cooperative Relationships Robert Rubinstein, Alan Fiske, and Donal Carbaugh\n Building Partner Capacity with Sociocultural Awareness Jeffrey Sanchez-Burks and Shinobu Kitayama\n The Art of Sociocultural Persuasion Jeanne Brett, James Dillard, and Brant R. Burleson\n Tools, Methods, Frameworks, and Models Mark Bevir, Laura A. McNamara, Robert G. Sargent, and Jessica Glicken Turnley\n", url = "https://nap.nationalacademies.org/catalog/13077/sociocultural-data-to-accomplish-department-of-defense-missions-toward-a", year = 2011, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Margaret A. Honey and Margaret L. Hilton", title = "Learning Science Through Computer Games and Simulations", isbn = "978-0-309-18523-3", abstract = "At a time when scientific and technological competence is vital to the nation's future, the weak performance of U.S. students in science reflects the uneven quality of current science education. Although young children come to school with innate curiosity and intuitive ideas about the world around them, science classes rarely tap this potential. Many experts have called for a new approach to science education, based on recent and ongoing research on teaching and learning. In this approach, simulations and games could play a significant role by addressing many goals and mechanisms for learning science: the motivation to learn science, conceptual understanding, science process skills, understanding of the nature of science, scientific discourse and argumentation, and identification with science and science learning. \nTo explore this potential, Learning Science: Computer Games, Simulations, and Education, reviews the available research on learning science through interaction with digital simulations and games. It considers the potential of digital games and simulations to contribute to learning science in schools, in informal out-of-school settings, and everyday life. The book also identifies the areas in which more research and research-based development is needed to fully capitalize on this potential.\nLearning Science will guide academic researchers; developers, publishers, and entrepreneurs from the digital simulation and gaming community; and education practitioners and policy makers toward the formation of research and development partnerships that will facilitate rich intellectual collaboration. Industry, government agencies and foundations will play a significant role through start-up and ongoing support to ensure that digital games and simulations will not only excite and entertain, but also motivate and educate.\n\n ", url = "https://nap.nationalacademies.org/catalog/13078/learning-science-through-computer-games-and-simulations", year = 2011, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine", editor = "Cori Vancheri", title = "Innovations in Health Literacy Research: Workshop Summary", isbn = "978-0-309-16185-5", abstract = "Nearly nine out of 10 adults have difficulty using everyday health information to make good health decisions. The Institute of Medicine (IOM) Roundtable on Health Literacy held a meeting on May 27, 2010, to explore areas for research in health literacy, the relationship between health literacy and health disparities, and ways to apply information technology to improve health literacy.", url = "https://nap.nationalacademies.org/catalog/13016/innovations-in-health-literacy-research-workshop-summary", year = 2011, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Natalie Nielsen", title = "Promising Practices in Undergraduate Science, Technology, Engineering, and Mathematics Education: Summary of Two Workshops", isbn = "978-0-309-18723-7", abstract = "Numerous teaching, learning, assessment, and institutional innovations in undergraduate science, technology, engineering, and mathematics (STEM) education have emerged in the past decade. Because virtually all of these innovations have been developed independently of one another, their goals and purposes vary widely. Some focus on making science accessible and meaningful to the vast majority of students who will not pursue STEM majors or careers; others aim to increase the diversity of students who enroll and succeed in STEM courses and programs; still other efforts focus on reforming the overall curriculum in specific disciplines. In addition to this variation in focus, these innovations have been implemented at scales that range from individual classrooms to entire departments or institutions. \n\nBy 2008, partly because of this wide variability, it was apparent that little was known about the feasibility of replicating individual innovations or about their potential for broader impact beyond the specific contexts in which they were created. The research base on innovations in undergraduate STEM education was expanding rapidly, but the process of synthesizing that knowledge base had not yet begun. If future investments were to be informed by the past, then the field clearly needed a retrospective look at the ways in which earlier innovations had influenced undergraduate STEM education. \n\nTo address this need, the National Research Council (NRC) convened two public workshops to examine the impact and effectiveness of selected STEM undergraduate education innovations. This volume summarizes the workshops, which addressed such topics as the link between learning goals and evidence; promising practices at the individual faculty and institutional levels; classroom-based promising practices; and professional development for graduate students, new faculty, and veteran faculty. The workshops concluded with a broader examination of the barriers and opportunities associated with systemic change.", url = "https://nap.nationalacademies.org/catalog/13099/promising-practices-in-undergraduate-science-technology-engineering-and-mathematics-education", year = 2011, 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 = "National Research Council", editor = "Baruch Fischhoff and Cherie Chauvin", title = "Intelligence Analysis: Behavioral and Social Scientific Foundations", isbn = "978-0-309-17698-9", abstract = "The U.S. intelligence community (IC) is a complex human enterprise whose success depends on how well the people in it perform their work. Although often aided by sophisticated technologies, these people ultimately rely on their own intellect to identify, synthesize, and communicate the information on which the nation's security depends. The IC's success depends on having trained, motivated, and thoughtful people working within organizations able to understand, value, and coordinate their capabilities.\n\nIntelligence Analysis provides up-to-date scientific guidance for the intelligence community (IC) so that it might improve individual and group judgments, communication between analysts, and analytic processes. The papers in this volume provide the detailed evidentiary base for the National Research Council's report, Intelligence Analysis for Tomorrow: Advances from the Behavioral and Social Sciences. The opening chapter focuses on the structure, missions, operations, and characteristics of the IC while the following 12 papers provide in-depth reviews of key topics in three areas: analytic methods, analysts, and organizations.\n\nInformed by the IC's unique missions and constraints, each paper documents the latest advancements of the relevant science and is a stand-alone resource for the IC's leadership and workforce. The collection allows readers to focus on one area of interest (analytic methods, analysts, or organizations) or even one particular aspect of a category. As a collection, the volume provides a broad perspective of the issues involved in making difficult decisions, which is at the heart of intelligence analysis.\n\n ", url = "https://nap.nationalacademies.org/catalog/13062/intelligence-analysis-behavioral-and-social-scientific-foundations", year = 2011, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Transportation Research Board and National Academies of Sciences, Engineering, and Medicine", title = "Improving Safety-Related Rules Compliance in the Public Transportation Industry", abstract = "TRB\u2019s Transit Cooperative Research Program (TCRP) Report 149: Improving Safety-Related Rules Compliance in the Public Transportation Industry identifies potential best practices for all of the elements of a comprehensive approach to safety-related rules compliance.The categories of best practices, which correspond to the elements of a safety-related rules compliance program, include screening and selecting employees, training and testing, communication, monitoring rules compliance, responding to noncompliance, and safety management.The report also outlines the features of a prototype safety reporting system for public transportation.", url = "https://nap.nationalacademies.org/catalog/14593/improving-safety-related-rules-compliance-in-the-public-transportation-industry", year = 2011, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "Intelligence Analysis for Tomorrow: Advances from the Behavioral and Social Sciences", isbn = "978-0-309-16342-2", abstract = "The intelligence community (IC) plays an essential role in the national security of the United States. Decision makers rely on IC analyses and predictions to reduce uncertainty and to provide warnings about everything from international diplomatic relations to overseas conflicts. In today's complex and rapidly changing world, it is more important than ever that analytic products be accurate and timely. Recognizing that need, the IC has been actively seeking ways to improve its performance and expand its capabilities.\n\nIn 2008, the Office of the Director of National Intelligence (ODNI) asked the National Research Council (NRC) to establish a committee to synthesize and assess evidence from the behavioral and social sciences relevant to analytic methods and their potential application for the U.S. intelligence community. In Intelligence Analysis for Tomorrow: Advances from the Behavioral and Social Sciences, the NRC offers the Director of National Intelligence (DNI) recommendations to address many of the IC's challenges.\n\nIntelligence Analysis for Tomorrow asserts that one of the most important things that the IC can learn from the behavioral and social sciences is how to characterize and evaluate its analytic assumptions, methods, technologies, and management practices. Behavioral and social scientific knowledge can help the IC to understand and improve all phases of the analytic cycle: how to recruit, select, train, and motivate analysts; how to master and deploy the most suitable analytic methods; how to organize the day-to-day work of analysts, as individuals and teams; and how to communicate with its customers. \n\nThe report makes five broad recommendations which offer practical ways to apply the behavioral and social sciences, which will bring the IC substantial immediate and longer-term benefits with modest costs and minimal disruption.", url = "https://nap.nationalacademies.org/catalog/13040/intelligence-analysis-for-tomorrow-advances-from-the-behavioral-and-social", year = 2011, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine", editor = "Theresa Wizemann", title = "Health Literacy Implications for Health Care Reform: Workshop Summary", isbn = "978-0-309-16416-0", abstract = "Health literacy is the degree to which one can understand and make decisions based on health information. Nearly 90 million adults in the United States have limited health literacy. While poor health literacy spans all demographics, rates of low health literacy are disproportionately higher among those with lower socioeconomic status, limited education, or limited English proficiency, as well as among the elderly and individuals with mental or physical disabilities. Studies have shown that there is a correlation between low health literacy and poor health outcomes.\nIn 2010, President Obama signed the Affordable Care Act designed to extend access to health care coverage to millions of Americans who have been previously uninsured. Many of the newly eligible individuals who should benefit most from the ACA, however, are least prepared to realize those benefits as a result of low health literacy. They will face significant challenges understanding what coverage they are eligible for under the ACA, making informed choices about the best options for themselves and their families, and completing the enrollment process. Health Literacy Implications for Health Care Reform explores opportunities to advance health literacy in association with the implementation of health care reform. The report focuses on building partnerships to advance the field of health literacy by translating research findings into practical strategies for implementation, and on educating the public, press, and policymakers regarding issues of health literacy.", url = "https://nap.nationalacademies.org/catalog/13056/health-literacy-implications-for-health-care-reform-workshop-summary", year = 2011, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine", editor = "Rebecca Koehler and Erin E. Wilhelm and Ira Shoulson", title = "Cognitive Rehabilitation Therapy for Traumatic Brain Injury: Evaluating the Evidence", isbn = "978-0-309-21818-4", abstract = "Traumatic brain injury (TBI) may affect 10 million people worldwide. It is considered the \"signature wound\" of the conflicts in Iraq and Afghanistan. These injuries result from a bump or blow to the head, or from external forces that cause the brain to move within the head, such as whiplash or exposure to blasts. TBI can cause an array of physical and mental health concerns and is a growing problem, particularly among soldiers and veterans because of repeated exposure to violent environments. One form of treatment for TBI is cognitive rehabilitation therapy (CRT), a patient-specific, goal-oriented approach to help patients increase their ability to process and interpret information. The Department of Defense asked the IOM to conduct a study to determine the effectiveness of CRT for treatment of TBI.", url = "https://nap.nationalacademies.org/catalog/13220/cognitive-rehabilitation-therapy-for-traumatic-brain-injury-evaluating-the-evidence", year = 2011, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP title = "A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD)", isbn = "978-0-309-16030-8", abstract = "A Data-Based Assessment of Research-Doctorate Programs in the United States provides an unparalleled dataset that can be used to assess the quality and effectiveness of doctoral programs based on measures important to faculty, students, administrators, funders, and other stakeholders. \n\nThe data, collected for the 2005-2006 academic year from more than 5,000 doctoral programs at 212 universities, covers 62 fields. Included for each program are such characteristics as faculty publications, grants, and awards; student GRE scores, financial support, and employment outcomes; and program size, time to degree, and faculty composition. Measures of faculty and student diversity are also included. \n\nThe book features analysis of selected findings across six broad fields: agricultural sciences, biological and health sciences, engineering, physical and mathematical sciences, social and behavioral sciences, and humanities, as well as a discussion of trends in doctoral education since the last assessment in 1995, and suggested uses of the data . It also includes a detailed explanation of the methodology used to collect data and calculate ranges of illustrative rankings. \n\nIncluded with the book is a comprehensive CD-ROM with a data table in Microsoft Excel. In addition to data on the characteristics of individual programs, the data table contains illustrative ranges of rankings for each program, as well as ranges of rankings for three dimensions of program quality: (1) research activity, (2) student support and outcomes, and (3) diversity of the academic environment. \n\nAs an aid to users, the data table is offered with demonstrations of some Microsoft Excel features that may enhance the usability of the spreadsheet, such as hiding and unhiding columns, copying and pasting columns to a new worksheet, and filtering and sorting data. Also provided with the data table are a set of scenarios that show how typical users may want to extract data from the spreadsheet. \n\nPhDs.org, an independent website not affiliated with the National Research Council, incorporated data from the research-doctorate assessment into its Graduate School Guide. Users of the Guide can choose the weights assigned to the program characteristics measured by the National Research Council and others, and rank graduate programs according to their own priorities.", url = "https://nap.nationalacademies.org/catalog/12994/a-data-based-assessment-of-research-doctorate-programs-in-the-united-states-with-cd", year = 2011, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine and National Research Council", title = "The Science of Adolescent Risk-Taking: Workshop Report", isbn = "978-0-309-15852-7", abstract = "Adolescence is a time when youth make decisions, both good and bad, that have consequences for the rest of their lives. Some of these decisions put them at risk of lifelong health problems, injury, or death. The Institute of Medicine held three public workshops between 2008 and 2009 to provide a venue for researchers, health care providers, and community leaders to discuss strategies to improve adolescent health.", url = "https://nap.nationalacademies.org/catalog/12961/the-science-of-adolescent-risk-taking-workshop-report", year = 2011, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "Reference Manual on Scientific Evidence: Third Edition", isbn = "978-0-309-21421-6", abstract = "The Reference Manual on Scientific Evidence, Third Edition, assists judges in managing cases involving complex scientific and technical evidence by describing the basic tenets of key scientific fields from which legal evidence is typically derived and by providing examples of cases in which that evidence has been used.\nFirst published in 1994 by the Federal Judicial Center, the Reference Manual on Scientific Evidence has been relied upon in the legal and academic communities and is often cited by various courts and others. Judges faced with disputes over the admissibility of scientific and technical evidence refer to the manual to help them better understand and evaluate the relevance, reliability and usefulness of the evidence being proffered. The manual is not intended to tell judges what is good science and what is not. Instead, it serves to help judges identify issues on which experts are likely to differ and to guide the inquiry of the court in seeking an informed resolution of the conflict.\nThe core of the manual consists of a series of chapters (reference guides) on various scientific topics, each authored by an expert in that field. The topics have been chosen by an oversight committee because of their complexity and frequency in litigation. Each chapter is intended to provide a general overview of the topic in lay terms, identifying issues that will be useful to judges and others in the legal profession. They are written for a non-technical audience and are not intended as exhaustive presentations of the topic. Rather, the chapters seek to provide judges with the basic information in an area of science, to allow them to have an informed conversation with the experts and attorneys.", url = "https://nap.nationalacademies.org/catalog/13163/reference-manual-on-scientific-evidence-third-edition", year = 2011, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "Health Care Comes Home: The Human Factors", isbn = "978-0-309-21236-6", abstract = "In the United States, health care devices, technologies, and practices are rapidly moving into the home. The factors driving this migration include the costs of health care, the growing numbers of older adults, the increasing prevalence of chronic conditions and diseases and improved survival rates for people with those conditions and diseases, and a wide range of technological innovations. The health care that results varies considerably in its safety, effectiveness, and efficiency, as well as in its quality and cost. \nHealth Care Comes Home reviews the state of current knowledge and practice about many aspects of health care in residential settings and explores the short- and long-term effects of emerging trends and technologies. By evaluating existing systems, the book identifies design problems and imbalances between technological system demands and the capabilities of users. Health Care Comes Home recommends critical steps to improve health care in the home. The book's recommendations cover the regulation of health care technologies, proper training and preparation for people who provide in-home care, and how existing housing can be modified and new accessible housing can be better designed for residential health care. The book also identifies knowledge gaps in the field and how these can be addressed through research and development initiatives. \nHealth Care Comes Home lays the foundation for the integration of human health factors with the design and implementation of home health care devices, technologies, and practices. The book describes ways in which the Agency for Healthcare Research and Quality (AHRQ), the U.S. Food and Drug Administration (FDA), and federal housing agencies can collaborate to improve the quality of health care at home. It is also a valuable resource for residential health care providers and caregivers.", url = "https://nap.nationalacademies.org/catalog/13149/health-care-comes-home-the-human-factors", year = 2011, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine", title = "The Health of Lesbian, Gay, Bisexual, and Transgender People: Building a Foundation for Better Understanding", isbn = "978-0-309-37909-0", abstract = "At a time when lesbian, gay, bisexual, and transgender individuals\u2014often referred to under the umbrella acronym LGBT\u2014are becoming more visible in society and more socially acknowledged, clinicians and researchers are faced with incomplete information about their health status. While LGBT populations often are combined as a single entity for research and advocacy purposes, each is a distinct population group with its own specific health needs. Furthermore, the experiences of LGBT individuals are not uniform and are shaped by factors of race, ethnicity, socioeconomic status, geographical location, and age, any of which can have an effect on health-related concerns and needs. \nThe Health of Lesbian, Gay, Bisexual, and Transgender People assesses the state of science on the health status of LGBT populations, identifies research gaps and opportunities, and outlines a research agenda for the National Institute of Health. The report examines the health status of these populations in three life stages: childhood and adolescence, early\/middle adulthood, and later adulthood. At each life stage, the committee studied mental health, physical health, risks and protective factors, health services, and contextual influences. To advance understanding of the health needs of all LGBT individuals, the report finds that researchers need more data about the demographics of these populations, improved methods for collecting and analyzing data, and an increased participation of sexual and gender minorities in research. \nThe Health of Lesbian, Gay, Bisexual, and Transgender People is a valuable resource for policymakers, federal agencies including the National Institute of Health (NIH), LGBT advocacy groups, clinicians, and service providers.", url = "https://nap.nationalacademies.org/catalog/13128/the-health-of-lesbian-gay-bisexual-and-transgender-people-building", year = 2011, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Transportation Research Board and National Academies of Sciences, Engineering, and Medicine", title = "Effects of Psychoactive Chemicals on Commercial Driver Health and Performance: Stimulants, Hypnotics, Nutritional, and Other Supplements", abstract = "TRB\u2019s Commercial Truck and Bus Safety Synthesis Program (CTBSSP) Synthesis 19: Effects of Psychoactive Chemicals on Commercial Driver Health and Performance: Stimulants, Hypnotics, Nutritional, and Other Supplements identifies available information and research gaps relating to the use of chemical substances by commercial drivers and is intended to provide up-to-date information to inform decision makers about the near-, mid-, and long-range planning needs for research and educational outreach programs.The report is designed to help the commercial transportation safety community and the Federal Motor Carrier Safety Administration in addressing issues involving the proliferation and availability of psychoactive chemical substances.Appendixes D and G to CTBSSP Synthesis 19 are available only in the pdf version of report.", url = "https://nap.nationalacademies.org/catalog/14534/effects-of-psychoactive-chemicals-on-commercial-driver-health-and-performance-stimulants-hypnotics-nutritional-and-other-supplements", year = 2011, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academy of Sciences and National Academy of Engineering and Institute of Medicine", title = "Expanding Underrepresented Minority Participation: America's Science and Technology Talent at the Crossroads", isbn = "978-0-309-15968-5", abstract = "In order for the United States to maintain the global leadership and competitiveness in science and technology that are critical to achieving national goals, we must invest in research, encourage innovation, and grow a strong and talented science and technology workforce. Expanding Underrepresented Minority Participation explores the role of diversity in the science, technology, engineering and mathematics (STEM) workforce and its value in keeping America innovative and competitive. According to the book, the U.S. labor market is projected to grow faster in science and engineering than in any other sector in the coming years, making minority participation in STEM education at all levels a national priority.\nExpanding Underrepresented Minority Participation analyzes the rate of change and the challenges the nation currently faces in developing a strong and diverse workforce. Although minorities are the fastest growing segment of the population, they are underrepresented in the fields of science and engineering. Historically, there has been a strong connection between increasing educational attainment in the United States and the growth in and global leadership of the economy. Expanding Underrepresented Minority Participation suggests that the federal government, industry, and post-secondary institutions work collaboratively with K-12 schools and school systems to increase minority access to and demand for post-secondary STEM education and technical training.\nThe book also identifies best practices and offers a comprehensive road map for increasing involvement of underrepresented minorities and improving the quality of their education. It offers recommendations that focus on academic and social support, institutional roles, teacher preparation, affordability and program development.\n\n ", url = "https://nap.nationalacademies.org/catalog/12984/expanding-underrepresented-minority-participation-americas-science-and-technology-talent-at", year = 2011, publisher = "The National Academies Press", address = "Washington, DC" }