@BOOK{NAP author = "National Research Council", title = "Improving Adult Literacy Instruction: Developing Reading and Writing", abstract = "More than an estimated 90 million adults in the United States lack the literacy skills needed for fully productive and secure lives. The effects of this shortfall are many: Adults with low literacy have lower rates of participation in the labor force and lower earnings when they do have jobs, for example. They are less able to understand and use health information. And they are less likely to read to their children, which may slow their children's own literacy development.\n\nAt the request of the U.S. Department of Education, the National Research Council convened a committee of experts from many disciplines to synthesize research on literacy and learning in order to improve instruction for those served in adult education in the U.S. The committee's report, Improving Adult Literacy Instruction: Options for Practice and Research, recommends a program of research and innovation to gain a better understanding of adult literacy learners, improve instruction, and create the supports adults need for learning and achievement.\n\nImproving Adult Literacy Instruction: Developing Reading and Writing, which is based on the report, presents an overview of what is known about how literacy develops the component skills of reading and writing, and the practices that are effective for developing them. It also describes principles of reading and writing instruction that can guide those who design and administer programs or courses to improve adult literacy skills. Although this is not intended as a \"how to\" manual for instructors, teachers may also find the information presented here to be helpful as they plan and deliver instruction.", url = "https://nap.nationalacademies.org/catalog/13468/improving-adult-literacy-instruction-developing-reading-and-writing", year = 2012, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Alan M. Lesgold and Melissa Welch-Ross", title = "Improving Adult Literacy Instruction: Options for Practice and Research", isbn = "978-0-309-21959-4", abstract = "A high level of literacy in both print and digital media is required for negotiating most aspects of 21st-century life, including supporting a family, education, health, civic participation, and competitiveness in the global economy. Yet, more than 90 million U.S. adults lack adequate literacy. Furthermore, only 38 percent of U.S. 12th graders are at or above proficient in reading.\nImproving Adult Literacy Instruction synthesizes the research on literacy and learning to improve literacy instruction in the United States and to recommend a more systemic approach to research, practice, and policy. The book focuses on individuals ages 16 and older who are not in K-12 education. It identifies factors that affect literacy development in adolescence and adulthood in general, and examines their implications for strengthening literacy instruction for this population. It also discusses technologies for learning that can assist with multiple aspects of teaching, assessment,and accommodations for learning.\n\nThere is inadequate knowledge about effective instructional practices and a need for better assessment and ongoing monitoring of adult students' proficiencies, weaknesses, instructional environments, and progress, which might guide instructional planning. Improving Adult Literacy Instruction recommends a program of research and innovation to validate, identify the boundaries of, and extend current knowledge to improve instruction for adults and adolescents outside school. The book is a valuable resource for curriculum developers, federal agencies such as the Department of Education, administrators, educators, and funding agencies.", url = "https://nap.nationalacademies.org/catalog/13242/improving-adult-literacy-instruction-options-for-practice-and-research", year = 2012, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "James W. Pellegrino and Margaret L. Hilton", title = "Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century", isbn = "978-0-309-25649-0", abstract = "Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management - often referred to as \"21st century skills.\"\nEducation for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments.\nThis report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums.", url = "https://nap.nationalacademies.org/catalog/13398/education-for-life-and-work-developing-transferable-knowledge-and-skills", year = 2012, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Transportation Research Board and National Academies of Sciences, Engineering, and Medicine", title = "Driver Selection Tests and Measurement", abstract = "TRB\u2019s Commercial Truck and Bus Safety Synthesis Program (CTBSSP) Synthesis 21: Driver Selection Tests and Measurement synthesizes information on the use of tests, measurements, and other assessment methods used by commercial truck and bus companies in the driver selection process. The report also identifies and describes driver selection methods and instruments and their potential usefulness in predicting driver crash risk.", url = "https://nap.nationalacademies.org/catalog/14632/driver-selection-tests-and-measurement", year = 2012, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas", isbn = "978-0-309-21742-2", abstract = "Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field.\n\nA Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice.\n\nA Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.", url = "https://nap.nationalacademies.org/catalog/13165/a-framework-for-k-12-science-education-practices-crosscutting-concepts", year = 2012, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine", editor = "Maria Hewitt", title = "Facilitating State Health Exchange Communication Through the Use of Health Literate Practices: Workshop Summary", isbn = "978-0-309-22029-3", abstract = "Implementation of the Affordable Care Act (ACA) of 2010 will result in significant changes to the U.S. health care system. Among its many provisions, the ACA will extend access to health care coverage to millions of Americans who have been previously uninsured. Many of the newly eligible health insurance consumers will be individuals of low health literacy, some speakers of English and others more comfortable using languages other than English. Health insurance terms such as \"deductible,\" \"co-insurance,\" and \"out-of-pocket limit\" are difficult to communicate even to those with moderate-to-high levels of health literacy and so health exchanges will face challenges as they attempt to communicate to the broader community. In addition to having to convey some of these basic, and yet complex, principles of insurance, state exchanges will be attempting to adapt to the many changes to enrollment and eligibility brought about by ACA.\n\nThe Institute of Medicine (IOM) convened the Roundtable on Health Literacy that brings together leaders from the federal government, foundations, health plans, associations, and private companies to discuss challenges facing health literacy practice and research and to identify approaches to promote health literacy in both the public and private sectors. The roundtable sponsored a workshop in Washington, DC, on July 19, 2011, that focused on ways in which health literacy can facilitate state health insurance exchange communication with potential enrollees. The roundtable's workshop focused on four topics: (1) lessons learned from existing state insurance exchanges; (2) the impact of state insurance exchanges on consumers; (3) the relevance of health literacy to health insurance exchanges; and (4) current best practices in developing materials and communicating with consumers.\n\nFacilitating State Health Exchange Communication Through the Use of Health Literate Practices summarizes the presentations and discussion that occurred during the workshop. The report provides an overview of health insurance exchanges, presents evidence on the extent to which consumers understand underlying health insurance concepts, and describes the relevancy of health literacy to health insurance reform and how health literacy interventions can facilitate the implementation of health insurance reforms. The report also provides a review of best practices in developing materials and communicating with consumers, and concludes with reflections on the workshop presentations and discussions by members of the roundtable and its chair. Further information is provided in the appendixes, the workshop agenda (Appendix A), workshop speaker biosketches (Appendix B), and testimony provided by the organization America's Health Insurance Plans (AHIP) (Appendix C).", url = "https://nap.nationalacademies.org/catalog/13255/facilitating-state-health-exchange-communication-through-the-use-of-health-literate-practices", year = 2012, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Transportation Research Board and National Academies of Sciences, Engineering, and Medicine", title = "Practical Approaches for Involving Traditionally Underserved Populations in Transportation Decisionmaking", abstract = "TRB\u2019s National Cooperative Highway Research Program (NCHRP) Report 710: Practical Approaches for Involving Traditionally Underserved Populations in Transportation Decisionmaking highlights tools, techniques, and approaches for identifying and connecting with populations that have traditionally been underserved and underrepresented in transportation decisionmaking.", url = "https://nap.nationalacademies.org/catalog/22813/practical-approaches-for-involving-traditionally-underserved-populations-in-transportation-decisionmaking", year = 2012, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine and National Research Council", title = "The Early Childhood Care and Education Workforce: Challenges and Opportunities: A Workshop Report", isbn = "978-0-309-21934-1", abstract = "Early childhood care and education (ECCE) settings offer an opportunity to provide children with a solid beginning in all areas of their development. The quality and efficacy of these settings depend largely on the individuals within the ECCE workforce. Policy makers need a complete picture of ECCE teachers and caregivers in order to tackle the persistent challenges facing this workforce. The IOM and the National Research Council hosted a workshop to describe the ECCE workforce and outline its parameters. Speakers explored issues in defining and describing the workforce, the marketplace of ECCE, the effects of the workforce on children, the contextual factors that shape the workforce, and opportunities for strengthening ECCE as a profession.", url = "https://nap.nationalacademies.org/catalog/13238/the-early-childhood-care-and-education-workforce-challenges-and-opportunities", year = 2012, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Alexandra Beatty and Judith A. Koenig", title = "Key National Education Indicators: Workshop Summary", isbn = "978-0-309-26121-0", abstract = "The education system in the United States is continually challenged to adapt and improve, in part because its mission has become far more ambitious than it once was. At the turn of the 20th century, less than one-tenth of students enrolled were expected to graduate from high school. Today, most people expect schools to prepare all students to succeed in postsecondary education and to prosper in a complex, fast-changing global economy. Goals have broadened to include not only rigorous benchmarks in core academic subjects, but also technological literacy and the subtler capacities known as 21st-century skills.\nTo identify the most important measures for education and other issues and provide quality data on them to the American people, Congress authorized the creation of a Key National Indicators System (KNIS). This system will be a single Web-based information source designed to help policy makers and the public better assess the position and progress of the nation across a wide range of areas. Identifying the right set of indicators for each area is not a small challenge. To serve their purpose of providing objective information that can encourage improvement and innovation, the indicators need to be valid and reliable but they also need to capture the report committee's aspirations for education.\nThis report describes a workshop, planned under the aegis of the Board on Testing and Assessment and the Committee on National Statistics of the National Research Council. Key National Education Indicators is a summary of the meeting of a group with extensive experience in research, public policy, and practice. The goal of the workshop was not to make a final selection of indicators, but to take an important first step by clearly identifying the parameters of the challenge.", url = "https://nap.nationalacademies.org/catalog/13453/key-national-education-indicators-workshop-summary", year = 2012, 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 Academy of Engineering and National Research Council", editor = "Steve Olson and Jay B. Labov", title = "Community Colleges in the Evolving STEM Education Landscape: Summary of a Summit", isbn = "978-0-309-25654-4", abstract = "The National Research Council (NRC) and National Academy of Engineering (NAE) have released a new report, Community Colleges in the Evolving STEM Education Landscape: Summary of a Summit. Based on a national summit that was supported by the National Science Foundation and organized by the NRC and the NAE, the report highlights the importance of community colleges, especially in emerging areas of STEM (Sciene, Technology, Engineering, and Mathematics) and preparation of the STEM workforce.\nCommunity colleges are also essential in accommodating growing numbers of students and in retraining displaced workers in skills needed in the new economy. Community Colleges in the Evolving STEM Education Landscape: Summary of a Summit looks at the changing and evolving relationships between community colleges and four-year institutions, with a focus on partnerships and articulation processes that can facilitate student success in STEM; expanding participation of students from historically underrepresented populations in undergraduate STEM education; and how subjects, such as mathematics, can serve as gateways or barriers to college completion.", url = "https://nap.nationalacademies.org/catalog/13399/community-colleges-in-the-evolving-stem-education-landscape-summary-of", year = 2012, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Transportation Research Board and National Academies of Sciences, Engineering, and Medicine", editor = "Leigh Fisher", title = "Evaluating Airfield Capacity", abstract = "TRB\u2019s Airport Cooperative Research Program (ACRP) Report 79: Evaluating Airfield Capacity is designed to assist airport planners with airfield and airspace capacity evaluations at a wide range of airports.The report describes available methods to evaluate existing and future airfield capacity; provides guidance on selecting an appropriate capacity analysis method; offers best practices in assessing airfield capacity and applying modeling techniques; and outlines specifications for new models, tools, and enhancements.The print version of the report includes a CD-ROM with prototype capacity spreadsheet models designed as a preliminary planning tool (similar to the airfield capacity model but with more flexibility), that allows for changing input assumptions to represent site-specific conditions from the most simple to moderate airfield configurations.The CD-ROM is also available for download from TRB\u2019s website as an ISO image. Links to the ISO image and instructions for burning a CD-ROM from an ISO image are provided below.Help on Burning an .ISO CD-ROM ImageDownload the .ISO CD-ROM Image(Warning: This is a large file and may take some time to download using a high-speed connection.)CD-ROM Disclaimer - This software is offered as is, without warranty or promise of support of any kind either expressed or implied. Under no circumstance will the National Academy of Sciences or the Transportation Research Board (collectively \"TRB\") be liable for any loss or damage caused by the installation or operation of this product. TRB makes no representation or warranty of any kind, expressed or implied, in fact or in law, including without limitation, the warranty of merchantability or the warranty of fitness for a particular purpose, and shall not in any case be liable for any consequential or special damages.", url = "https://nap.nationalacademies.org/catalog/22674/evaluating-airfield-capacity", year = 2012, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "Human Performance Modification: Review of Worldwide Research with a View to the Future", isbn = "978-0-309-26269-9", abstract = "The development of technologies to modify natural human physical and cognitive performance is one of increasing interest and concern, especially among military services that may be called on to defeat foreign powers with enhanced warfighter capabilities. Human performance modification (HPM) is a general term that can encompass actions ranging from the use of \"natural\" materials, such as caffeine or khat as a stimulant, to the application of nanotechnology as a drug delivery mechanism or in an invasive brain implant. Although the literature on HPM typically addresses methods that enhance performance, another possible focus is methods that degrade performance or negatively affect a military force's ability to fight.\n \nAdvances in medicine, biology, electronics, and computation have enabled an increasingly sophisticated ability to modify the human body, and such innovations will undoubtedly be adopted by military forces, with potential consequences for both sides of the battle lines. Although some innovations may be developed for purely military applications, they are increasingly unlikely to remain exclusively in that sphere because of the globalization and internationalization of the commercial research base.\n\nBased on its review of the literature, the presentations it received and on its own expertise, the Committee on Assessing Foreign Technology Development in Human Performance Modification chose to focus on three general areas of HPM: human cognitive modification as a computational problem, human performance modification as a biological problem, and human performance modification as a function of the brain-computer interface. Human Performance Modification: Review of Worldwide Research with a View to the Future summarizes these findings.", url = "https://nap.nationalacademies.org/catalog/13480/human-performance-modification-review-of-worldwide-research-with-a-view", year = 2012, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Steve Olson and Jay B. Labov", title = "Thinking Evolutionarily: Evolution Education Across the Life Sciences: Summary of a Convocation", isbn = "978-0-309-25689-6", abstract = "Evolution is the central unifying theme of biology. Yet today, more than a century and a half after Charles Darwin proposed the idea of evolution through natural selection, the topic is often relegated to a handful of chapters in textbooks and a few class sessions in introductory biology courses, if covered at all. In recent years, a movement has been gaining momentum that is aimed at radically changing this situation.\n\nOn October 25-26, 2011, the Board on Life Sciences of the National Research Council and the National Academy of Sciences held a national convocation in Washington, DC, to explore the many issues associated with teaching evolution across the curriculum. Thinking Evolutionarily: Evolution Education Across the Life Sciences: Summary of a Convocation summarizes the goals, presentations, and discussions of the convocation. The goals were to articulate issues, showcase resources that are currently available or under development, and begin to develop a strategic plan for engaging all of the sectors represented at the convocation in future work to make evolution a central focus of all courses in the life sciences, and especially into introductory biology courses at the college and high school levels, though participants also discussed learning in earlier grades and life-long learning.\n\nThinking Evolutionarily: Evolution Education Across the Life Sciences: Summary of a Convocation covers the broader issues associated with learning about the nature, processes, and limits of science, since understanding evolutionary science requires a more general appreciation of how science works. This report explains the major themes that recurred throughout the convocation, including the structure and content of curricula, the processes of teaching and learning about evolution, the tensions that can arise in the classroom, and the target audiences for evolution education. \n ", url = "https://nap.nationalacademies.org/catalog/13403/thinking-evolutionarily-evolution-education-across-the-life-sciences-summary-of", year = 2012, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine", editor = "Leslie Pray and Ann Yaktine and Sheila Moats", title = "Research Methods to Assess Dietary Intake and Program Participation in Child Day Care: Application to the Child and Adult Care Food Program: Workshop Summary", isbn = "978-0-309-25731-2", abstract = "More than 16 million children in the United States live in food-insecure households where they are unable to obtain enough food to meet their needs. At the same time, a growing number of children are overweight or obese. Because of these challenges, improving child nutrition has emerged as one of the nation's most urgent public health needs. The Child and Adult Care Food Program (CACFP), a U.S. Department of Agriculture (USDA) food program, served about 3.3 million children in 2011, as well as more than 124,000 adults who require daily supervision or assistance. Since many children rely on CACFP for the majority of their daily food, the quality of foods provided has the potential to greatly improve the health of the children's diets. \n\nThe USDA asked the IOM to review and recommend improvements, as necessary, to the CACFP meal requirements in order to keep them aligned with other federally funded food assistance programs and with the Dietary Guidelines for Americans. The 2011 IOM report, Child and Adult Care Food Program Aligning Dietary Guidance for All, reviewed the program in detail and provided recommendations for improvement.\n\nIn February 2012, at the request of the USDA, the IOM conducted an additional workshop to examine research methods and approaches that could be used to design and conduct a nationally representative study assessing children's dietary intake and participation rates in child care facilities, including CACFP-sponsored child care centers and homes. Research Methods to Assess Dietary Intake and Program Participation in Child Day Care: Application to the Child and Adult Care Food Program Workshop Summary is the report that summarizes the workshop.", url = "https://nap.nationalacademies.org/catalog/13411/research-methods-to-assess-dietary-intake-and-program-participation-in-child-day-care", year = 2012, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Transportation Research Board and National Academies of Sciences, Engineering, and Medicine", editor = "Economic Development Research Group, Inc.", title = "Interactions Between Transportation Capacity, Economic Systems, and Land Use", abstract = "TRB\u2019s second Strategic Highway Research Program (SHRP 2) Report S2-C03-RR-1: Interactions Between Transportation Capacity, Economic Systems, and Land Use provides information on the development of a large database of case studies and a web-based T-PICS (Transportation Project Impact Case Studies) tool that allow for more rapid assessment of the long-term economic impacts of highway capacity projects.SHRP 2 Report S2-C03-RR-1 and the accompanying T-PICS web-based tool are intended to serve as a resource for transportation planners and others who are interested in better understanding the long-term economic impacts of highway capacity projects. The T-PICS web-based tool provides transportation planners with a way to search for relevant case studies by type of project and setting. The case studies include details of the projects, their impacts, and factors affecting the impacts. The web tool also provides users with an option to specify the type of proposed project and see the range of likely impacts based on the studies.SHRP 2 Capacity Project C03 also developed three additional related materials: a data dictionary, a users guide, and performance metrics.SHRP 2 Report S2-C03-RR-1 includes an explanation of how the case studies were selected and developed, an introduction to T-PICS, and a meta-analysis of the key relationships among factors such as project type, traffic volume, project location, and nontransportation policies aimed at fostering economic development.An e-book version of this report is available for purchase at Google, iTunes, and Amazon.Errata: Figure 4.3 (p. 23) was cut off along the right edge and did not display all of the information in the bar graph. The figure has been corrected in the electronic version of the report.Disclaimer: This software is offered as is, without warranty or promise of support of any kind either expressed or implied. Under no circumstance will the National Academy of Sciences or the Transportation Research Board (collectively \"TRB\") be liable for any loss or damage caused by the installation or operation of this product. TRB makes no representation or warranty of any kind, expressed or implied, in fact or in law, including without limitation, the warranty of merchantability or the warranty of fitness for a particular purpose, and shall not in any case be liable for any consequential or special damages.", url = "https://nap.nationalacademies.org/catalog/22085/interactions-between-transportation-capacity-economic-systems-and-land-use", year = 2012, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Alexandra Beatty", title = "Climate Change Education in Formal Settings, K-14: A Workshop Summary", isbn = "978-0-309-26016-9", abstract = "Climate change is occurring, is very likely caused by human activities, and poses significant risks for a broad range of human and natural systems. Each additional ton of greenhouse gases emitted commits us to further change and greater risks. In the judgment of the Committee on America's Climate Choices, the environmental, economic, and humanitarian risks of climate change indicate a pressing need for substantial action to limit the magnitude of climate change and to prepare to adapt to its impacts. A principal message from the recent National Research Council report, America's Climate Choices, this brief summary of how climate change will shape many aspects of life in the foreseeable future emphasizes the vital importance of preparation for these changes.\n\nThe report points to the importance of formal and informal education in supporting the public's understanding of those challenges climate change will bring, and in preparing current and future generations to act to limit the magnitude of climate change and respond to those challenges. Recognizing both the urgency and the difficulty of climate change education, the National Research Council, with support from the National Science Foundation, formed the Climate Change Education Roundtable. The roundtable brings together federal agency representatives with diverse experts and practitioners in the physical and natural sciences, social sciences, learning sciences, environmental education, education policy, extension education and outreach, resource management, and public policy to engage in discussion and explore educational strategies for addressing climate change. \n \nTwo workshops were held to survey the landscape of climate change education. The first explored the goals for climate change education for various target audiences. The second workshop, which is the focus of this summary, was held on August 31 and September 1, 2011, and focused on the teaching and learning of climate change and climate science in formal education settings, from kindergarten through the first two years of college (K-14). This workshop, based on an already articulated need to teach climate change education, provided a forum for discussion of the evidence from research and practice. The goal of this workshop was to raise and explore complex questions around climate change education, and to address the current status of climate change education in grade K-14 of the formal education system by facilitating discussion between expert researchers and practitioners in complementary fields, such as education policy, teacher professional development, learning and cognitive science, K-12 and higher education administration, instructional design, curriculum development, and climate science. Climate Change Education in Formal Settings, K-14: A Workshop Summary summarizes the two workshops.", url = "https://nap.nationalacademies.org/catalog/13435/climate-change-education-in-formal-settings-k-14-a-workshop", year = 2012, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine", editor = "Ellen A. Wartella and Alice H. Lichtenstein and Ann Yaktine and Romy Nathan", title = "Front-of-Package Nutrition Rating Systems and Symbols: Promoting Healthier Choices", isbn = "978-0-309-21823-8", abstract = "During the past decade, tremendous growth has occurred in the use of nutrition symbols and rating systems designed to summarize key nutritional aspects and characteristics of food products. These symbols and the systems that underlie them have become known as front-of-package (FOP) nutrition rating systems and symbols, even though the symbols themselves can be found anywhere on the front of a food package or on a retail shelf tag. Though not regulated and inconsistent in format, content, and criteria, FOP systems and symbols have the potential to provide useful guidance to consumers as well as maximize effectiveness. As a result, Congress directed the Centers for Disease Control and Prevention (CDC) to undertake a study with the Institute of Medicine (IOM) to examine and provide recommendations regarding FOP nutrition rating systems and symbols.\nThe study was completed in two phases. Phase I focused primarily on the nutrition criteria underlying FOP systems. Phase II builds on the results of Phase I while focusing on aspects related to consumer understanding and behavior related to the development of a standardized FOP system.\nFront-of-Package Nutrition Rating Systems and Symbols focuses on Phase II of the study. The report addresses the potential benefits of a single, standardized front-label food guidance system regulated by the Food and Drug Administration, assesses which icons are most effective with consumer audiences, and considers the systems\/icons that best promote health and how to maximize their use.", url = "https://nap.nationalacademies.org/catalog/13221/front-of-package-nutrition-rating-systems-and-symbols-promoting-healthier", year = 2012, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "Collecting Compensation Data from Employers", isbn = "978-0-309-26408-2", abstract = "U.S. agencies with responsibilities for enforcing equal employment opportunity laws have long relied on detailed information that is obtained from employers on employment in job groups by gender and race\/ethnicity for identifying the possibility of discriminatory practices. The U.S. Equal Employment Opportunity Commission (EEOC), the Office of Federal Contract Compliance programs of the U.S. Department of Labor, and the Civil Rights Division of the U.S. Department of Justice have developed processes that use these employment data as well as other sources of information to target employers for further investigation and to perform statistical analysis that is used in enforcing the anti-discrimination laws. The limited data from employers do not include (with a few exceptions) the ongoing measurement of possible discrimination in compensation.\nThe proposed Paycheck Fairness Act of 2009 would have required EEOC to issue regulations mandating that employers provide the EEOC with information on pay by the race, gender, and national origin of employees. The legislation was not enacted. If the legislation had become law, the EEOC would have been required to confront issues regarding currently available and potential data sources, methodological requirements, and appropriate statistical techniques for the measurement and collection of employer pay data.\nThe panel concludes that the collection of earnings data would be a significant undertaking for the EEOC and that there might be an increased reporting burden on some employers. Currently, there is no clearly articulated vision of how the data on wages could be used in the conduct of the enforcement responsibilities of the relevant agencies. Collecting Compensation Data from Employers gives recommendations for targeting employers for investigation regarding their compliance with antidiscrimination laws.", url = "https://nap.nationalacademies.org/catalog/13496/collecting-compensation-data-from-employers", year = 2012, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "Improving Adult Literacy Instruction: Supporting Learning and Motivation", abstract = "Virtually everyone needs a high level of literacy in both print and digital media to negotiate most aspects of 21st century life-succeeding in a competitive job market, supporting a family, navigating health information, and participating in civic activities. Yet, according to a recent survey estimate, more than 90 million adults in the United States lack the literacy skills needed for fully productive and secure lives.\n\nAt the request of the U.S. Department of Education, the National Research Council convened a committee of experts from many disciplines to synthesize research on literacy and learning in order to improve instruction for those served in adult education in the U.S. The committee's report, Improving Adult Literacy Instruction: Options for Practice and Research, recommends a program of research and innovation to gain a better understanding of adult literacy learners, improve instruction, and create the supports adults need for learning and achievement.\n\nImproving Adult Literacy Instruction: Supporting Learning and Motivation, which is based on the report, describes principles of effective instruction to guide those who design and administer adult literacy programs and courses. It also explores ways to motivate learners to persist in their studies, which is crucial given the thousands of hours of study and practice required to become proficient.The booklet concludes with a look at technologies that show promise for supporting individual learners and freeing busy adults from having to be in a particular place in order to practice their literacy skills. Although this booklet is not intended as a \"how to\" manual for instructors, teachers may also find the information presented here to be helpful as they plan and deliver instruction.", url = "https://nap.nationalacademies.org/catalog/13469/improving-adult-literacy-instruction-supporting-learning-and-motivation", year = 2012, publisher = "The National Academies Press", address = "Washington, DC" }