@BOOK{NAP author = "National Research Council", title = "Monitoring Progress Toward Successful K-12 STEM Education: A Nation Advancing?", isbn = "978-0-309-26481-5", abstract = "Following a 2011 report by the National Research Council (NRC) on successful K-12 education in science, technology, engineering, and mathematics (STEM), Congress asked the National Science Foundation to identify methods for tracking progress toward the report's recommendations. In response, the NRC convened the Committee on an Evaluation Framework for Successful K-12 STEM Education to take on this assignment. The committee developed 14 indicators linked to the 2011 report's recommendations. By providing a focused set of key indicators related to students' access to quality learning, educator's capacity, and policy and funding initiatives in STEM, the committee addresses the need for research and data that can be used to monitor progress in K-12 STEM education and make informed decisions about improving it.\n\nThe recommended indicators provide a framework for Congress and relevant deferral agencies to create and implement a national-level monitoring and reporting system that: assesses progress toward key improvements recommended by a previous National Research Council (2011) committee; measures student knowledge, interest, and participation in the STEM disciplines and STEM-related activities; tracks financial, human capital, and material investments in K-12 STEM education at the federal, state, and local levels; provides information about the capabilities of the STEM education workforce, including teachers and principals; and facilitates strategic planning for federal investments in STEM education and workforce development when used with labor force projections. All 14 indicators explained in this report are intended to form the core of this system. Monitoring Progress Toward Successful K-12 STEM Education: A Nation Advancing? summarizes the 14 indicators and tracks progress towards the initial report's recommendations.", url = "https://nap.nationalacademies.org/catalog/13509/monitoring-progress-toward-successful-k-12-stem-education-a-nation", year = 2013, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Transportation Research Board and National Academies of Sciences, Engineering, and Medicine", editor = "Jane Mobley and Deborah Matherly", title = "Using Pictograms to Make Transit Easier to Navigate for Customers with Communication Barriers", abstract = "TRB\u2019s Transit Cooperative Research Program (TCRP) Web-Only Document 59: Using Pictograms to Make Transit Easier to Navigate for Customers with Communication Barriers explores whether pictograms\u2013picture-based communication tools that use illustrations with few or no words\u2013can be effective in communicating emergency information and behavioral modification to people with communication challenges during a transit emergency situation.A PowerPoint presentation that summarizes Web-Only Document 59 is available for download.", url = "https://nap.nationalacademies.org/catalog/22598/using-pictograms-to-make-transit-easier-to-navigate-for-customers-with-communication-barriers", year = 2013, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP title = "Next Generation Science Standards: For States, By States", isbn = "978-0-309-27227-8", abstract = "Next Generation Science Standards identifies the science all K-12 students should know. These new standards are based on the National Research Council's A Framework for K-12 Science Education. The National Research Council, the National Science Teachers Association, the American Association for the Advancement of Science, and Achieve have partnered to create standards through a collaborative state-led process. The standards are rich in content and practice and arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education.\nThe print version of Next Generation Science Standards complements the nextgenscience.org website and:\n\n Provides an authoritative offline reference to the standards when creating lesson plans\n Arranged by grade level and by core discipline, making information quick and easy to find\n Printed in full color with a lay-flat spiral binding\n Allows for bookmarking, highlighting, and annotating\n", url = "https://nap.nationalacademies.org/catalog/18290/next-generation-science-standards-for-states-by-states", year = 2013, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine", editor = "Melissa French and Lyla M. Hernandez", title = "Organizational Change to Improve Health Literacy: Workshop Summary", isbn = "978-0-309-28805-7", abstract = "Organizational Change to Improve Health Literacy is the summary of a workshop convened in April 2013 by the Institute of Medicine Board on Population Health and Public Health Practice Roundtable on Health Literacy. As a follow up to the 2012 discussion paper Ten Attributes of a Health Literate Health Care Organization, participants met to examine what is known about implementation of the attributes of a health literate health care organization and to create a network of health literacy implementers who can share information about health literacy innovations and problem solving. This report discusses implementation approaches and shares tools that could be used in implementing specific literacy strategies.\nAlthough health literacy is commonly defined as an individual trait, there is a growing appreciation that health literacy does not depend on the skills of individuals alone. Health literacy is the product of the interaction between individuals' capacities and the health literacy-related demands and complexities of the health care system. System changes are needed to better align health care demands with the public's skills and abilities. Organizational Change to Improve Health Literacy focuses on changes that could be made to achieve this goal.", url = "https://nap.nationalacademies.org/catalog/18378/organizational-change-to-improve-health-literacy-workshop-summary", year = 2013, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine", editor = "Harold W. Kohl III and Heather D. Cook", title = "Educating the Student Body: Taking Physical Activity and Physical Education to School", isbn = "978-0-309-28313-7", abstract = "Physical inactivity is a key determinant of health across the lifespan. A lack of activity increases the risk of heart disease, colon and breast cancer, diabetes mellitus, hypertension, osteoporosis, anxiety and depression and others diseases. Emerging literature has suggested that in terms of mortality, the global population health burden of physical inactivity approaches that of cigarette smoking. The prevalence and substantial disease risk associated with physical inactivity has been described as a pandemic.\nThe prevalence, health impact, and evidence of changeability all have resulted in calls for action to increase physical activity across the lifespan. In response to the need to find ways to make physical activity a health priority for youth, the Institute of Medicine's Committee on Physical Activity and Physical Education in the School Environment was formed. Its purpose was to review the current status of physical activity and physical education in the school environment, including before, during, and after school, and examine the influences of physical activity and physical education on the short and long term physical, cognitive and brain, and psychosocial health and development of children and adolescents.\nEducating the Student Body makes recommendations about approaches for strengthening and improving programs and policies for physical activity and physical education in the school environment. This report lays out a set of guiding principles to guide its work on these tasks. These included: recognizing the benefits of instilling life-long physical activity habits in children; the value of using systems thinking in improving physical activity and physical education in the school environment; the recognition of current disparities in opportunities and the need to achieve equity in physical activity and physical education; the importance of considering all types of school environments; the need to take into consideration the diversity of students as recommendations are developed.\nThis report will be of interest to local and national policymakers, school officials, teachers, and the education community, researchers, professional organizations, and parents interested in physical activity, physical education, and health for school-aged children and adolescents.", url = "https://nap.nationalacademies.org/catalog/18314/educating-the-student-body-taking-physical-activity-and-physical-education", year = 2013, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Transportation Research Board and National Academies of Sciences, Engineering, and Medicine", editor = "Stephen M. Quilty", title = "Helping New Maintenance Hires Adapt to the Airport Operating Environment", abstract = "TRB\u2019s Airport Cooperative Research Program (ACRP) Synthesis 49: Helping New Maintenance Hires Adapt to the Airport Operating Environment highlights comprehensive safety and security training resources as well as successful practices for new maintenance hires at general aviation airports.", url = "https://nap.nationalacademies.org/catalog/22505/helping-new-maintenance-hires-adapt-to-the-airport-operating-environment", year = 2013, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Transportation Research Board and National Academies of Sciences, Engineering, and Medicine", editor = "Monica L. Simon", title = "Developing Partnerships between Transportation Agencies and the Disability and Underrepresented Communities", abstract = "TRB\u2019s Transit Cooperative Research Program (TCRP) Research Results Digest 107: Developing Partnerships between Transportation Agencies and the Disability and Underrepresented Communities includes best practices and outreach strategies and suggestions that can be used by transit personnel to develop and maintain partnerships with the disability and underrepresented communities. The guide includes \u201chow to\u201d approaches and information in narrative and graphic form on developing these partnerships.", url = "https://nap.nationalacademies.org/catalog/22578/developing-partnerships-between-transportation-agencies-and-the-disability-and-underrepresented-communities", year = 2013, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine", editor = "Lyla M. Hernandez", title = "Health Literacy: Improving Health, Health Systems, and Health Policy Around the World: Workshop Summary", isbn = "978-0-309-28484-4", abstract = "The roots of health literacy can be traced back to the national literacy movement in India under Gandhi and to aid groups working in Africa to promote education and health. The term health literacy was first used in 1974 and described as \"health education meeting minimal standards for all school grade levels\". From that first use the definition of health literacy evolved during the next 30 years with official definitions promulgated by government agencies and large programs. Despite differences among these definitions, they all hold in common the idea that health literacy involves the need for people to understand information that helps them maintain good health.\nAlthough the United States produces a majority of the research on health literacy, Europe has strong multinational programs as well as research efforts, and health literacy experts in developing countries have created successful programs implemented on a community level. Given these distinct strengths of efforts worldwide, there are many opportunities for collaboration. International collaboration can harness the United States' research power, Europe's multilingual and multinational experience, and developing nations' community-based programs to create robust programs and research that reach people\u2014not based on language or nationality but on need and value.\nA workshop on international health literacy efforts that feature presentations and discussion about health literacy interventions from various countries as well as other topics related to international health literacy was held as the basis for this report. Health Literacy: Improving Health, Health Systems, and Health Policy Around the World summarizes the findings and discussions at the workshop.", url = "https://nap.nationalacademies.org/catalog/18325/health-literacy-improving-health-health-systems-and-health-policy-around", year = 2013, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Daniel L. Cork", title = "Benefits, Burdens, and Prospects of the American Community Survey: Summary of a Workshop", isbn = "978-0-309-26797-7", abstract = "In June 2012, the Committee on National Statistics (sponsored by the U.S. Census Bureau) convened a Workshop on the Benefits (and Burdens) of the American Community Survey (ACS)\u2014the detailed demographic and economic survey that began full-scale data collection in 2005 and that replaced the traditional \"long form\" in the 2010 census. ACS data are used by numerous federal agencies to administer programs, yet the ACS only moved from abstraction to reality for most users in 2010, when the first ACS estimates for small areas (based on 5 years of collected data) were made available. Hence, the workshop marked the opportunity to develop a picture of the breadth of the nonfederal user base of the ACS\u2014among them, the media, policy research and evaluation groups (that distill ACS results for the media and broader public), state and local agencies, businesses and economic development organizations, and local and regional planning authorities\u2014and to gather information on users' experiences with the first full releases of ACS products.\nIn addition to covering innovative uses of the information now available on a continuous basis in the ACS, the workshop gave expression to the challenges and burdens associated with the survey: the time burden places on respondents, the challenges of explaining and interpreting estimates with increased levels of variability, and the privacy and confidentiality implications of some of the ACS content. Benefits, Burdens, and Prospects of the American Community Survey: Summary of a Workshop provides a factual summary of the workshop proceedings and hints at the contours of the ACS user constituency, providing important input to the ongoing review and refinement of the ACS program.", url = "https://nap.nationalacademies.org/catalog/18259/benefits-burdens-and-prospects-of-the-american-community-survey-summary", year = 2013, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine", editor = "Joe Alper and Monica N. Feit and Jon Q. Sanders", title = "Collecting Sexual Orientation and Gender Identity Data in Electronic Health Records: Workshop Summary", isbn = "978-0-309-26804-2", abstract = "Collecting Sexual Orientation and Gender Identity Data in Electronic Health Records: Workshop Summary reviews the statement of task set to the committee which required them to collect sexual orientation and gender identity data in electronic health records. This report summarizes the invited presentations and facilitated discussions about current practices around sexual orientation and gender identity data collection, the challenges in collecting these data, and ways in which these challenges can be overcome.\nAreas of focus for the workshop include the clinical rationale behind collecting these data, standardized questions that can be used to collect these data, mechanisms for supporting providers and patients in the collection of these data, technical specifications involved in creating standards for sexual orientation and gender identity data collection and exchange, and policy considerations related to the health information technology (HIT) Meaningful Use process being overseen by the Department of Health and Human Services. This report summarizes the workshop agenda, select invited speakers and discussants, and moderate the discussions. Invited participants will include lesbian, gay, bisexual, and transgender (LGBT) health care consumer advocates, providers with experience working with LGBT populations, HIT vendors and other HIT specialists, health care administrators, and policy makers.", url = "https://nap.nationalacademies.org/catalog/18260/collecting-sexual-orientation-and-gender-identity-data-in-electronic-health-records", year = 2013, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Transportation Research Board and National Academies of Sciences, Engineering, and Medicine", editor = "Beverly Kuhn and Laura Higgins and Alicia Nelson and Melisa Finley and Gerald Ullman and Susan Chrysler and Karl Wunderlich and Vaishali Shah and Conrad Dudek", title = "Lexicon for Conveying Travel Time Reliability Information", abstract = "TRB\u2019s second Strategic Highway Research Program (SHRP 2) Report S2-L14-RW-2: Lexicon for Conveying Travel Time Reliability Information includes a glossary of terms designed to convey travel time reliability information to travelers so that such information can be understood and used in a way that influences their travel choices, but does not present a safety hazard.Reliability Project L14 also produced a report title, Effectiveness of Different Approaches to Disseminating Traveler Information on Travel Time Reliability, that provides recommendations on appropriate ways to introduce and provide travel time reliability information to travelers so that such information can be understood and used in a way that influences their travel choices but does not present a safety hazard.", url = "https://nap.nationalacademies.org/catalog/22604/lexicon-for-conveying-travel-time-reliability-information", year = 2013, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "Developing Capacities for Teaching Responsible Science in the MENA Region: Refashioning Scientific Dialogue", isbn = "978-0-309-28639-8", abstract = "Spurred on by new discoveries and rapid technological advances, the capacity for life science research is expanding across the globe\u2014and with it comes concerns about the unintended impacts of research on the physical and biological environment, human well-being, or the deliberate misuse of knowledge, tools, and techniques to cause harm. This report describes efforts to address dual use issues by developing institutes around the world that will help life sciences faculty learn to teach about the responsible conduct of science. Based on the successful National Academies Summer Institute for Undergraduate Biology Education and on previous NRC reports on effective methods for teaching about dual use issues, the report's authoring committee designed a general framework for the faculty institutes and chose the Middle East-North Africa (MENA) region to test a prototype faculty institute.\nIn September 2012, the first Institute was held in Aqaba, Jordan, bringing together 28 participants from Algeria, Egypt, Jordan, Libya, and Yemen to engage with effective, evidence-based teaching methods, develop curricular materials for use in their own classrooms, and become community leaders on dual use and related topics. Developing Capacities for Teaching Responsible Science in the MENA Region: Refashioning Scientific Dialogue offers insights from the institute that will help in the design and implementation of future programs in the MENA region, and in other parts of the world.", url = "https://nap.nationalacademies.org/catalog/18356/developing-capacities-for-teaching-responsible-science-in-the-mena-region", year = 2013, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine and National Research Council", editor = "Deepali M. Patel and Melissa A. Simon and Rachel M. Taylor", title = "Contagion of Violence: Workshop Summary", isbn = "978-0-309-26364-1", abstract = "The past 25 years have seen a major paradigm shift in the field of violence prevention, from the assumption that violence is inevitable to the recognition that violence is preventable. Part of this shift has occurred in thinking about why violence occurs, and where intervention points might lie. In exploring the occurrence of violence, researchers have recognized the tendency for violent acts to cluster, to spread from place to place, and to mutate from one type to another. Furthermore, violent acts are often preceded or followed by other violent acts.\n\nIn the field of public health, such a process has also been seen in the infectious disease model, in which an agent or vector initiates a specific biological pathway leading to symptoms of disease and infectivity. The agent transmits from individual to individual, and levels of the disease in the population above the baseline constitute an epidemic. Although violence does not have a readily observable biological agent as an initiator, it can follow similar epidemiological pathways.\n\nOn April 30-May 1, 2012, the Institute of Medicine (IOM) Forum on Global Violence Prevention convened a workshop to explore the contagious nature of violence. Part of the Forum's mandate is to engage in multisectoral, multidirectional dialogue that explores crosscutting, evidence-based approaches to violence prevention, and the Forum has convened four workshops to this point exploring various elements of violence prevention. The workshops are designed to examine such approaches from multiple perspectives and at multiple levels of society. In particular, the workshop on the contagion of violence focused on exploring the epidemiology of the contagion, describing possible processes and mechanisms by which violence is transmitted, examining how contextual factors mitigate or exacerbate the issue. Contagion of Violence: Workshop Summary covers the major topics that arose during the 2-day workshop. It is organized by important elements of the infectious disease model so as to present the contagion of violence in a larger context and in a more compelling and comprehensive way.", url = "https://nap.nationalacademies.org/catalog/13489/contagion-of-violence-workshop-summary", year = 2013, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine", editor = "Brian L. Strom and Ann L. Yaktine and Maria Oria", title = "Sodium Intake in Populations: Assessment of Evidence", isbn = "978-0-309-28295-6", abstract = "Despite efforts over the past several decades to reduce sodium intake in the United States, adults still consume an average of 3,400 mg of sodium every day. A number of scientific bodies and professional health organizations, including the American Heart Association, the American Medical Association, and the American Public Health Association, support reducing dietary sodium intake. These organizations support a common goal to reduce daily sodium intake to less than 2,300 milligrams and further reduce intake to 1,500 mg among persons who are 51 years of age and older and those of any age who are African-American or have hypertension, diabetes, or chronic kidney disease.\nA substantial body of evidence supports these efforts to reduce sodium intake. This evidence links excessive dietary sodium to high blood pressure, a surrogate marker for cardiovascular disease (CVD), stroke, and cardiac-related mortality. However, concerns have been raised that a low sodium intake may adversely affect certain risk factors, including blood lipids and insulin resistance, and thus potentially increase risk of heart disease and stroke. In fact, several recent reports have challenged sodium reduction in the population as a strategy to reduce this risk.\nSodium Intake in Populations recognizes the limitations of the available evidence, and explains that there is no consistent evidence to support an association between sodium intake and either a beneficial or adverse effect on most direct health outcomes other than some CVD outcomes (including stroke and CVD mortality) and all-cause mortality. Some evidence suggested that decreasing sodium intake could possibly reduce the risk of gastric cancer. However, the evidence was too limited to conclude the converse\u2014that higher sodium intake could possibly increase the risk of gastric cancer. Interpreting these findings was particularly challenging because most studies were conducted outside the United States in populations consuming much higher levels of sodium than those consumed in this country. Sodium Intake in Populations is a summary of the findings and conclusions on evidence for associations between sodium intake and risk of CVD-related events and mortality.", url = "https://nap.nationalacademies.org/catalog/18311/sodium-intake-in-populations-assessment-of-evidence", year = 2013, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Stephen A. Merrill and William J. Raduchel", title = "Copyright in the Digital Era: Building Evidence for Policy", isbn = "978-0-309-27895-9", abstract = "Over the course of several decades, copyright protection has been expanded and extended through legislative changes occasioned by national and international developments. The content and technology industries affected by copyright and its exceptions, and in some cases balancing the two, have become increasingly important as sources of economic growth, relatively high-paying jobs, and exports. Since the expansion of digital technology in the mid-1990s, they have undergone a technological revolution that has disrupted long-established modes of creating, distributing, and using works ranging from literature and news to film and music to scientific publications and computer software.\n\nIn the United States and internationally, these disruptive changes have given rise to a strident debate over copyright's proper scope and terms and means of its enforcement--a debate between those who believe the digital revolution is progressively undermining the copyright protection essential to encourage the funding, creation, and distribution of new works and those who believe that enhancements to copyright are inhibiting technological innovation and free expression.\n\nCopyright in the Digital Era: Building Evidence for Policy examines a range of questions regarding copyright policy by using a variety of methods, such as case studies, international and sectoral comparisons, and experiments and surveys. This report is especially critical in light of digital age developments that may, for example, change the incentive calculus for various actors in the copyright system, impact the costs of voluntary copyright transactions, pose new enforcement challenges, and change the optimal balance between copyright protection and exceptions.", url = "https://nap.nationalacademies.org/catalog/14686/copyright-in-the-digital-era-building-evidence-for-policy", year = 2013, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "The Unique U.S.-Russian Relationship in Biological Science and Biotechnology: Recent Experience and Future Directions", isbn = "978-0-309-26980-3", abstract = "In the fall of 2010, the U.S. National Academies (consisting of the National Academy of Sciences, the National Academy of Engineering, and the Institute of Medicine) and the Russian Academy of Sciences (in cooperation with the Russian Academy of Medical Sciences and the Russian Academy of Agricultural Sciences) initiated a joint study of U.S.-Russian bilateral engagement in the biological sciences and biotechnology (hereinafter collectively referred to as bioengagement). The U.S. Department of State and the Russian Academy of Sciences provided support for the study. The academies established a joint committee of 12 leading scientists from the two countries to assess bioengagement activities since 1996 and to provide recommendations as to collaborative efforts in the near future. The Unique U.S.-Russian Relationship in Biological Science and Biotechnology: Recent Experience and Future Directions summarizes the principal conclusions and recommendations of the study.", url = "https://nap.nationalacademies.org/catalog/18277/the-unique-us-russian-relationship-in-biological-science-and-biotechnology", year = 2013, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine", title = "The Childhood Immunization Schedule and Safety: Stakeholder Concerns, Scientific Evidence, and Future Studies", isbn = "978-0-309-26702-1", abstract = "Vaccines are among the most safe and effective public health interventions to prevent serious disease and death. Because of the success of vaccines, most Americans today have no firsthand experience with such devastating illnesses as polio or diphtheria. Health care providers who vaccinate young children follow a schedule prepared by the U.S. Advisory Committee on Immunization Practices. Under the current schedule, children younger than six may receive as many as 24 immunizations by their second birthday. New vaccines undergo rigorous testing prior to receiving FDA approval; however, like all medicines and medical interventions, vaccines carry some risk.\nDriven largely by concerns about potential side effects, there has been a shift in some parents' attitudes toward the child immunization schedule. The Childhood Immunization Schedule and Safety identifies research approaches, methodologies, and study designs that could address questions about the safety of the current schedule.\nThis report is the most comprehensive examination of the immunization schedule to date. The IOM authoring committee uncovered no evidence of major safety concerns associated with adherence to the childhood immunization schedule. Should signals arise that there may be need for investigation, however, the report offers a framework for conducting safety research using existing or new data collection systems.", url = "https://nap.nationalacademies.org/catalog/13563/the-childhood-immunization-schedule-and-safety-stakeholder-concerns-scientific-evidence", year = 2013, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine and National Research Council", editor = "Julie A. Caswell and Ann L. Yaktine", title = "Supplemental Nutrition Assistance Program: Examining the Evidence to Define Benefit Adequacy", isbn = "978-0-309-26294-1", abstract = "For many Americans who live at or below the poverty threshold, access to healthy foods at a reasonable price is a challenge that often places a strain on already limited resources and may compel them to make food choices that are contrary to current nutritional guidance. To help alleviate this problem, the U.S. Department of Agriculture (USDA) administers a number of nutrition assistance programs designed to improve access to healthy foods for low-income individuals and households. The largest of these programs is the Supplemental Nutrition Assistance Program (SNAP), formerly called the Food Stamp Program, which today serves more than 46 million Americans with a program cost in excess of $75 billion annually. The goals of SNAP include raising the level of nutrition among low-income households and maintaining adequate levels of nutrition by increasing the food purchasing power of low-income families.\nIn response to questions about whether there are different ways to define the adequacy of SNAP allotments consistent with the program goals of improving food security and access to a healthy diet, USDA's Food and Nutrition Service (FNS) asked the Institute of Medicine (IOM) to conduct a study to examine the feasibility of defining the adequacy of SNAP allotments, specifically: the feasibility of establishing an objective, evidence-based, science-driven definition of the adequacy of SNAP allotments consistent with the program goals of improving food security and access to a healthy diet, as well as other relevant dimensions of adequacy; and data and analyses needed to support an evidence-based assessment of the adequacy of SNAP allotments.\nSupplemental Nutrition Assistance Program: Examining the Evidence to Define Benefit Adequacy reviews the current evidence, including the peer-reviewed published literature and peer-reviewed government reports. Although not given equal weight with peer-reviewed publications, some non-peer-reviewed publications from nongovernmental organizations and stakeholder groups also were considered because they provided additional insight into the behavioral aspects of participation in nutrition assistance programs. In addition to its evidence review, the committee held a data gathering workshop that tapped a range of expertise relevant to its task.", url = "https://nap.nationalacademies.org/catalog/13485/supplemental-nutrition-assistance-program-examining-the-evidence-to-define-benefit", year = 2013, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Transportation Research Board and National Academies of Sciences, Engineering, and Medicine", editor = "Craig Churchward and James F. Palmer and Joan Iverson Nassauer and Carys Anne Swanwick", title = "Evaluation of Methodologies for Visual Impact Assessments", abstract = "TRB\u2019s National Cooperative Highway Research Program (NCHRP) Report 741: Evaluation of Methodologies for Visual Impact Assessments evaluates visual impact assessment (VIA) procedures, methods, and practices that satisfy or exceed National Environmental Policy Act (NEPA) and other requirements.The report documents VIA methodologies and approaches used in the United States and other countries, describes the decision making framework used to select specific VIA techniques for a given project, includes VIA best practice case studies from state departments of transportation, and highlights promising new developments in the field.", url = "https://nap.nationalacademies.org/catalog/22644/evaluation-of-methodologies-for-visual-impact-assessments", year = 2013, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Alicia Carriquiry and Malay Majmundar", title = "Options for Estimating Illegal Entries at the U.S.-Mexico Border", isbn = "978-0-309-26422-8", abstract = "The U.S. Department of Homeland Security (DHS) is responsible for securing and managing the nation's borders. Over the past decade, DHS has dramatically stepped up its enforcement efforts at the U.S.-Mexico border, increasing the number of U.S. Border patrol (USBP) agents, expanding the deployment of technological assets, and implementing a variety of \"consequence programs\" intended to deter illegal immigration. During this same period, there has also been a sharp decline in the number of unauthorized migrants apprehended at the border.\n\nTrends in total apprehensions do not, however, by themselves speak to the effectiveness of DHS's investments in immigration enforcement. In particular, to evaluate whether heightened enforcement efforts have contributed to reducing the flow of undocumented migrants, it is critical to estimate the number of border-crossing attempts during the same period for which apprehensions data are available. With these issues in mind, DHS charged the National Research Council (NRC) with providing guidance on the use of surveys and other methodologies to estimate the number of unauthorized crossings at the U.S.-Mexico border, preferably by geographic region and on a quarterly basis. Options for Estimating Illegal Entries at the U.S.-Mexico Border focuses on Mexican migrants since Mexican nationals account for the vast majority (around 90 percent) of attempted unauthorized border crossings across the U.S.-Mexico border.", url = "https://nap.nationalacademies.org/catalog/13498/options-for-estimating-illegal-entries-at-the-us-mexico-border", year = 2013, publisher = "The National Academies Press", address = "Washington, DC" }