@BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", title = "Space Studies Board Annual Report 2015", abstract = "The original charter of the Space Science Board was established in June 1958, 3 months before the National Aeronautics and Space Administration (NASA) opened its doors. The Space Science Board and its successor, the Space Studies Board (SSB), have provided expert external and independent scientific and programmatic advice to NASA on a continuous basis from NASA's inception until the present. The SSB has also provided such advice to other executive branch agencies, including the National Oceanic and Atmospheric Administration (NOAA), the National Science Foundation (NSF), the U.S. Geological Survey (USGS), the Department of Defense, as well as to Congress.\n\nSpace Studies Board Annual Report 2015 covers a message from the chair of the SSB, David N. Spergel. This report also explains the origins of the Space Science Board, how the Space Studies Board functions today, the SSB's collaboration with other National Research Council units, assures the quality of the SSB reports, acknowledges the audience and sponsors, and expresses the necessity to enhance the outreach and improve dissemination of SSB reports.\n\nThis report will be relevant to a full range of government audiences in civilian space research - including NASA, NSF, NOAA, USGS, and the Department of Energy, as well members of the SSB, policy makers, and researchers.", url = "https://nap.nationalacademies.org/catalog/23494/space-studies-board-annual-report-2015", year = 2016, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", title = "Accounting for Social Risk Factors in Medicare Payment: Data", isbn = "978-0-309-44801-7", abstract = "Recent health care payment reforms aim to improve the alignment of Medicare payment strategies with goals to improve the quality of care provided, patient experiences with health care, and health outcomes, while also controlling costs. These efforts move Medicare away from the volume-based payment of traditional fee-for-service models and toward value-based purchasing, in which cost control is an explicit goal in addition to clinical and quality goals. Specific payment strategies include pay-for-performance and other quality incentive programs that tie financial rewards and sanctions to the quality and efficiency of care provided and accountable care organizations in which health care providers are held accountable for both the quality and cost of the care they deliver.\n\nAccounting For Social Risk Factors in Medicare Payment: Data is the fourth in a series of five brief reports that aim to inform ASPE analyses that account for social risk factors in Medicare payment programs mandated through the IMPACT Act. This report provides guidance on data sources for and strategies to collect data on indicators of social risk factors that could be accounted for Medicare quality measurement and payment programs.", url = "https://nap.nationalacademies.org/catalog/23605/accounting-for-social-risk-factors-in-medicare-payment-data", year = 2016, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine and National Academies of Sciences, Engineering, and Medicine", title = "Accounting for Social Risk Factors in Medicare Payment: Identifying Social Risk Factors", isbn = "978-0-309-38124-6", abstract = "Recent health care payment reforms aim to improve the alignment of Medicare payment strategies with goals to improve the quality of care provided, patient experiences with health care, and health outcomes, while also controlling costs. These efforts move Medicare away from the volume-based payment of traditional fee-for-service models and toward value-based purchasing, in which cost control is an explicit goal in addition to clinical and quality goals. Specific payment strategies include pay-for-performance and other quality incentive programs that tie financial rewards and sanctions to the quality and efficiency of care provided and accountable care organizations in which health care providers are held accountable for both the quality and cost of the care they deliver.\nAccounting for Social Risk Factors in Medicare Payment: Identifying Social Risk Factors is the first in a series of five reports commissioned to provide input into whether socioeconomic status (SES) and other social risk factors could be accounted for in Medicare payment and quality programs. This report focuses on defining SES and other social factors for the purposes of application to Medicare quality measurement and payment programs.", url = "https://nap.nationalacademies.org/catalog/21858/accounting-for-social-risk-factors-in-medicare-payment-identifying-social", year = 2016, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", title = "Accounting for Social Risk Factors in Medicare Payment: Criteria, Factors, and Methods", isbn = "978-0-309-44293-0", abstract = "Recent health care payment reforms aim to improve the alignment of Medicare payment strategies with goals to improve the quality of care provided, patient experiences with health care, and health outcomes, while also controlling costs. These efforts move Medicare away from the volume-based payment of traditional fee-for-service models and toward value-based purchasing, in which cost control is an explicit goal in addition to clinical and quality goals. Specific payment strategies include pay-for-performance and other quality incentive programs that tie financial rewards and sanctions to the quality and efficiency of care provided and accountable care organizations in which health care providers are held accountable for both the quality and cost of the care they deliver.\n\nAccounting For Social Risk Factors in Medicare Payment: Criteria, Factors, and Methods is the third in a series of five brief reports that aim to inform ASPE analyses that account for social risk factors in Medicare payment programs mandated through the IMPACT Act. This report builds on the conceptual relationships and empirical associations between social risk factors and performance indicators used in value-based payment identified in the first report to provide guidance on which factors could be considered for Medicare accounting purposes, criteria to identify these factors, and methods to do so in ways that can improve care and promote greater health equity for socially at-risk patients.", url = "https://nap.nationalacademies.org/catalog/23513/accounting-for-social-risk-factors-in-medicare-payment-criteria-factors", year = 2016, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", title = "Ending Discrimination Against People with Mental and Substance Use Disorders: The Evidence for Stigma Change", isbn = "978-0-309-43912-1", abstract = "Estimates indicate that as many as 1 in 4 Americans will experience a mental health problem or will misuse alcohol or drugs in their lifetimes. These disorders are among the most highly stigmatized health conditions in the United States, and they remain barriers to full participation in society in areas as basic as education, housing, and employment. Improving the lives of people with mental health and substance abuse disorders has been a priority in the United States for more than 50 years. The Community Mental Health Act of 1963 is considered a major turning point in America's efforts to improve behavioral healthcare. It ushered in an era of optimism and hope and laid the groundwork for the consumer movement and new models of recovery. The consumer movement gave voice to people with mental and substance use disorders and brought their perspectives and experience into national discussions about mental health.\nHowever over the same 50-year period, positive change in American public attitudes and beliefs about mental and substance use disorders has lagged behind these advances. Stigma is a complex social phenomenon based on a relationship between an attribute and a stereotype that assigns undesirable labels, qualities, and behaviors to a person with that attribute. Labeled individuals are then socially devalued, which leads to inequality and discrimination. This report contributes to national efforts to understand and change attitudes, beliefs and behaviors that can lead to stigma and discrimination. Changing stigma in a lasting way will require coordinated efforts, which are based on the best possible evidence, supported at the national level with multiyear funding, and planned and implemented by an effective coalition of representative stakeholders.\nEnding Discrimination Against People with Mental and Substance Use Disorders: The Evidence for Stigma Change explores stigma and discrimination faced by individuals with mental or substance use disorders and recommends effective strategies for reducing stigma and encouraging people to seek treatment and other supportive services. It offers a set of conclusions and recommendations about successful stigma change strategies and the research needed to inform and evaluate these efforts in the United States.", url = "https://nap.nationalacademies.org/catalog/23442/ending-discrimination-against-people-with-mental-and-substance-use-disorders", year = 2016, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine and National Academies of Sciences, Engineering, and Medicine", editor = "Anne Claiborne and Rebecca English and Jeffrey Kahn", title = "Mitochondrial Replacement Techniques: Ethical, Social, and Policy Considerations", isbn = "978-0-309-38870-2", abstract = "Mitochondrial replacement techniques (MRTs) are designed to prevent the transmission of mitochondrial DNA (mtDNA) diseases from mother to child. While MRTs, if effective, could satisfy a desire of women seeking to have a genetically related child without the risk of passing on mtDNA disease, the technique raises significant ethical and social issues. It would create offspring who have genetic material from two women, something never sanctioned in humans, and would create mitochondrial changes that could be heritable (in female offspring), and therefore passed on in perpetuity. The manipulation would be performed on eggs or embryos, would affect every cell of the resulting individual, and once carried out this genetic manipulation is not reversible.\n\nMitochondrial Replacement Techniques considers the implications of manipulating mitochondrial content both in children born to women as a result of participating in these studies and in descendants of any female offspring. This study examines the ethical and social issues related to MRTs, outlines principles that would provide a framework and foundation for oversight of MRTs, and develops recommendations to inform the Food and Drug Administration's consideration of investigational new drug applications.\n", url = "https://nap.nationalacademies.org/catalog/21871/mitochondrial-replacement-techniques-ethical-social-and-policy-considerations", year = 2016, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Transportation Research Board and National Academies of Sciences, Engineering, and Medicine", title = "Between Public and Private Mobility: Examining the Rise of Technology-Enabled Transportation Services", abstract = "TRB Special Report 319: Between Public and Private Mobility: Examining the Rise of Technology-Enabled Transportation Services analyzes how innovative transportation services, including ridesharing, carsharing, bikesharing, and microtransit, are changing mobility for millions of travelers. Such services could reduce congestion and emissions from surface transportation if regulated wisely to encourage concurrent, rather than sequential, ride sharing. Rapidly growing transportation network companies (TNCs), like Uber and Lyft, however, are disrupting conventional taxi and limousine services and raise policy challenges regarding personal security and public safety, insurance requirements, employment and labor issues, and accessibility and equity. The committee\u2019s report offers guidance to state and local officials responsible for policy setting and regulation of for-hire transportation services in each of these areas. The report also addresses the need for greater consistency in regulations across jurisdictions and calls for TNCs to share more information about the volume, frequency, and types of trips being provided to allow for informed regulation and planning of transportation services. Report appendixes are available online only: \u2022 Appendix A: Taxonomy of Established and Emerging Personal Transportation Services \u2022 Appendix B: Taxi, Sedan, and Limousine Industries and Regulations, by Bruce Schaller \u2022 Appendix C: Bikesharing Safety and Helmet Use Supplemental information includes a:\u2022 Press release\u2022 Recorded webcast taped on January 13, 2016 at the TRB Annual Meeting\u2022 Report in Brief\u2022 Slider on 10 Facts about Using Uber, Lyft, or Taxis \u2022 TRNews article ", url = "https://nap.nationalacademies.org/catalog/21875/between-public-and-private-mobility-examining-the-rise-of-technology-enabled-transportation-services", year = 2016, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Vivian L. Gadsden and Morgan Ford and Heather Breiner", title = "Parenting Matters: Supporting Parents of Children Ages 0-8", isbn = "978-0-309-38854-2", abstract = "Decades of research have demonstrated that the parent-child dyad and the environment of the family\u2014which includes all primary caregivers\u2014are at the foundation of children's well- being and healthy development. From birth, children are learning and rely on parents and the other caregivers in their lives to protect and care for them. The impact of parents may never be greater than during the earliest years of life, when a child's brain is rapidly developing and when nearly all of her or his experiences are created and shaped by parents and the family environment. Parents help children build and refine their knowledge and skills, charting a trajectory for their health and well-being during childhood and beyond. The experience of parenting also impacts parents themselves. For instance, parenting can enrich and give focus to parents' lives; generate stress or calm; and create any number of emotions, including feelings of happiness, sadness, fulfillment, and anger. \n\nParenting of young children today takes place in the context of significant ongoing developments. These include: a rapidly growing body of science on early childhood, increases in funding for programs and services for families, changing demographics of the U.S. population, and greater diversity of family structure. Additionally, parenting is increasingly being shaped by technology and increased access to information about parenting. \n\nParenting Matters identifies parenting knowledge, attitudes, and practices associated with positive developmental outcomes in children ages 0-8; universal\/preventive and targeted strategies used in a variety of settings that have been effective with parents of young children and that support the identified knowledge, attitudes, and practices; and barriers to and facilitators for parents' use of practices that lead to healthy child outcomes as well as their participation in effective programs and services. This report makes recommendations directed at an array of stakeholders, for promoting the wide-scale adoption of effective programs and services for parents and on areas that warrant further research to inform policy and practice. It is meant to serve as a roadmap for the future of parenting policy, research, and practice in the United States.", url = "https://nap.nationalacademies.org/catalog/21868/parenting-matters-supporting-parents-of-children-ages-0-8", year = 2016, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine and National Academies of Sciences, Engineering, and Medicine", editor = "Kathleen M. Rasmussen and Marie E. Latulippe and Ann L. Yaktine", title = "Review of WIC Food Packages: Proposed Framework for Revisions: Interim Report", isbn = "978-0-309-38000-3", abstract = "The Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) began 40 years ago as a pilot program and has since grown to serve over 8 million pregnant women, and mothers of and their infants and young children. Today the program serves more than a quarter of the pregnant women and half of the infants in the United States, at an annual cost of about $6.2 billion. Through its contribution to the nutritional needs of pregnant, breastfeeding, and post-partum women; infants; and children under 5 years of age; this federally supported nutrition assistance program is integral to meeting national nutrition policy goals for a significant portion of the U.S. population.\nTo assure the continued success of the WIC, Congress mandated that the Food and Nutrition Service of the U.S. Department of Agriculture (USDA) reevaluate the program's food packages every 10 years. In 2014, the USDA asked the Institute of Medicine to undertake this reevaluation to ensure continued alignment with the goals of the Dietary Guidelines for Americans. This, the second report of this series, provides a summary of the work of phase I of the study, and serves as the analytical underpinning for phase II in which the committee will report its final conclusions and recommendations.", url = "https://nap.nationalacademies.org/catalog/21832/review-of-wic-food-packages-proposed-framework-for-revisions-interim", year = 2016, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", title = "Lessons Learned from the Fukushima Nuclear Accident for Improving Safety and Security of U.S. Nuclear Plants: Phase 2", isbn = "978-0-309-38888-7", abstract = "The U.S. Congress asked the National Academy of Sciences to conduct a technical study on lessons learned from the Fukushima Daiichi nuclear accident for improving safety and security of commercial nuclear power plants in the United States. This study was carried out in two phases: Phase 1, issued in 2014, focused on the causes of the Fukushima Daiichi accident and safety-related lessons learned for improving nuclear plant systems, operations, and regulations exclusive of spent fuel storage. This Phase 2 report focuses on three issues: (1) lessons learned from the accident for nuclear plant security, (2) lessons learned for spent fuel storage, and (3) reevaluation of conclusions from previous Academies studies on spent fuel storage.", url = "https://nap.nationalacademies.org/catalog/21874/lessons-learned-from-the-fukushima-nuclear-accident-for-improving-safety-and-security-of-us-nuclear-plants", year = 2016, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Eugene Steuerle and Leigh Miles Jackson", title = "Advancing the Power of Economic Evidence to Inform Investments in Children, Youth, and Families", isbn = "978-0-309-44059-2", abstract = "In recent years, the U.S. federal government has invested approximately $463 billion annually in interventions that affect the overall health and well-being of children and youth, while state and local budgets have devoted almost double that amount. The potential returns on these investments may not only be substantial but also have long-lasting effects for individuals and succeeding generations of their families.\nIdeally, those tasked with making these investments would have available to them the evidence needed to determine the cost of all required resources to fully implement and sustain each intervention, the expected returns of the investment, to what extent these returns can be measured in monetary or nonmonetary terms, and who will receive the returns and when. As a result of a number of challenges, however, such evidence may not be effectively produced or applied. Low-quality evidence and\/or a failure to consider the context in which the evidence will be used may weaken society's ability to invest wisely, and also reduce future demand for this and other types of evidence.\nAdvancing the Power of Economic Evidence to Inform Investments in Children, Youth, and Families highlights the potential for economic evidence to inform investment decisions for interventions that support the overall health and well-being of children, youth, and families. This report describes challenges to the optimal use of economic evidence, and offers recommendations to stakeholders to promote a lasting improvement in its quality, utility, and use.", url = "https://nap.nationalacademies.org/catalog/23481/advancing-the-power-of-economic-evidence-to-inform-investments-in-children-youth-and-families", year = 2016, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academy of Engineering and National Academies of Sciences, Engineering, and Medicine", editor = "Shirley Malcom and Michael Feder", title = "Barriers and Opportunities for 2-Year and 4-Year STEM Degrees: Systemic Change to Support Students' Diverse Pathways", isbn = "978-0-309-37357-9", abstract = "Nearly 40 percent of the students entering 2- and 4-year postsecondary institutions indicated their intention to major in science, technology, engineering, and mathematics (STEM) in 2012. But the barriers to students realizing their ambitions are reflected in the fact that about half of those with the intention to earn a STEM bachelor's degree and more than two-thirds intending to earn a STEM associate's degree fail to earn these degrees 4 to 6 years after their initial enrollment. Many of those who do obtain a degree take longer than the advertised length of the programs, thus raising the cost of their education. Are the STEM educational pathways any less efficient than for other fields of study? How might the losses be \"stemmed\" and greater efficiencies realized? These questions and others are at the heart of this study.\n\nBarriers and Opportunities for 2-Year and 4-Year STEM Degrees reviews research on the roles that people, processes, and institutions play in 2-and 4-year STEM degree production. This study pays special attention to the factors that influence students' decisions to enter, stay in, or leave STEM majors\u2014quality of instruction, grading policies, course sequences, undergraduate learning environments, student supports, co-curricular activities, students' general academic preparedness and competence in science, family background, and governmental and institutional policies that affect STEM educational pathways.\n \nBecause many students do not take the traditional 4-year path to a STEM undergraduate degree, Barriers and Opportunities describes several other common pathways and also reviews what happens to those who do not complete the journey to a degree. This book describes the major changes in student demographics; how students, view, value, and utilize programs of higher education; and how institutions can adapt to support successful student outcomes. In doing so, Barriers and Opportunities questions whether definitions and characteristics of what constitutes success in STEM should change. As this book explores these issues, it identifies where further research is needed to build a system that works for all students who aspire to STEM degrees. The conclusions of this report lay out the steps that faculty, STEM departments, colleges and universities, professional societies, and others can take to improve STEM education for all students interested in a STEM degree.\n", url = "https://nap.nationalacademies.org/catalog/21739/barriers-and-opportunities-for-2-year-and-4-year-stem-degrees", year = 2016, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine and National Academies of Sciences, Engineering, and Medicine", editor = "Sara Rosenbaum and Patti Simon", title = "Speech and Language Disorders in Children: Implications for the Social Security Administration's Supplemental Security Income Program", isbn = "978-0-309-38875-7", abstract = "Speech and language are central to the human experience; they are the vital means by which people convey and receive knowledge, thoughts, feelings, and other internal experiences. Acquisition of communication skills begins early in childhood and is foundational to the ability to gain access to culturally transmitted knowledge, organize and share thoughts and feelings, and participate in social interactions and relationships. Thus, speech disorders and language disorders\u2014disruptions in communication development\u2014can have wide-ranging and adverse impacts on the ability to communicate and also to acquire new knowledge and fully participate in society. Severe disruptions in speech or language acquisition have both direct and indirect consequences for child and adolescent development, not only in communication, but also in associated abilities such as reading and academic achievement that depend on speech and language skills.\nThe Supplemental Security Income (SSI) program for children provides financial assistance to children from low-income, resource-limited families who are determined to have conditions that meet the disability standard required under law. Between 2000 and 2010, there was an unprecedented rise in the number of applications and the number of children found to meet the disability criteria. The factors that contribute to these changes are a primary focus of this report.\nSpeech and Language Disorders in Children provides an overview of the current status of the diagnosis and treatment of speech and language disorders and levels of impairment in the U.S. population under age 18. This study identifies past and current trends in the prevalence and persistence of speech disorders and language disorders for the general U.S. population under age 18 and compares those trends to trends in the SSI childhood disability population.", url = "https://nap.nationalacademies.org/catalog/21872/speech-and-language-disorders-in-children-implications-for-the-social", year = 2016, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Dan G. Blazer and Sarah Domnitz and Catharyn T. Liverman", title = "Hearing Health Care for Adults: Priorities for Improving Access and Affordability", isbn = "978-0-309-43926-8", abstract = "The loss of hearing - be it gradual or acute, mild or severe, present since birth or acquired in older age - can have significant effects on one's communication abilities, quality of life, social participation, and health. Despite this, many people with hearing loss do not seek or receive hearing health care. The reasons are numerous, complex, and often interconnected. For some, hearing health care is not affordable. For others, the appropriate services are difficult to access, or individuals do not know how or where to access them. Others may not want to deal with the stigma that they and society may associate with needing hearing health care and obtaining that care. Still others do not recognize they need hearing health care, as hearing loss is an invisible health condition that often worsens gradually over time. \nIn the United States, an estimated 30 million individuals (12.7 percent of Americans ages 12 years or older) have hearing loss. Globally, hearing loss has been identified as the fifth leading cause of years lived with disability. Successful hearing health care enables individuals with hearing loss to have the freedom to communicate in their environments in ways that are culturally appropriate and that preserve their dignity and function.\nHearing Health Care for Adults focuses on improving the accessibility and affordability of hearing health care for adults of all ages. This study examines the hearing health care system, with a focus on non-surgical technologies and services, and offers recommendations for improving access to, the affordability of, and the quality of hearing health care for adults of all ages.\n \n", url = "https://nap.nationalacademies.org/catalog/23446/hearing-health-care-for-adults-priorities-for-improving-access-and", year = 2016, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Frederick Rivara and Suzanne Le Menestrel", title = "Preventing Bullying Through Science, Policy, and Practice", isbn = "978-0-309-44067-7", abstract = "Bullying has long been tolerated as a rite of passage among children and adolescents. There is an implication that individuals who are bullied must have \"asked for\" this type of treatment, or deserved it. Sometimes, even the child who is bullied begins to internalize this idea. For many years, there has been a general acceptance and collective shrug when it comes to a child or adolescent with greater social capital or power pushing around a child perceived as subordinate. But bullying is not developmentally appropriate; it should not be considered a normal part of the typical social grouping that occurs throughout a child's life.\nAlthough bullying behavior endures through generations, the milieu is changing. Historically, bulling has occurred at school, the physical setting in which most of childhood is centered and the primary source for peer group formation. In recent years, however, the physical setting is not the only place bullying is occurring. Technology allows for an entirely new type of digital electronic aggression, cyberbullying, which takes place through chat rooms, instant messaging, social media, and other forms of digital electronic communication.\nComposition of peer groups, shifting demographics, changing societal norms, and modern technology are contextual factors that must be considered to understand and effectively react to bullying in the United States. Youth are embedded in multiple contexts and each of these contexts interacts with individual characteristics of youth in ways that either exacerbate or attenuate the association between these individual characteristics and bullying perpetration or victimization. Recognizing that bullying behavior is a major public health problem that demands the concerted and coordinated time and attention of parents, educators and school administrators, health care providers, policy makers, families, and others concerned with the care of children, this report evaluates the state of the science on biological and psychosocial consequences of peer victimization and the risk and protective factors that either increase or decrease peer victimization behavior and consequences.", url = "https://nap.nationalacademies.org/catalog/23482/preventing-bullying-through-science-policy-and-practice", year = 2016, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Catherine E. Snow and Kenne A. Dibner", title = "Science Literacy: Concepts, Contexts, and Consequences", isbn = "978-0-309-44756-0", abstract = "Science is a way of knowing about the world. At once a process, a product, and an institution, science enables people to both engage in the construction of new knowledge as well as use information to achieve desired ends. Access to science\u2014whether using knowledge or creating it\u2014necessitates some level of familiarity with the enterprise and practice of science: we refer to this as science literacy. \n\nScience literacy is desirable not only for individuals, but also for the health and well- being of communities and society. More than just basic knowledge of science facts, contemporary definitions of science literacy have expanded to include understandings of scientific processes and practices, familiarity with how science and scientists work, a capacity to weigh and evaluate the products of science, and an ability to engage in civic decisions about the value of science. Although science literacy has traditionally been seen as the responsibility of individuals, individuals are nested within communities that are nested within societies\u2014and, as a result, individual science literacy is limited or enhanced by the circumstances of that nesting. \n\nScience Literacy studies the role of science literacy in public support of science. This report synthesizes the available research literature on science literacy, makes recommendations on the need to improve the understanding of science and scientific research in the United States, and considers the relationship between scientific literacy and support for and use of science and research.", url = "https://nap.nationalacademies.org/catalog/23595/science-literacy-concepts-contexts-and-consequences", year = 2016, publisher = "The National Academies Press", address = "Washington, DC" }