%0 Book %A National Research Council %T How People Learn: Brain, Mind, Experience, and School: Expanded Edition %@ 978-0-309-07036-2 %D 2000 %U https://nap.nationalacademies.org/catalog/9853/how-people-learn-brain-mind-experience-and-school-expanded-edition %> https://nap.nationalacademies.org/catalog/9853/how-people-learn-brain-mind-experience-and-school-expanded-edition %I The National Academies Press %C Washington, DC %G English %K Education %P 384 %X First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods—to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education. %0 Book %A Institute of Medicine %A National Research Council %E Mathiowetz, Nancy %E Wunderlich, Gooloo S. %T Survey Measurement of Work Disability: Summary of a Workshop %@ 978-0-309-06899-4 %D 2000 %U https://nap.nationalacademies.org/catalog/9787/survey-measurement-of-work-disability-summary-of-a-workshop %> https://nap.nationalacademies.org/catalog/9787/survey-measurement-of-work-disability-summary-of-a-workshop %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %P 109 %X The Social Security Administration (SSA) is engaged in redesigning its disability determination process for providing cash benefits and medical assistance to blind and disabled persons under the Social Security Disability Insurance (SSDI) program and the Supplemental Security Income (SSI) program (Title II and Title XVI of the Social Security Act). The agency has undertaken a multiyear research effort to develop and test the feasibility, validity, reliability, and practicality of the redesigned disability determination process before making any decision about its national implementation. Survey Measurement of Work Disability reviews and provides advice on this research. One of the major areas for review is the ongoing independent, scientific review of the scope of work, design, and content of the Disability Evaluation Study (DES) and the conduct of the study by the chosen survey contractor. This report identifies statistical design, methodological, and content concerns and addresses other issues as they arise. %0 Book %A National Research Council %E Stern, Paul C. %E Carstensen, Laura L. %T The Aging Mind: Opportunities in Cognitive Research %@ 978-0-309-06940-3 %D 2000 %U https://nap.nationalacademies.org/catalog/9783/the-aging-mind-opportunities-in-cognitive-research %> https://nap.nationalacademies.org/catalog/9783/the-aging-mind-opportunities-in-cognitive-research %I The National Academies Press %C Washington, DC %G English %K Behavioral and Social Sciences %K Health and Medicine %P 288 %X Possible new breakthroughs in understanding the aging mind that can be used to benefit older people are now emerging from research. This volume identifies the key scientific advances and the opportunities they bring. For example, science has learned that among older adults who do not suffer from Alzheimer's disease or other dementias, cognitive decline may depend less on loss of brain cells than on changes in the health of neurons and neural networks. Research on the processes that maintain neural health shows promise of revealing new ways to promote cognitive functioning in older people. Research is also showing how cognitive functioning depends on the conjunction of biology and culture. The ways older people adapt to changes in their nervous systems, and perhaps the changes themselves, are shaped by past life experiences, present living situations, changing motives, cultural expectations, and emerging technology, as well as by their physical health status and sensory-motor capabilities. Improved understanding of how physical and contextual factors interact can help explain why some cognitive functions are impaired in aging while others are spared and why cognitive capability is impaired in some older adults and spared in others. On the basis of these exciting findings, the report makes specific recommends that the U.S. government support three major new initiatives as the next steps for research. %0 Book %A National Research Council %T Addressing the Nation's Changing Needs for Biomedical and Behavioral Scientists %@ 978-0-309-06981-6 %D 2000 %U https://nap.nationalacademies.org/catalog/9827/addressing-the-nations-changing-needs-for-biomedical-and-behavioral-scientists %> https://nap.nationalacademies.org/catalog/9827/addressing-the-nations-changing-needs-for-biomedical-and-behavioral-scientists %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %P 132 %X As biomedical and behavioral research progresses into new areas, the number of scientists active in various fields rises and falls, and the health needs of the U.S. population evolve, it is important to ensure that the preparation of future investigators reflects these changes. This book addresses these topics by considering questions such as the following: What is the current supply of biomedical and behavioral scientists? How is future demand for scientists likely to be affected by factors such as advances in research, trends in the employment of scientists, future research funding, and changes in health care delivery? What are the best ways to prepare prospective investigators to meet future needs in scientific research? In the course of addressing these questions, this volume examines the number of investigators trained every year, patterns of hiring by universities and industry, and the age of the scientific workforce in different fields, and makes recommendations for the number of scientists that should be trained in the years ahead. This book also considers the diversity of the research workforce and the importance of providing prospective scientists with the skills to successfully collaborate with investigators in related fields, and offers suggestions for how government and universities should structure their research training programs differently in the future. %0 Book %A Institute of Medicine %E Pellmar, Terry C. %E Eisenberg, Leon %T Bridging Disciplines in the Brain, Behavioral, and Clinical Sciences %@ 978-0-309-07078-2 %D 2000 %U https://nap.nationalacademies.org/catalog/9942/bridging-disciplines-in-the-brain-behavioral-and-clinical-sciences %> https://nap.nationalacademies.org/catalog/9942/bridging-disciplines-in-the-brain-behavioral-and-clinical-sciences %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %K Biology and Life Sciences %P 144 %X Interdisciplinary research is a cooperative effort by a team of investigators, each an expert in the use of different methods and concepts, who have joined in an organized program to attack a challenging problem. Each investigator is responsible for the research in their area of discipline that applies to the problem, but together the investigators are responsible for the final product. The need for interdisciplinary training activities has been detailed over the last 25 years in both public and private reports. The history of science and technology has even shown the important advances that arose from interdisciplinary research, including plate tectonics which brought together geologists, oceanographers, paleomagnetists, seismologists, and geophysicists to advance the ability to forecast earthquakes and volcanic eruptions. In recognition of this, the need to train scientists who can address the highly complex problems that challenge us today and fully use new knowledge and technology, and the fact that cooperative efforts have proved difficult, the National Institute of Mental Health (NIMH), the National Institutes of Health (NIH) Office of Behavioral and Social Sciences Research (OBSSR), the National Institute on Nursing Research (NINR), and the National Institute on Aging (NIA) requested that an Institute of Medicine (IOM) Committee be created to complete several tasks including: examining the needs and strategies for interdisciplinary training in the brain, behavioral, social, and clinical sciences, defining necessary components of true interdisciplinary training in these areas, and reviewing current educational and training programs to identify elements of model programs that best facilitate interdisciplinary training. Bridging Disciplines in the Brain, Behavioral, and Clinical Sciences provides the conclusions and recommendations of this committee. Due to evaluations of the success of interdisciplinary training programs are scarce, the committee could not specify the "necessary components" or identify the elements that "best facilitate" interdisciplinary training. However, after reviewing existing programs and consulting with experts, the committee identified approaches likely to be successful in providing direction for interdisciplinary endeavors at various career stages. This report also includes interviews, training programs, and workshop agendas used. %0 Book %A Institute of Medicine %E Kohn, Linda T. %E Corrigan, Janet M. %E Donaldson, Molla S. %T To Err Is Human: Building a Safer Health System %@ 978-0-309-26174-6 %D 2000 %U https://nap.nationalacademies.org/catalog/9728/to-err-is-human-building-a-safer-health-system %> https://nap.nationalacademies.org/catalog/9728/to-err-is-human-building-a-safer-health-system %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %P 312 %X Experts estimate that as many as 98,000 people die in any given year from medical errors that occur in hospitals. That's more than die from motor vehicle accidents, breast cancer, or AIDS—three causes that receive far more public attention. Indeed, more people die annually from medication errors than from workplace injuries. Add the financial cost to the human tragedy, and medical error easily rises to the top ranks of urgent, widespread public problems. To Err Is Human breaks the silence that has surrounded medical errors and their consequence—but not by pointing fingers at caring health care professionals who make honest mistakes. After all, to err is human. Instead, this book sets forth a national agenda—with state and local implications—for reducing medical errors and improving patient safety through the design of a safer health system. This volume reveals the often startling statistics of medical error and the disparity between the incidence of error and public perception of it, given many patients' expectations that the medical profession always performs perfectly. A careful examination is made of how the surrounding forces of legislation, regulation, and market activity influence the quality of care provided by health care organizations and then looks at their handling of medical mistakes. Using a detailed case study, the book reviews the current understanding of why these mistakes happen. A key theme is that legitimate liability concerns discourage reporting of errors—which begs the question, "How can we learn from our mistakes?" Balancing regulatory versus market-based initiatives and public versus private efforts, the Institute of Medicine presents wide-ranging recommendations for improving patient safety, in the areas of leadership, improved data collection and analysis, and development of effective systems at the level of direct patient care. To Err Is Human asserts that the problem is not bad people in health care—it is that good people are working in bad systems that need to be made safer. Comprehensive and straightforward, this book offers a clear prescription for raising the level of patient safety in American health care. It also explains how patients themselves can influence the quality of care that they receive once they check into the hospital. This book will be vitally important to federal, state, and local health policy makers and regulators, health professional licensing officials, hospital administrators, medical educators and students, health caregivers, health journalists, patient advocates—as well as patients themselves. First in a series of publications from the Quality of Health Care in America, a project initiated by the Institute of Medicine %0 Book %A Institute of Medicine %A National Research Council %E Shonkoff, Jack P. %E Phillips, Deborah A. %T From Neurons to Neighborhoods: The Science of Early Childhood Development %@ 978-0-309-48320-9 %D 2000 %U https://nap.nationalacademies.org/catalog/9824/from-neurons-to-neighborhoods-the-science-of-early-childhood-development %> https://nap.nationalacademies.org/catalog/9824/from-neurons-to-neighborhoods-the-science-of-early-childhood-development %I The National Academies Press %C Washington, DC %G English %K Behavioral and Social Sciences %K Education %P 608 %X How we raise young children is one of today's most highly personalized and sharply politicized issues, in part because each of us can claim some level of "expertise." The debate has intensified as discoveries about our development—in the womb and in the first months and years—have reached the popular media. How can we use our burgeoning knowledge to assure the well-being of all young children, for their own sake as well as for the sake of our nation? Drawing from new findings, this book presents important conclusions about nature-versus-nurture, the impact of being born into a working family, the effect of politics on programs for children, the costs and benefits of intervention, and other issues. The committee issues a series of challenges to decision makers regarding the quality of child care, issues of racial and ethnic diversity, the integration of children's cognitive and emotional development, and more. Authoritative yet accessible, From Neurons to Neighborhoods presents the evidence about "brain wiring" and how kids learn to speak, think, and regulate their behavior. It examines the effect of the climate—family, child care, community—within which the child grows. %0 Book %A National Academy of Sciences %T Biographical Memoirs: Volume 78 %@ 978-0-309-07035-5 %D 2000 %U https://nap.nationalacademies.org/catalog/9977/biographical-memoirs-volume-78 %> https://nap.nationalacademies.org/catalog/9977/biographical-memoirs-volume-78 %I The National Academies Press %C Washington, DC %G English %K Biography and Autobiography %P 375 %X Biographic Memoirs: Volume 78 contains the biographies of deceased members of the National Academy of Sciences and bibliographies of their published works. Each biographical essay was written by a member of the Academy familiar with the professional career of the deceased. For historical and bibliographical purposes, these volumes are worth returning to time and again. %0 Book %A National Research Council %T Making IT Better: Expanding Information Technology Research to Meet Society's Needs %@ 978-0-309-06991-5 %D 2000 %U https://nap.nationalacademies.org/catalog/9829/making-it-better-expanding-information-technology-research-to-meet-societys %> https://nap.nationalacademies.org/catalog/9829/making-it-better-expanding-information-technology-research-to-meet-societys %I The National Academies Press %C Washington, DC %G English %K Computers and Information Technology %P 268 %X The flood of information technology (I.T.) products and services entering the market place often obscures the need to nurture the research enterprise. But as I.T. becomes integrated into all aspects of society, the need for research is even greater. And the range of issues that need to be addressed is broader than ever. This new book highlights the fundamental importance of research to ensure that I.T. meets society's expanding needs. Against the background of dramatic change in the I.T. landscape, the committee examines four key questions: Is the scope of I.T. research broad enough—particularly in the arena of large-scale systems—to address government, business, and social applications? Are government and industrial sponsors providing sufficient funding for I.T. research? Is the research net big both big and diverse enough to capture sufficient financial and intellectual resources to advance the field? Are structures and mechanisms for funding and conducting research suited to the new sets of research challenges? %0 Book %A National Research Council %E Raju, Nambury S. %E Pellegrino, James W. %E Bertenthal, Meryl W. %E Mitchell, Karen J. %E Jones, Lee R. %T Grading the Nation's Report Card: Research from the Evaluation of NAEP %@ 978-0-309-06844-4 %D 2000 %U https://nap.nationalacademies.org/catalog/9751/grading-the-nations-report-card-research-from-the-evaluation-of %> https://nap.nationalacademies.org/catalog/9751/grading-the-nations-report-card-research-from-the-evaluation-of %I The National Academies Press %C Washington, DC %G English %K Education %P 276 %X The National Assessment of Educational Progress (NAEP), known as the nation's report card, has chronicled students' academic achievement in America for over a quarter of a century. It has been a valued source of information about students' performance, providing the best available trend data on the academic achievement of elementary, middle, and secondary school students in key subject areas. NAEP's prominence and the important need for stable and accurate measures of academic achievement call for evaluation of the program and an analysis of the extent to which its results are reasonable, valid, and informative to the public. This volume of papers considers the use and application of NAEP. It provides technical background to the recently published book, Grading the Nation's Report Card: Evaluating NAEP and Transforming the Assessment of Educational Progress (NRC, 1999), with papers on four key topics: NAEP's assessment development, content validity, design and use, and more broadly, the design of education indicator systems.