%0 Book %A National Research Council %E Mislevy, Robert J. %E Knowles, Kaeli T. %T Performance Assessments for Adult Education: Exploring the Measurement Issues: Report of a Workshop %@ 978-0-309-08453-6 %D 2002 %U https://nap.nationalacademies.org/catalog/10366/performance-assessments-for-adult-education-exploring-the-measurement-issues-report %> https://nap.nationalacademies.org/catalog/10366/performance-assessments-for-adult-education-exploring-the-measurement-issues-report %I The National Academies Press %C Washington, DC %G English %K Education %P 132 %X In the United States, the nomenclature of adult education includes adult literacy, adult secondary education, and English for speakers of other languages (ESOL) services provided to undereducated and limited English proficient adults. Those receiving adult education services have diverse reasons for seeking additional education. With the passage of the WIA, the assessment of adult education students became mandatory-regardless of their reasons for seeking services. The law does allow the states and local programs flexibility in selecting the most appropriate assessment for the student. The purpose of the NRC's workshop was to explore issues related to efforts to measure learning gains in adult basic education programs, with a focus on performance-based assessments. %0 Book %A National Research Council %E Ploeg, Michele Ver %E Moffitt, Robert A. %E Citro, Constance F. %T Studies of Welfare Populations: Data Collection and Research Issues %@ 978-0-309-07623-4 %D 2002 %U https://nap.nationalacademies.org/catalog/10206/studies-of-welfare-populations-data-collection-and-research-issues %> https://nap.nationalacademies.org/catalog/10206/studies-of-welfare-populations-data-collection-and-research-issues %I The National Academies Press %C Washington, DC %G English %K Behavioral and Social Sciences %P 537 %X This volume, a companion to Evaluating Welfare Reform in an Era of Transition, is a collection of papers on data collection issues for welfare and low-income populations. The papers on survey issues cover methods for designing surveys taking into account nonresponse in advance, obtaining high response rates in telephone surveys, obtaining high response rates in in-person surveys, the effects of incentive payments, methods for adjusting for missing data in surveys of low-income populations, and measurement error issues in surveys, with a special focus on recall error. The papers on administrative data cover the issues of matching and cleaning, access and confidentiality, problems in measuring employment and income, and the availability of data on children. The papers on welfare leavers and welfare dynamics cover a comparison of existing welfare leaver studies, data from the state of Wisconsin on welfare leavers, and data from the National Longitudinal Survey of Youth used to construct measures of heterogeneity in the welfare population based on the recipient's own welfare experience. A final paper discusses qualitative data. %0 Book %A National Academy of Engineering %A National Research Council %E Pearson, Greg %E Young, A. Thomas %T Technically Speaking: Why All Americans Need to Know More About Technology %@ 978-0-309-08262-4 %D 2002 %U https://nap.nationalacademies.org/catalog/10250/technically-speaking-why-all-americans-need-to-know-more-about %> https://nap.nationalacademies.org/catalog/10250/technically-speaking-why-all-americans-need-to-know-more-about %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %K Engineering and Technology %P 170 %X Cell phones . . . airbags . . . genetically modified food . . . the Internet. These are all emblems of modern life. You might ask what we would do without them. But an even more interesting question might be what would we do if we had to actually explain how they worked? The United States is riding a whirlwind of technological change. To be sure, there have been periods, such as the late 1800s, when new inventions appeared in society at a comparable rate. But the pace of change today, and its social, economic, and other impacts, are as significant and far reaching as at any other time in history. And it seems that the faster we embrace new technologies, the less we’re able to understand them. What is the long-term effect of this galloping technological revolution? In today’s new world, it is nothing less than a matter of responsible citizenship to grasp the nature and implications of technology. Technically Speaking provides a blueprint for bringing us all up to speed on the role of technology in our society, including understanding such distinctions as technology versus science and technological literacy versus technical competence. It clearly and decisively explains what it means to be a technologically-literate citizen. The book goes on to explore the context of technological literacy—the social, historical, political, and educational environments. This readable overview highlights specific issues of concern: the state of technological studies in K-12 schools, the reach of the Internet into our homes and lives, and the crucial role of technology in today’s economy and workforce. Three case studies of current issues—car airbags, genetically modified foods, and the California energy crisis—illustrate why ordinary citizens need to understand technology to make responsible decisions. This fascinating book from the National Academy of Engineering is enjoyable to read and filled with contemporary examples. It will be important to anyone interested in understanding how the world around them works. %0 Book %A National Research Council %T Preparing for the Revolution: Information Technology and the Future of the Research University %@ 978-0-309-08640-0 %D 2002 %U https://nap.nationalacademies.org/catalog/10545/preparing-for-the-revolution-information-technology-and-the-future-of %> https://nap.nationalacademies.org/catalog/10545/preparing-for-the-revolution-information-technology-and-the-future-of %I The National Academies Press %C Washington, DC %G English %K Computers and Information Technology %K Education %K Policy for Science and Technology %P 92 %X The rapid evolution of information technology (IT) is transforming our society and its institutions. For the most knowledge-intensive entities of all, research universities, profound IT-related challenges and opportunities will emerge in the next decade or so. Yet, there is a sense that some of the most significant issues are not well understood by academic administrators, faculty, and those who support or depend on the institution's activities. This study identifies those information technologies likely to evolve in the near term (a decade or less) that could ultimately have a major impact on the research university. It also examines the possible implications of these technologies for the research university—its activities (learning, research, outreach) and its organization, management, and financing—and for the broader higher education enterprise. The authoring committee urges research universities and their constituents to develop new strategies to ensure that they survive and thrive in the digital age. %0 Book %A National Research Council %E Graham, Patricia Albjerg %E Stacey, Nevzer G. %T The Knowledge Economy and Postsecondary Education: Report of a Workshop %@ 978-0-309-08292-1 %D 2002 %U https://nap.nationalacademies.org/catalog/10239/the-knowledge-economy-and-postsecondary-education-report-of-a-workshop %> https://nap.nationalacademies.org/catalog/10239/the-knowledge-economy-and-postsecondary-education-report-of-a-workshop %I The National Academies Press %C Washington, DC %G English %K Education %K Industry and Labor %P 216 %X The Workshop on the Knowledge Economy and Postsecondary Education documents changes seen in the postsecondary education system. In her report Lisa Hudson focuses on who is participating in postsecondary education; Tom Bailey concentrates on community colleges as the most responsive institutions to employer needs; Carol Twigg surveys the ways that four-year institutions are attempting to modify their curricular offerings and pedagogy to adapt those that will be more useful; and Brian Pusser emphasizes the public’s broader interests in higher education and challenges the acceptance of the primacy of job preparation for the individual and of "market" metaphors as an appropriate descriptor of American higher education. An example of a for-profit company providing necessary instruction for workers is also examined. Richard Murnane, Nancy Sharkey, and Frank Levy investigate the experience of Cisco high school and community college students need to testify to their information technology skills to earn certificates. Finally, John Bransford, Nancy Vye, and Helen Bateman address the ways learning occurs and how these can be encouraged, particularly in cyberspace. %0 Book %A Institute of Medicine %A National Research Council %T Integrity in Scientific Research: Creating an Environment That Promotes Responsible Conduct %@ 978-0-309-08479-6 %D 2002 %U https://nap.nationalacademies.org/catalog/10430/integrity-in-scientific-research-creating-an-environment-that-promotes-responsible %> https://nap.nationalacademies.org/catalog/10430/integrity-in-scientific-research-creating-an-environment-that-promotes-responsible %I The National Academies Press %C Washington, DC %G English %K Policy for Science and Technology %K Education %P 216 %X "Most people say that it is the intellect which makes a great scientist. They are wrong: it is character."—Albert Einstein Integrity in Scientific Research attempts to define and describe those elements that encourage individuals involved with scientific research to act with integrity. Recognizing the inconsistency of human behavior, it stresses the important role that research institutions play in providing an integrity—rich environment, citing the need for institutions to provide staff with training and education, policies and procedures, and tools and support systems. It identifies practices that characterize integrity in such areas as peer review and research on human subjects and weighs the strengths and limitations of self—evaluation efforts by these institutions. In addition, it details an approach to promoting integrity during the education of researchers, including how to develop an effective curriculum. Providing a framework for research and educational institutions, this important book will be essential for anyone concerned about ethics in the scientific community. %0 Book %A National Research Council %A Institute of Medicine %T Technical, Business, and Legal Dimensions of Protecting Children from Pornography on the Internet: Proceedings of a Workshop %@ 978-0-309-08326-3 %D 2002 %U https://nap.nationalacademies.org/catalog/10324/technical-business-and-legal-dimensions-of-protecting-children-from-pornography-on-the-internet %> https://nap.nationalacademies.org/catalog/10324/technical-business-and-legal-dimensions-of-protecting-children-from-pornography-on-the-internet %I The National Academies Press %C Washington, DC %G English %K Behavioral and Social Sciences %K Computers and Information Technology %P 144 %X In response to a mandate from Congress in conjunction with the Protection of Children from Sexual Predators Act of 1998, the Computer Science and Telecommunications Board (CSTB) and the Board on Children, Youth, and Families of the National Research Council (NRC) and the Institute of Medicine established the Committee to Study Tools and Strategies for Protecting Kids from Pornography and Their Applicability to Other Inappropriate Internet Content.To collect input and to disseminate useful information to the nation on this question, the committee held two public workshops. On December 13, 2000, in Washington, D.C., the committee convened a workshop to focus on nontechnical strategies that could be effective in a broad range of settings (e.g., home, school, libraries) in which young people might be online. This workshop brought together researchers, educators, policy makers, and other key stakeholders to consider and discuss these approaches and to identify some of the benefits and limitations of various nontechnical strategies. The December workshop is summarized in Nontechnical Strategies to Reduce Children's Exposure to Inappropriate Material on the Internet: Summary of a Workshop. The second workshop was held on March 7, 2001, in Redwood City, California. This second workshop focused on some of the technical, business, and legal factors that affect how one might choose to protect kids from pornography on the Internet. The present report provides, in the form of edited transcripts, the presentations at that workshop. %0 Book %A Institute of Medicine %E Cohn, Felicia %E Salmon, Marla E. %E Stobo, John D. %T Confronting Chronic Neglect: The Education and Training of Health Professionals on Family Violence %@ 978-0-309-07431-5 %D 2002 %U https://nap.nationalacademies.org/catalog/10127/confronting-chronic-neglect-the-education-and-training-of-health-professionals %> https://nap.nationalacademies.org/catalog/10127/confronting-chronic-neglect-the-education-and-training-of-health-professionals %I The National Academies Press %C Washington, DC %G English %K Behavioral and Social Sciences %P 368 %X As many as 20 to 25 percent of American adults—or one in every four people—have been victimized by, witnesses of, or perpetrators of family violence in their lifetimes. Family violence affects more people than cancer, yet it's an issue that receives far less attention. Surprisingly, many assume that health professionals are deliberately turning a blind eye to this traumatic social problem. The fact is, very little is being done to educate health professionals about family violence. Health professionals are often the first to encounter victims of abuse and neglect, and therefore they play a critical role in ensuring that victims—as well as perpetrators—get the help they need. Yet, despite their critical role, studies continue to describe a lack of education for health professionals about how to identify and treat family violence. And those that have been trained often say that, despite their education, they feel ill-equipped or lack support from by their employers to deal with a family violence victim, sometimes resulting in a failure to screen for abuse during a clinical encounter. Equally problematic, the few curricula in existence often lack systematic and rigorous evaluation. This makes it difficult to say whether or not the existing curricula even works. Confronting Chronic Neglect offers recommendations, such as creating education and research centers, that would help raise awareness of the problem on all levels. In addition, it recommends ways to involve health care professionals in taking some responsibility for responding to this difficult and devastating issue. Perhaps even more importantly, Confronting Chronic Neglect encourages society as a whole to share responsibility. Health professionals alone cannot solve this complex problem. Responding to victims of family violence and ultimately preventing its occurrence is a societal responsibility