%0 Book %A National Academies of Sciences, Engineering, and Medicine %E Teutsch, Steven M. %E McCoy, Margaret A. %E Woodbury, R. Brian %E Welp, Annalyn %T Making Eye Health a Population Health Imperative: Vision for Tomorrow %@ 978-0-309-43998-5 %D 2016 %U https://nap.nationalacademies.org/catalog/23471/making-eye-health-a-population-health-imperative-vision-for-tomorrow %> https://nap.nationalacademies.org/catalog/23471/making-eye-health-a-population-health-imperative-vision-for-tomorrow %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %P 586 %X The ability to see deeply affects how human beings perceive and interpret the world around them. For most people, eyesight is part of everyday communication, social activities, educational and professional pursuits, the care of others, and the maintenance of personal health, independence, and mobility. Functioning eyes and vision system can reduce an adult's risk of chronic health conditions, death, falls and injuries, social isolation, depression, and other psychological problems. In children, properly maintained eye and vision health contributes to a child's social development, academic achievement, and better health across the lifespan. The public generally recognizes its reliance on sight and fears its loss, but emphasis on eye and vision health, in general, has not been integrated into daily life to the same extent as other health promotion activities, such as teeth brushing; hand washing; physical and mental exercise; and various injury prevention behaviors. A larger population health approach is needed to engage a wide range of stakeholders in coordinated efforts that can sustain the scope of behavior change. The shaping of socioeconomic environments can eventually lead to new social norms that promote eye and vision health. Making Eye Health a Population Health Imperative: Vision for Tomorrow proposes a new population-centered framework to guide action and coordination among various, and sometimes competing, stakeholders in pursuit of improved eye and vision health and health equity in the United States. Building on the momentum of previous public health efforts, this report also introduces a model for action that highlights different levels of prevention activities across a range of stakeholders and provides specific examples of how population health strategies can be translated into cohesive areas for action at federal, state, and local levels. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Berwick, Donald %E Downey, Autumn %E Cornett, Elizabeth %T A National Trauma Care System: Integrating Military and Civilian Trauma Systems to Achieve Zero Preventable Deaths After Injury %@ 978-0-309-44285-5 %D 2016 %U https://nap.nationalacademies.org/catalog/23511/a-national-trauma-care-system-integrating-military-and-civilian-trauma %> https://nap.nationalacademies.org/catalog/23511/a-national-trauma-care-system-integrating-military-and-civilian-trauma %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %P 530 %X Advances in trauma care have accelerated over the past decade, spurred by the significant burden of injury from the wars in Afghanistan and Iraq. Between 2005 and 2013, the case fatality rate for United States service members injured in Afghanistan decreased by nearly 50 percent, despite an increase in the severity of injury among U.S. troops during the same period of time. But as the war in Afghanistan ends, knowledge and advances in trauma care developed by the Department of Defense (DoD) over the past decade from experiences in Afghanistan and Iraq may be lost. This would have implications for the quality of trauma care both within the DoD and in the civilian setting, where adoption of military advances in trauma care has become increasingly common and necessary to improve the response to multiple civilian casualty events. Intentional steps to codify and harvest the lessons learned within the military's trauma system are needed to ensure a ready military medical force for future combat and to prevent death from survivable injuries in both military and civilian systems. This will require partnership across military and civilian sectors and a sustained commitment from trauma system leaders at all levels to assure that the necessary knowledge and tools are not lost. A National Trauma Care System defines the components of a learning health system necessary to enable continued improvement in trauma care in both the civilian and the military sectors. This report provides recommendations to ensure that lessons learned over the past decade from the military's experiences in Afghanistan and Iraq are sustained and built upon for future combat operations and translated into the U.S. civilian system. %0 Book %A Institute of Medicine %A National Academies of Sciences, Engineering, and Medicine %E Cory-Slechta, Deborah %E Wedge, Roberta %T Gulf War and Health: Volume 10: Update of Health Effects of Serving in the Gulf War, 2016 %@ 978-0-309-38041-6 %D 2016 %U https://nap.nationalacademies.org/catalog/21840/gulf-war-and-health-volume-10-update-of-health-effects %> https://nap.nationalacademies.org/catalog/21840/gulf-war-and-health-volume-10-update-of-health-effects %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %P 292 %X For the United States, the 1991 Persian Gulf War was a brief and successful military operation with few injuries and deaths. However, soon after returning from duty, a large number of veterans began reporting health problems they believed were associated with their service in the Gulf. At the request of Congress, the Institute of Medicine (IOM) has been conducting an ongoing review of the evidence to determine veterans' long-term health problems and potential causes. The fourth volume in the series, released in 2006, summarizes the long-term health problems seen in Gulf War veterans. In 2010, the IOM released an update that focuses on existing health problems and identifies possible new ones, considering evidence collected since the initial summary. Gulf War and Health: Volume 10 is an update of the scientific and medical literature on the health effects associated with deployment to the Gulf War that were identified in Volumes 4 and 8. This report reviews and evaluates the associations between illness and exposure to toxic agents, environmental or wartime hazards, or preventive measures and vaccines associated with Gulf War service, and provides recommendations for future research efforts on Gulf War veterans. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Anderson, Karen M. %E Olson, Steve %T Advancing Health Equity for Native American Youth: Workshop Summary %@ 978-0-309-37613-6 %D 2016 %U https://nap.nationalacademies.org/catalog/21766/advancing-health-equity-for-native-american-youth-workshop-summary %> https://nap.nationalacademies.org/catalog/21766/advancing-health-equity-for-native-american-youth-workshop-summary %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %P 74 %X More than 2 million Americans below age 24 self-identify as being of American Indian or Alaska Native descent. Many of the serious behavioral, emotional, and physical health concerns facing young people today are especially prevalent with Native youth (e.g., depression, violence, and substance abuse). Adolescent Native Americans have death rates two to five times the rate of whites in the same age group because of higher levels of suicide and a variety of risky behaviors (e.g., drug and alcohol use, inconsistent school attendance). Violence, including intentional injuries, homicide, and suicide, accounts for three-quarters of deaths for Native American youth ages 12 to 20. Suicide is the second leading cause of death—and 2.5 times the national rate—for Native youth ages 15 to 24. Arrayed against these health problems are vital cultural strengths on which Native Americans can draw. At a workshop held in 2012, by the National Academies of Sciences, Engineering, and Medicine, presenters described many of these strengths, including community traditions and beliefs, social support networks, close-knit families, and individual resilience. In May 2014, the Academies held a follow-up workshop titled Advancing Health Equity for Native American Youth. Participants discussed issues related to (1) the visibility of racial and ethnic disparities in health and health care as a national problem, (2) the development of programs and strategies by and for Native and Indigenous communities to reduce disparities and build resilience, and (3) the emergence of supporting Native expertise and leadership. This report summarizes the presentations and discussions from the workshop. %0 Book %A Institute of Medicine %A National Academies of Sciences, Engineering, and Medicine %T A Framework for Educating Health Professionals to Address the Social Determinants of Health %@ 978-0-309-39262-4 %D 2016 %U https://nap.nationalacademies.org/catalog/21923/a-framework-for-educating-health-professionals-to-address-the-social-determinants-of-health %> https://nap.nationalacademies.org/catalog/21923/a-framework-for-educating-health-professionals-to-address-the-social-determinants-of-health %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %K Education %P 172 %X The World Health Organization defines the social determinants of health as "the conditions in which people are born, grow, work, live, and age, and the wider set of forces and systems shaping the conditions of daily life." These forces and systems include economic policies, development agendas, cultural and social norms, social policies, and political systems. In an era of pronounced human migration, changing demographics, and growing financial gaps between rich and poor, a fundamental understanding of how the conditions and circumstances in which individuals and populations exist affect mental and physical health is imperative. Educating health professionals about the social determinants of health generates awareness among those professionals about the potential root causes of ill health and the importance of addressing them in and with communities, contributing to more effective strategies for improving health and health care for underserved individuals, communities, and populations. Recently, the National Academies of Sciences, Engineering, and Medicine convened a workshop to develop a high-level framework for such health professional education. A Framework for Educating Health Professionals to Address the Social Determinants of Health also puts forth a conceptual model for the framework's use with the goal of helping stakeholder groups envision ways in which organizations, education, and communities can come together to address health inequalities. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Lauritsen, Janet L. %E Cork, Daniel L. %T Modernizing Crime Statistics: Report 1: Defining and Classifying Crime %@ 978-0-309-44109-4 %D 2016 %U https://nap.nationalacademies.org/catalog/23492/modernizing-crime-statistics-report-1-defining-and-classifying-crime %> https://nap.nationalacademies.org/catalog/23492/modernizing-crime-statistics-report-1-defining-and-classifying-crime %I The National Academies Press %C Washington, DC %G English %K Behavioral and Social Sciences %K Surveys and Statistics %P 286 %X To derive statistics about crime – to estimate its levels and trends, assess its costs to and impacts on society, and inform law enforcement approaches to prevent it – a conceptual framework for defining and thinking about crime is virtually a prerequisite. Developing and maintaining such a framework is no easy task, because the mechanics of crime are ever evolving and shifting: tied to shifts and development in technology, society, and legislation. Interest in understanding crime surged in the 1920s, which proved to be a pivotal decade for the collection of nationwide crime statistics. Now established as a permanent agency, the Census Bureau commissioned the drafting of a manual for preparing crime statistics—intended for use by the police, corrections departments, and courts alike. The new manual sought to solve a perennial problem by suggesting a standard taxonomy of crime. Shortly after the Census Bureau issued its manual, the International Association of Chiefs of Police in convention adopted a resolution to create a Committee on Uniform Crime Records —to begin the process of describing what a national system of data on crimes known to the police might look like. The key distinction between the rigorous classification proposed in this report and the “classifications” that have come before in U.S. crime statistics is that it is intended to partition the entirety of behaviors that could be considered criminal offenses into mutually exclusive categories. Modernizing Crime Statistics: Report 1: Defining and Classifying Crime assesses and makes recommendations for the development of a modern set of crime measures in the United States and the best means for obtaining them. This first report develops a new classification of crime by weighing various perspectives on how crime should be defined and organized with the needs and demands of the full array of crime data users and stakeholders. %0 Book %A Transportation Research Board %A National Academies of Sciences, Engineering, and Medicine %E Alipour, Alice %T Post-Extreme Event Damage Assessment and Response for Highway Bridges %D 2016 %U https://nap.nationalacademies.org/catalog/24647/post-extreme-event-damage-assessment-and-response-for-highway-bridges %> https://nap.nationalacademies.org/catalog/24647/post-extreme-event-damage-assessment-and-response-for-highway-bridges %I The National Academies Press %C Washington, DC %G English %K Transportation and Infrastructure %P 91 %X TRB's National Cooperative Highway Research Program (NCHRP) Synthesis 497: Post-Extreme Event Damage Assessment and Response for Highway Bridges reviews the procedures that state departments of transportation and two local authorities, New York City and Los Angeles County, use to assess the damage in bridges in response to extreme events and conduct emergency response activities. Extreme events include those with geological sources (such as earthquakes and landslides), from hydro-meteorological sources (such as hurricanes and floods), or those of man-made origin, either accidental (such as truck crashes) or malicious (such as terrorist attacks).