Commission on Behavioral and Social Sciences and Education – författare

In recent years the number of complex humanitarian emergencies around the world has been steadily increasing. War and political, ethnic, racial, and religious strife continually force people to migrate against their will. These forced migrants create a stream of new challenges for relief workers and policy makers. A better understanding of the characteristics of refugee populations and of the population dynamics of these situations is vital. Improved research and insights can enhance disaster management, refugee camp administration, and repatriation or resettlement programs.Forced Migration and Mortality examines mortality patterns in complex human- itarian emergencies, reviewing the state of knowledge, as well as how patterns may change in the new century. It contains four case studies of mortality in recent emergencies: Rwanda, North Korea, Kosovo, and Cambodia. Because refugees and internally displaced persons are likely to continue to be a significant humanitarian concern for many years, research in this field is critical. This is the first book to comprehensively explore forced migration and mortality and it provides useful material for researchers, policy makers, and relief workers.

The American Community Survey (ACS), to be run by the Census Bureau, will be a large (250,000 housing units a month), predominantly mailout/mailback survey that will collect information similar to that on the decennial census long form. The development of this new survey raises interesting questions about methods used for combining information from surveys and from administrative records, weighting to treat nonresponse and undercoverage, estimation for small areas, sample design, and calibration of the output from this survey with that from the long form. To assist the Census Bureau in developing a research agenda to address these and other methodological issues, the Committee on National Statistics held a workshop on September 13, 1998. This report summarizes that workshop.

The Panel on Estimates of Poverty for Small Geographic Areas was established by the Committee on National Statistics at the National Research Council in response to the Improving America''s Schools Act of 1994. That act charged the U.S. Census Bureau to produce updated estimates of poor school-age children every two years for the nation''s more than 3,000 counties and 14,000 school districts. The act also charged the panel with determining the appropriateness and reliability of the Bureau''s estimates for use in the allocation of more than $7 billion of Title I funds each year for educationally disadvantaged children.

The panel''s charge was both a major one and one with immovable deadlines. The panel had to evaluate the Census Bureau''s work on a very tight schedule in order to meet legal requirements for allocation of Title I funds. As it turned out, the panel produced three interim reports: the first one evaluated county-level estimates of poor school-age children in 1993, the second one assessed a revised set of 1993 county estimates; and the third one covered both county- and school district-level estimates of poor school-age children in 1995. This volume combines and updates these three reports into a single reference volume.

Although violent crime in the United States has declined over the past five years, certain groups appear to remain at disproportionately high risk for violent victimization. In the United States, people with developmental disabilities—such as mental retardation, autism, cerebral palsy, epilepsy, and severe learning disabilities may be included in this group. While the scientific evidence is scanty, a handful of studies from the United States, Canada, Australia, and Great Britain consistently find high rates of violence and abuse affecting people with these kinds of disabilities.

The Panel on Juvenile Crime: Prevention, Treatment, and Control convened a workshop on October 2, 1998, to explore issues related to educational performance, school climate, school practices, learning, student motivation and commitment to school, and their relationship to delinquency. The workshop was designed to bring together researchers and practitioners with a broad range of perspectives on the relationship between such specific issues as school safety and academic achievement and the development of delinquent behavior.

Education and Delinquency reviews recent research findings, identifies gaps in knowledge and promising areas of future research, and discusses the need for program evaluation and the integration of empirical research findings into program design.

Improving Access to and Confidentiality of Research Data summarizes a workshop convened by the Committee on National Statistics (CNSTAT) to promote discussion about methods for advancing the often conflicting goals of exploiting the research potential of microdata and maintaining acceptable levels of confidentiality. This report outlines essential themes of the access versus confidentiality debate that emerged during the workshop. Among these themes are the tradeoffs and tensions between the needs of researchers and other data users on the one hand and confidentiality requirements on the other; the relative advantages and costs of data perturbation techniques (applied to facilitate public release) versus restricted access as tools for improving security; and the need to quantify disclosure risks—both absolute and relative—created by researchers and research data, as well as by other data users and other types of data.

Recent trends in federal policies for social and economic programs have increased the demand for timely, accurate estimates of income and poverty for states, counties, and even smaller areas. Every year more than $130 billion in federal funds is allocated to states and localities through formulas that use such estimates. These funds support a wide range of programs that include child care, community development, education, job training, nutrition, and public health.

A new program of the U.S. Census Bureau is now providing more timely estimates for these programs than those from the decennial census, which have been used for many years. These new estimates are being used to allocate more than $7 billion annually to school districts, through the Title I program that supports educationally disadvantaged children.

But are these estimates as accurate as possible given the available data? How can the statistical models and data that are used to develop the estimates be improved? What should policy makers consider in selecting particular estimates? This new book from the National Research Council provides guidance for improving the Census Bureau''s program and for policy makers who use such estimates for allocating funds.

This report summarizes the presentations and discussion at a workshop entitled Opportunities to Promote Child and Adolescent Development During the After-School Hours, convened on October 21, 1999. The workshop was organized by the Board on Children, Youth, and Families and its Forum on Adolescence of the National Research Council and the Institute of Medicine, with funding from the David and Lucile Packard Foundation.

This workshop brought together policy makers, researchers, and practitioners to examine research on the developmental needs of children and adolescents—ages 5 to 14 years—and the types of after-school programs designed to promote the health and development of these young people. Intended to provide a forum for discussion among the various stakeholders, the workshop did not generate conclusions about the types of programs that are most effective, nor did it generate specific recommendations about after-school programs or promote a particular approach.

The workshop coincided with release of the Packard Foundation''s fall 1999 issue of The Future of Children, entitled "When School Is Out." Focusing on after-school programs, the journal provided some context for the workshop, providing a backdrop for discussing the importance of after-school programs, the types of programs that exist across the country, and the policy climate that surrounds after-school programs. This report summarizes the workshop.

Sleep is not only a biological necessity but also a physiological drive. In today''s fast-paced world, though, a good night''s sleep is often the first thing to go. The effects of inadequate sleep are more than mere annoyances: they affect our mood and how we perform at school, work, and home and behind the wheel. Lost sleep also accumulates over time; the more "sleep debt" an individual incurs, the greater the negative consequences, according to researchers in the field.

Research on adolescents and sleep has been under way for more than two decades, and there is growing evidence that adolescents are developmentally vulnerable to sleep difficulties. To discuss current research in this area and its implications in the policy, public, health, and educational arenas, the Forum on Adolescence of the Board on Children, Youth, and Families held a workshop, entitled Sleep Needs, Patterns, and Difficulties of Adolescents, on September 22, 1999.