Navasota is named for the nearby Navasota River. The naming of the river is linked, most plausibly, to an encounter on its banks in the 1540s between Indians and a Spanish expedition led initially by the then-deceased Hernando de Soto. Indians believed that spirits of the dead were associated with rivers. Accordingly, though he was interred earlier in the Mississippi River, the Indians saw de Soto's spirit reborn in their river, hence the legendary term "Nativity de Soto," shortened to Navasota. As this book shows, the history of Navasota has revolved around the theme of birth. It stands in the Cradle of Texas, associated endemically with the founding of Spanish Texas and later with the birth of the Republic of Texas. At the crossroads of Texas, Navasotians have pioneered new industries while moderating equilibrium between a genteel society bent on expanding the mind and a ruffian element tamed only at the hands of an icon in American folklore.
Navasota is named for the nearby Navasota River. The naming of the river is linked, most plausibly, to an encounter on its banks in the 1540s between Indians and a Spanish expedition led initially by the then-deceased Hernando de Soto. Indians believed that spirits of the dead were associated with rivers. Accordingly, though he was interred earlier in the Mississippi River, the Indians saw de Soto's spirit reborn in their river, hence the legendary term "Nativity de Soto," shortened to Navasota. As this book shows, the history of Navasota has revolved around the theme of birth. It stands in the Cradle of Texas, associated endemically with the founding of Spanish Texas and later with the birth of the Republic of Texas. At the crossroads of Texas, Navasotians have pioneered new industries while moderating equilibrium between a genteel society bent on expanding the mind and a ruffian element tamed only at the hands of an icon in American folklore.
In many countries, colleges and universities are where the majority of innovative research is done; in all cases, they are where future scientists receive both their initial training and their initial introduction to the norms of scientific conduct regardless of their eventual career paths. Thus, institutions of higher education are particularly relevant to the tasks of education on research with dual use potential, whether for faculty, postdoctoral researchers, graduate and undergraduate students, or technical staff. Research in the Life Sciences with Dual Use Potential describes the outcomes of the planning meeting for a two-year project to develop a network of faculty who will be able to teach the challenges of research in the life sciences with dual use potential. Faculty will be able to incorporate such concepts into their teaching and research through exposure to the tenets of responsible conduct of research in active learning teaching methods. This report is intended to provide guidelines for that effort and to be applicable to any country wishing to adopt this educational model that combines principles of active learning and training with attention to norms of responsible science. The potential audiences include a broad array of current and future scientists and the policymakers who develop laws and regulations around issues of dual use.
Spurred on by new discoveries and rapid technological advances, the capacity for life science research is expanding across the globeand with it comes concerns about the unintended impacts of research on the physical and biological environment, human well-being, or the deliberate misuse of knowledge, tools, and techniques to cause harm. This report describes efforts to address dual use issues by developing institutes around the world that will help life sciences faculty learn to teach about the responsible conduct of science. Based on the successful National Academies Summer Institute for Undergraduate Biology Education and on previous NRC reports on effective methods for teaching about dual use issues, the report's authoring committee designed a general framework for the faculty institutes and chose the Middle East-North Africa (MENA) region to test a prototype faculty institute. In September 2012, the first Institute was held in Aqaba, Jordan, bringing together 28 participants from Algeria, Egypt, Jordan, Libya, and Yemen to engage with effective, evidence-based teaching methods, develop curricular materials for use in their own classrooms, and become community leaders on dual use and related topics. Developing Capacities for Teaching Responsible Science in the MENA Region: Refashioning Scientific Dialogue offers insights from the institute that will help in the design and implementation of future programs in the MENA region, and in other parts of the world.
The Social Security Administration (SSA) administers two programs that provide benefits based on disability: the Social Security Disability Insurance (SSDI) program and the Supplemental Security Income (SSI) program. This report analyzes health care utilizations as they relate to impairment severity and SSA's definition of disability. Health Care Utilization as a Proxy in Disability Determination identifies types of utilizations that might be good proxies for "listing-level" severity; that is, what represents an impairment, or combination of impairments, that are severe enough to prevent a person from doing any gainful activity, regardless of age, education, or work experience.
The nation faces a growing epidemic of childhood obesity that threatens the immediate health of our children and their prospects of growing up healthy into adulthood. During the past 30 years, obesity in the United States has more than doubled among young children aged 2-5 years and adolescents aged 12-19 years, and it has more than tripled among youth aged 6-11 years. Currently, more than 9 million children 6 years of age and older are considered to be obese. The sequelae of obesity among children and youth are also rapidly increasing, including an increased risk of type 2 diabetes, hypertension, metabolic syndrome, asthma, and social and psychological consequences including low self-esteem and depression. To develop a prevention-focused action plan to reduce the number of obese children and youth in the United States, the Institute of Medicine organized three regional symposia, and held its second regional symposium in Atlanta, Georgia on October 6-7, 2005. Progress in Preventing Childhood Obesity: Focus on Communities highlights the recurring themes that emerged from the symposium for accelerating change and moving forward with obesity prevention efforts: empower communities and neighborhoods, change the environment, forge strategic partnerships, garner and mobilize political support, educate stakeholders, identify leaders and build on cultural assets, collect and disseminate local data, evaluate programs and interventions, and translate successful interventions to other communities. Approximately 90 individuals active in childhood obesity prevention efforts in the southeastern region of the United States who represented a range of stake holder perspectives and innovative practices in local communities including students, community leaders, physicians, health educators, clergy, teachers, and state and federal government officials were invited to participate in the symposium. The contents of this summary reflect specific examples presented and discussed during the symposium, and unless otherwise noted, the general perspectives of the participants. This summary, along with two other symposia summaries, and a more detailed discussion of insights and regional examples, will be incorporated in the IOM committee's final report on progress in preventing childhood obesity that will be released in the fall of 2006.
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