This report examines the information needs of the 21st century American citizen and proposes 15 public policy recommendations for sustaining democracy in the Digital Age. - Publisher.

An original contribution to Newman studies, the book has an interdisciplinary focus, drawing from recent work in social epistemology, virtue epistemology, and cognitive science. It also takes up issues relevant to the philosophy of religion, epistemology of religious belief, systematic theology, ecumenical dialogue, and studies in John Henry Newman.

This report examines the information needs of the 21st century American citizen and proposes 15 public policy recommendations for sustaining democracy in the Digital Age. - Publisher.

Understanding how chronic stress affects child development with step-by-step guidelines for conducting trauma-informed assessments and interventions Children exposed to early negative and adverse experiences may not think, feel, process emotions, behave, respond to, or relate to others the same way that typically developing children do. If psychologists do not appreciate and understand the effects of trauma in the lives of children, they may be working in ways that are not efficient or effective and may actually be providing a disservice to the children and families they serve. This volume provides an overview of the deleterious effects of adverse childhood experiences (also referred to as complex trauma, toxic stress or developmental trauma) on children's functioning, adjustment, cognitive, social-emotional, behavioral, academic, and neuropsychological outcomes. Complex trauma can alter brain structure and function and throw children off a normal developmental trajectory resulting in a myriad of negative outcomes. In addition, step-by-step guidelines are provided for conducting trauma-informed assessments, treatments, and interventions. Understand how early stressors can affect influence normal development and influence child psychopathology Learn how exposure to early life adversity affects the biological stress systems which can compromise normal brain development Become familiar with the functions and neuropsychological constructs associated with brain regions affected by chronic stress. Identify risk factors that can negatively influence children’s behavioral, social, emotional, cognitive, and academic functioning Identify and use trauma-sensitive assessment instruments and protocols Gather background and family history from a trauma perspective Use evidence-based interventions to best meet each child's unique needs Essentials of Trauma-Informed Assessment and Interventions in the Schools is essential reading for school, clinical, and related psychologists and their trainers.

Acquired brain injury (ABI) describes damage to the brain that occurs after birth, caused by traumatic injury such as an accident or fall, or by non-traumatic cause such as substance abuse, stroke, or disease. Today’s medical techniques are improving the survival rate for people of all ages diagnosed with ABI, and current trends in rehabilitation are supporting these individuals returning to live, attend school, and work in their communities. Yet strategies on the best way of providing community participation vary among rehabilitation experts. Because many of survivors of ABI do not and will not return to the status quo of their former lives it is important to examine what constitutes best and promisingpractices in this area. This casebook is the world’s first compilation of evidence-informed programs that foster community participation for people of all ages with brain injury. With thisreview, we elicited and carefully examined existing programmatic efforts that combine emphasis on the individual, the social, and the service systems in a way that captures community participation as a complex process of interactive change in the person-environment relationship – programs that do not divorce ABI survivors from their contexts, and where participation efforts facilitate positive change in the social and political context. We considered community-based programs to be programs where individuals and families actively participate in their own therapy (rehabilitation) and take responsibility for their own health or that of a family/community member. Each case study chapter depicts a program chosen on its extraordinary merits to provide community participation to its clients. The chapters are cowritten by the stakeholder and a researcher, giving a complete perspective of how the program was established and continues to operate, and provides evidence of excellence.

In using the example of informed consent guidelines for international research on human subjects, this book demonstrates one of the many useful ways that philosophy can be used to move from theory to praxis by providing a general picture of how a philosophical analysis of underlying concepts can affect the way that public policy is framed; the ways that such policies are exclusionary; and a general methodology for remedying injustices in public policy and practice once they have been identified. With diseases, such as AIDS, reaching epidemic proportions in less developed countries, medical research on human subjects in these areas is on the rise. Current international guidelines for research on human subjects stress the importance of informed consent, which is meant to ensure that people freely choose whether to participate in research trials. In an effort to be more globally applicable, many current international ethical guidelines for informed consent in research on human subjects attempt to incorporate community in the informed consent process. This book explains how these attempts encounter two primary problems: (1) they fail to adequately acknowledge the importance community has for many people in less developed countries; and (2) they fail to attend to the constraints to autonomy that oftentimes become magnified once community is involved in the informed consent process. The reason for these shortcomings can be traced to the current account of autonomy reflected in international informed consent guidelines, which is here referred to as the traditional account of autonomy. Although traditional autonomy can account for what this book defines as external constraints to autonomy, it is unequipped to recognize the internal constraints which arise in the medical context. In order to adequately recognize the importance of community in autonomy and to attend to internal constraints to autonomy, it is essential to adopt an account of relational autonomy. Using such a relational autonomy account, the book provides a set of minimally sufficient ethical conditions that can assist policy makers in revising international informed consent guidelines in research on human subjects, so that these guidelines better attend to community involvement in the informed consent process. To demonstrate how these conditions might be used, the book also presents examples of possible revisions to the CIOMS Ethical Guidelines, one of the leading international ethical guidelines for research on human subjects.

Today, Americans face the challenge of information overload through increasingly accessible mediums, making it harder to identify valuable information and to move fluently and efficiently through social media, news and entertainment platforms. And yet, because of this profound connectivity, user engagement levels are at an all-time high. Individual consumers have more power than ever to shape the changing digital world and demand high-quality information merely by connecting with news sources online. It is of utmost importance, then, that this very consumer class is as informed and educated as possible in regards to the value of accurate, verified journalism and high-quality reporting, in order to demand a better journalistic product and to fulfill the American ideal of an informed, engaged citizenry.

"This book is written for a diverse audience of educators from many disciplines, curriculum designers, researchers, and administrators. While this book establishes both a new approach to learning design and an associated research agenda, it is also intended to be practical." "In this book you will find many examples of how people experience information use as they go about learning in different contexts.' --From the preface.