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The Growing Gap in Life Expectancy by Income - Committee On The Long Run Macroeconomic Effects Of The Aging U.s. Population Phase Ii - Bog - National

The Growing Gap in Life Expectancy by Income - Committee On The Long Run Macroeconomic Effects Of The Aging U.s. Population Phase Ii - Bog - National

The U.S. population is aging. Social Security projections suggest that between 2013 and 2050, the population aged 65 and over will almost double, from 45 million to 86 million. One key driver of population aging is ongoing increases in life expectancy. Average U.S. life expectancy was 67 years for males and 73 years for females five decades ago; the averages are now 76 and 81, respectively. It has long been the case that better-educated, higher-income people enjoy longer life expectancies than less-educated, lower-income people. The causes include early life conditions, behavioral factors (such as nutrition, exercise, and smoking behaviors), stress, and access to health care services, all of which can vary across education and income. Our major entitlement programs – Medicare, Medicaid, Social Security, and Supplemental Security Income – have come to deliver disproportionately larger lifetime benefits to higher-income people because, on average, they are increasingly collecting those benefits over more years than others. This report studies the impact the growing gap in life expectancy has on the present value of lifetime benefits that people with higher or lower earnings will receive from major entitlement programs. The analysis presented in The Growing Gap in Life Expectancy by Income goes beyond an examination of the existing literature by providing the first comprehensive estimates of how lifetime benefits are affected by the changing distribution of life expectancy. The report also explores, from a lifetime benefit perspective, how the growing gap in longevity affects traditional policy analyses of reforms to the nation’s leading entitlement programs. This in-depth analysis of the economic impacts of the longevity gap will inform debate and assist decision makers, economists, and researchers. Table of ContentsFront MatterSummary1 Introduction2 Population Aging in a Heterogeneous Society3 Growing Heterogeneity of the U.S. Population in Income and Life Expectancy4 Implications of Growing Heterogeneity5 Policy Responses to an Aging Population6 ConclusionsReferencesAcronymsAppendix A: Biographical Sketches of Committee MembersAppendix B: The Future Elderly Model: Technical Documentation

DKK 396.00
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Mental Health, Substance Use, and Wellbeing in Higher Education - Health And Medicine Division - Bog - National Academies Press - Plusbog.dk

Mental Health, Substance Use, and Wellbeing in Higher Education - Health And Medicine Division - Bog - National Academies Press - Plusbog.dk

Student wellbeing is foundational to academic success. One recent survey of postsecondary educators found that nearly 80 percent believed emotional wellbeing is a "very" or "extremely" important factor in student success. Studies have found the dropout rates for students with a diagnosed mental health problem range from 43 percent to as high as 86 percent. While dealing with stress is a normal part of life, for some students, stress can adversely affect their physical, emotional, and psychological health, particularly given that adolescence and early adulthood are when most mental illnesses are first manifested. In addition to students who may develop mental health challenges during their time in postsecondary education, many students arrive on campus with a mental health problem or having experienced significant trauma in their lives, which can also negatively affect physical, emotional, and psychological wellbeing. The nation's institutions of higher education are seeing increasing levels of mental illness, substance use and other forms of emotional distress among their students. Some of the problematic trends have been ongoing for decades. Some have been exacerbated by the COVID-19 pandemic and resulting economic consequences. Some are the result of long-festering systemic racism in almost every sphere of American life that are becoming more widely acknowledged throughout society and must, at last, be addressed. Mental Health, Substance Use, and Wellbeing in Higher Education lays out a variety of possible strategies and approaches to meet increasing demand for mental health and substance use services, based on the available evidence on the nature of the issues and what works in various situations. The recommendations of this report will support the delivery of mental health and wellness services by the nation's institutions of higher education. Table of ContentsFront MatterSummary1 Introduction2 Mental Health, Substance Use, and Wellbeing in Higher Education in the United States3 Environments to Support Wellbeing for All Students4 Clinical Mental Health and Substance Use Services for Students in Higher Education5 Moving Forward6 A Research AgendaReferencesAppendix A: Committee BiographiesAppendix B: Minority Serving InstitutionsAppendix C: Acronyms and AbbreviationsAppendix D: The Rate of Student Death from Suicide from the Big Ten Counseling Centers: 2009-2018

DKK 370.00
1

Transforming the Workforce for Children Birth Through Age 8 - Youth Board On Children - Bog - National Academies Press - Plusbog.dk

Transforming the Workforce for Children Birth Through Age 8 - Youth Board On Children - Bog - National Academies Press - Plusbog.dk

Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children. Table of ContentsFront MatterSummaryPart I: Introduction and Context1 Introduction2 The Care and Education Landscape for Children from Birth Through Age 8Part II: The Science of Child Development and Early Learning3 The Interaction of Biology and Environment4 Child Development and Early LearningPart II SummationPart III: Implications of the Science for Early Care and Education5 The Importance of Continuity for Children Birth Through Age 86 Educational Practices7 Knowledge and CompetenciesPart IV: Developing the Care and Education Workforce for Children Birth Through Age 88 Overview of Factors That Contribute to Quality Professional Practice9 Higher Education and Ongoing Professional Learning10 Qualification Requirements, Evaluation Systems, and Quality Assurance Systems11 Status and Well-Being of the WorkforcePart IV SummationPart V: Blueprint for Action12 A Blueprint for ActionAppendixesAppendix A: Biosketches of Committee Members and StaffAppendix B: Public Session AgendasAppendix C: Information-Gathering from the FieldAppendix D: Historical Timeline: Preparation for the Care and Education Workforce in the United StatesAppendix E: Credentials by Setting and StateAppendix F: Tools and Examples to Inform Collaborative Systems ChangeAppendix G: Funding and Financing Examples

DKK 474.00
1