...AP Photo/LisA BiLLings Confronting America’s Childhood Obesity Epidemic How the Health Care Reform Law Will Help Prevent and Reduce Obesity Ellen-Marie Whelan, Lesley Russell, and Sonia Sekhar May 2010 w w w.americanprogress.org Confronting America’s Childhood Obesity Epidemic How the Health Care Reform Law Will Help Prevent and Reduce Obesity Ellen-Marie Whelan, Lesley Russell, and Sonia Sekhar May 2010 Contents 1 Fast Facts on Childhood Obesity 3 Introduction and summary 6 Provisions included in the Patient Protection and Affordable Care Act that address childhood obesity 6 Childhood Obesity Demonstration Project 7 Nutrition labeling 7 Community Transformation Grants 9 Broader measures in the Patient Protection and Affordable Care Act to tackle childhood obesity 9 Prevention and public health 15 Primary care and coordination 18 Community-based Care 20 Maternal and child health 22 Research: Doing what works in obesity prevention 23 Data provisions that will help with tracking and providing improved outcomes to measure obesity prevention 25 What else is needed? 27 Beyond health care 29 Conclusion 30 Appendix: The White House Childhood Obesity Initiative 32 Endnotes 34 About the authors Fast Facts on Childhood Obesity Our nation’s children today are on track to have a lower life expectancy than their parents The obesity epidemic poses serious health problems for children including cardiovascular disease,...
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...Pearson, P. D., & Cervetti, G. N. (2013). The psychology and pedagogy of reading processes. In W. Reynolds, & G. Miller, (Eds.), Educational Psychology, V.VII, of Handbook of Psychology (2nd Ed) (pp. 507-554). New York: John Wiley & Sons. Chapter 12 The Psychology and Pedagogy of Reading Processes P. David Pearson and Gina Cervetti As we approach the monumental task of living up to the standard imposed by our predecessor, the late Michael Pressley, in writing the reading chapter for this, the seventh volume in the series of Handbooks of Psychology, we are both privileged and humbled by the opportunity of continuing the legacy of providing a comprehensive account of new theoretical and empirical contributions to reading research. Respectful of the cross-age approach that Pressley took in the last volume (account for progress of beginning readers, adolescent and adult readers— and along the way highlight some pedagogical processes that are salient at all levels, such as word recognition, vocabulary, and comprehension), we took a different approach. We decided to focus on reading as a fundamentally cognitive process that can be influenced by contextual forces at many levels, most notably for education, schools, and policy environments. Thus we deal with the fundamental psychological aspects of reading—word level processes (including subword processes such as phonological awareness and decoding, word reading, and vocabulary, with all of its entailments), and...
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