from 5 to 14 years of age; (3) adolescents and adults from 15 to 59 years of age; and (4) adults 60 years of age and older. Additionally, we ask that you estimate the relative importance of the death of a child under 5 years of age to a death in the three higher age groups.
The problem of assigning relative importance could be approached in many ways. For the sake of consistency, we ask that you try to work through the exercise as described below. Attachments 2 and 3 are the recording forms for your answers.
To understand how to complete Attachment 2, please read the following examples. First, consider column 1 of the “Age Related Morbidity and Mortality Trade-offs” table, which refers to illness occurring in children under 5 years of age. For each category, we are seeking a value which can be compared the death of a single young child. For categories A through C, estimate the number of days of illness, and for categories D through G, estimate the number of cases of illness which you think to be as bad as one death of a child.
For example, consider category E: moderate to severe chronic (lifelong) disability (see Example 1). You might think that such a
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Appendix E: Questionnaire for Assessing Morbidity-Mortality Trade-Offs ."
New Vaccine Development: Establishing Priorities: Volume II, Diseases of Importance in Developing Countries . Washington, DC: The National Academies Press,
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As of 2013, the National Science Education Standards have been replaced by the Next Generation Science Standards (NGSS), available as a print book, free PDF download, and online with our OpenBook platform.
The NGSS offer a detailed description of the key scientific ideas and practices that all students should learn by the time they graduate from high school. The standards are based largely on the 2011 National Research Council report A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.