Iowa Problem Indentification for Federal 402 State and Community Highway Safety Programs, Iowa Department of Public Safety, January, 2002

The major objective of this problem identification document is the determination of the relative severity of traffic safety problems in each of the 99 counties. The National Highway Traffic Safety Administration and the Iowa Governor's Traffic Safety Bureau are committed to the reduction of death and injury on the nation's roads. As part of its duty in administering federal traffic safety funds in the State of Iowa, the Governor's Traffic Safety Bureau conducts a comprehensive Problem Identification update each year.

TOPSpro Data Dictionary, July 1, 2005–June 30, 2006

The passage of the Workforce Investment Act (WIA) of 1998 [Public Law 105-220] by the 105th Congress has ushered in a new era of collaboration, coordination, cooperation and accountability. The overall goal of the Act is “to increase the employability, retention, and earnings of participants, and increase occupational skill attainment by participants, and, as a result improve the quality of the workforce, reduce welfare dependency, and enhance the productivity and competitiveness of the Nation.” The key principles inculcated in the Act are: • Streamlining services; • Empowering individuals; • Universal access; • Increased accountability; • New roles for local boards; • State and local flexibility; • Improved youth programs. The purpose of Title II, The Adult Education and Family Literacy Act (AEFLA), of the Workforce Investment Act of 1998 is to create a partnership among the federal government, states, and localities to provide, on a voluntary basis, adult education and literacy services in order to: • Assist adults become literate and obtain the knowledge and skills necessary for employment and self-sufficiency; • Assist adults who are parents obtain the educational skills necessary to become full partners in the educational development of their children; • Assist adults in the completion of a secondary school education. Adult education is an important part of the workforce investment system. Title II restructures and improves programs previously authorized by the Adult Education Act. AEFLA focuses on strengthening program quality by requiring States to give priority in awarding funds to local programs that are based on a solid foundation of research, address the diverse needs of adult learners, and utilize other effective practices and strategies. To promote continuous program involvement and to ensure optimal return on the Federal investment, AEFLA also establishes a State performance accountability system. Under this system, the Secretary and each State must reach agreement on annual levels of performance for a number of “core indicators” specified in the law: • Demonstrated improvements in literacy skill levels in reading, writing, and speaking the English language, numeracy, problem solving, English language acquisition, and other literacy skills. • Placement in, retention in, or completion of postsecondary education, training, unsubsidized employment or career advancement. • Receipt of a secondary school diploma or its recognized equivalent. Iowa’s community college based adult basic education program has implemented a series of proactive strategies in order to effectively and systematically meet the challenges posed by WIA. The Iowa TOPSpro Data Dictionary is a direct result of Iowa’s pro-active efforts in this educational arena.

Iowa Problem Identification, February 2010

Each year, traffic crashes in the United States result in nearly 300,000 deaths and serious injuries. In 2008 alone, traffic crashes cost the nation an estimated $230 billion, nine times more than the estimated cost of all crime. Highway crashes represent the leading cause of death and disabling injury for persons under age 35. In recognition of this problem, the Congress of the United States enacted national highway safety legislation in 1966, which led to the establishment of the National Highway Traffic Safety Administration (NHTSA). The legislation also provided for federal highway safety monies to be made available to the states with a goal of reducing death and injury on the nation’s roads. Iowa has been very active in the federal-state local highway safety partnership since the mid 1960s.

Report on a special investigation of the Eastern Iowa Center for Problem Gambling for the period May 1, 2007 through April 30, 2009

Report on a special investigation of the Eastern Iowa Center for Problem Gambling for the period May 1, 2007 through April 30, 2009

Rising to Greatness An Imperative for Improving Iowa’s Schools, 2011

In the early 1990s, the Cold War ended, Back to the Future III was in theaters, and Iowa led the nation in reading and mathematics. Times have changed. A decade into the 21st century, Iowa has conceded its place at the top. During the past 20 years, achievement trends illustrate Iowa’s slide from a national leader in PK-12 education to a national average―sometimes below average―performer as other states (and nations) have accelerated past the state. Iowa students’ futures are at risk. Collectively, Iowa students are not hitting the mark in mathematics and reading competency. Sure, Iowa has its share of super-achievers. But the mass of Iowa students—not just underprivileged or minority students, but many of the majority white, relatively affluent students as well—are falling short of what is needed to attain quality jobs, growing incomes, and secure livelihoods in today’s globally competitive world. The world has moved beyond the industrial age and information age and is now in the innovation age. Students must be armed not only with knowledge, but also with skills and insights needed to critically analyze and innovate. The pressing problems and grand opportunities the world faces require that many more people contribute as innovators and problem solvers, not order takers and implementers. Innovators will prosper. Order takers will stagnate. The days of an abundance of low-skill jobs have come to an end.

Reducing the Problem of Transverse Cracking, HR-232, 1985

The Iowa Department of Transportation (DOT) is continually improving the pavement management program and striving to reduce maintenance needs. Through a 1979 pavement management study, the Iowa DOT became a participant in a five state Federal Highway Administration (FHWA) study of "Transverse Cracking of Asphalt Pavements". There were numerous conclusions and recommendations but no agreement as to the major factors contributing to transverse cracking or methods of preventing or reducing the occurrence of transverse cracking. The project did focus attention on the problem and generated ideas for research. This project is one of two state funded research projects that were a direct result of the FHWA project. Iowa DOT personnel had been monitoring temperature susceptibility of asphalt cements by the Norman McLeod Modified Penetration Index. Even though there are many variables from one asphalt mix to another, the trend seemed to indicate that the frequency of transverse cracking was highly dependent on the temperature susceptibility. Research project HR-217 "Reducing the Adverse Effects of Transverse Cracking" was initiated to verify the concept. A final report has been published after a four-year evaluation. The crack frequency with the high temperature susceptible asphalt cement was substantially greater than for the low temperature susceptible asphalt cement. An increased asphalt cement content in the asphalt treated base also reduced the crack frequency. This research on prevention of transverse cracking with fabric supports the following conclusions: 1. Engineering fabric does not prevent transverse cracking of asphalt cement concrete. 2. Engineering fabric may retard the occurrence of transverse cracking. 3. Engineering fabric does not contribute significantly to the structural capability of an asphalt concrete pavement.

Metric Plan Reading Course, HR-324, 1997

This Plan Reading Course was developed by the Department of Civil and Construction Engineering of Iowa State University under contract with the Iowa Highway Research Board, Project HR-324. It is intended to be an instructional tool for Iowa DOT, county and municipal employees within the state of Iowa. Under this contract, a previous Plan Reading Course, prepared for the Iowa State Highway Commission in 1965, has been completely revised using a new format, new plans, updated specifications, and new material. This course is a self-taught course consisting of two parts; Highway Plans, and Bridge and Culvert plans. Each part consists of a self-instruction book, a set of plans, a question booklet, and an answer booklet. This is the self-instruction book for the Bridge and Culvert Plans part of the course. The example structures included in this part of the course are a prestressed concrete beam bridge and a reinforced concrete box culvert.

Plan Reading Course, HR-324

This booklet is part of the Bridge Plan Reading Course developed by the Department of Civil and Construction Engineering of Iowa State University under contract with the Highway Research Advisory Board, Project HR-324. It is intended to be an instructional tool for Iowa DOT and county and municipal employees within the state of Iowa. The questions in this booklet are designed to test your knowledge of the material in the Bridge Plan Reading Course. You are free to use both the plans and the text material to assist you in answering these questions. There is a separate ANSWER BOOKLET which contains the answers to these questions. Consult that booklet to make sure you have answered these questions correctly. If you miss the answer to a question, go back and review the text material and the plans to make sure you understand the correct answer.