Report on the Community Development Block Grant Program administered by the Southern Iowa Council of Governments (Council) for the period October 1, 2003 through September 30, 2007

Report on the Community Development Block Grant Program administered by the Southern Iowa Council of Governments (Council) for the period October 1, 2003 through September 30, 2007

Family Development and Self-Sufficiency Program, Annual Report, 2008

Iowa’s Family Development and Self-Sufficiency (FaDSS) Grant Program was created by the 1988 Iowa General Assembly to assist Family Investment Program (FIP) families with significant or multiple barriers reach self-sufficiency. FaDSS provides services that promote, empower, and nurture families towards economic and emotional self-sufficiency. The foundation of FaDSS is regular home visits with families, using a strength-based approach. Core services include support, goal setting, and assessment. Support is given in many ways such as referrals, group activities, linking families to communities and advocacy. Assessment aids the family to identify strengths that they possess that may be used to eliminate barriers to self-sufficiency. Goal setting helps families break down goals that seem out of reach into small steps that will lead to success. Participation in FaDSS is a voluntary option for people receiving Family Investment Program (FIP) benefits.

Site Development and Facility Expansion Regularly Assistance Program, November 1, 2006

The Iowa Department of Economic Development (IDED) helps businesses expand or locate all or part of their business in Iowa. It just makes sense for companies engaged in advanced manufacturing, biosciences and information solutions/financial services to look at Iowa and IDED helps to ensure theireconomic development timelines are met. Iowa is nationally recognized as an innovator in helping businesses by meeting their development needs in a timely and effective manner. IDED networks with Regulatory Assistance Coordinators in agencies across state government to reduce response time to businesses. This agency coordination helps to ensure that regulatory and compliance questions, or other needs associated with project site development and facility expansion are serviced quickly. We have listed information below about some of the more common regulatory requirements related to site development and expansion.

The Smiling Project: development of a new program for gait and balance training

Introduction: The SMILING project, a multicentric project fundedby the European Union, aims to develop a new gait and balance trainingprogram to prevent falls in older persons. The program includes the"SMILING shoe", an innovative device that generates mechanical perturbationwhile walking by changing the soles' inclination. Induced perturbationschallenge subjects' balance and force them to react to avoidfalls. By training specifically the complex motor reactions used to maintainbalance when walking on irregular ground, the program will improvesubjects' ability to react in situation of unsteadiness and reduce theirrisk of falling. Methods: The program will be evaluated in a multicentric,cross-over randomized controlled trial. Overall, 112 subjects (aged≥65 years, ≥1 falls, POMA score 22-26/28) will be enrolled. Subjectswill be randomised in 2 groups: group A begin the training with active"SMILING shoes", group B with inactive dummy shoes. After 4 weeksof training, group A and B will exchange the shoes. Supervised trainingsessions (30 minutes twice a week for 8 weeks) include walkingtasks of progressive difficulties.To avoid a learning effect, "SMILINGshoes" perturbations will be generated in a non-linear and chaotic way.Gait performance, fear of falling, and acceptability of the program willbe assessed. Conclusion: The SMILING program is an innovative interventionfor falls prevention in older persons based on gait and balancetraining using chaotic perturbations. Because of the easy use of the"SMILING shoes", this program could be used in various settings, suchas geriatric clinics or at home.

Special investigation of the Iowa Department of Economic Development Film Office and the Film, Television and Video Production Promotion Program for the period May 17, 2007 through September 21, 2009

Special investigation of the Iowa Department of Economic Development Film Office and the Film, Television and Video Production Promotion Program for the period May 17, 2007 through September 21, 2009

Site Development and Facility Expansion Regulatory Assistance Program, 2001

The Iowa Department of Economic Development (IDED) helps businesses expand or locate all or part of their business in Iowa. It just makes sense for companies engaged in advanced manufacturing, biosciences and information solutions/financial services to look at Iowa and IDED helps to ensure their economic development timelines are met. Iowa is nationally recognized as an innovator in helping businesses by meeting their development needs in a timely and effective manner. IDED networks with Regulatory Assistance Coordinators in agencies across state government to reduce response time to businesses. This agency coordination helps to ensure that regulatory and compliance questions, or other needs associated with project site development and facility expansion are serviced quickly. We have listed information below about some of the more common regulatory requirements related to site development and expansion.

Guidelines for Development – Transportation Improvement Programs (TIPs) and the Iowa Statewide Transportation Improvement Program (STIP, February 2011

This document serves as a reference guide to local planning agencies for the development of their regional Transportation Improvement Program (TIP) and the Statewide Transportation Improvement Program (STIP).

Report on a review of the Boiler and Pressure Vessel Safety Program and the Elevator and Escalator Safety Program administered by Iowa Workforce Development for the period July 1, 2008 through June 30, 2010

Report on a review of the Boiler and Pressure Vessel Safety Program and the Elevator and Escalator Safety Program administered by Iowa Workforce Development for the period July 1, 2008 through June 30, 2010

Audit report on the Community Development Block Grants program for the City of Brooklyn, Iowa for the year ended June 30, 2012

Audit report on the Community Development Block Grants program for the City of Brooklyn, Iowa for the year ended June 30, 2012

Juvenile Crime Prevention Community Grand Fund Outcomes Report and FY2002 Juvenile Justice Youth Development Program Summary, January 2002

This document contains two related, but separate reports. The Juvenile Crime Prevention Community Grant Fund Outcomes Report is a summary of outcomes from services and activities funded through the Juvenile Crime Prevention Community Grant Fund in FY2001. The Juvenile Justice Youth Development Program Summary describes Iowa communities’ current prevention and sanction programs supported with funding from the Division of Criminal and Juvenile Justice Planning (CJJP) during FY2002. The material in Juvenile Crime Prevention Community Grant Fund Outcomes Report is presented in response to a legislative mandate to report specific prevention outcomes for the community Grant Fund. It includes a brief description of a Youth Development Results Framework established by the Iowa Collaboration for Youth Development. Outcomes are reported using this results framework, which was developed by a number of state agencies as a common tool for various state programs involving youth development related planning and funding processes. Included in this report is a description of outcomes from the prevention activities funded, all or in part, by the Community Grant Fund, as reported by local communities. The program summaries presented in the Juvenile Justice Youth Development Program Summary provide an overview of local efforts to implement their 2002 Juvenile Justice Youth Development plans and include prevention and sanction programs funded through the combined resources of the State Community Grant Fund and the Federal Title V Prevention, Juvenile Justice & Delinquency Prevention Act Formula Grant and Juvenile Accountability Incentive Block Grant programs. These combined funds are referred to in this document as the Juvenile Justice Youth Development (JJYD) funds. To administer the JJYD funds, including funds from the Community Grant Fund, CJJP partners with local officials to facilitate a community planning process that determines the communities’ priorities for the use of the funds. The local planning is coordinated by the Iowa’s Decategorization Boards (Decats). These local officials and/or their staff have been leaders in providing oversight or staff support to a variety of local planning initiatives (e.g. child welfare, Comprehensive Strategy Pilot Projects, Empowerment, other) and bring child welfare and community planning experience to the table for the creation of comprehensive community longterm planning efforts. The allocation of these combined funds and the technical assistance received by the Decats from CJJP is believed to have helped enhance both child welfare and juvenile justice efforts locally and has provided for the recognition and establishment of connections for joint child welfare/juvenile justice planning. The allocation and local planning approach has allowed funding from CJJP to be “blended” or “braided” with other local, state, and federal dollars that flow to communities as a result of their local planning responsibilities. The program descriptions provided in this document reflect services and activities supported with JJYD funds. In many cases, however, additional funding sources have been used to fully fund the programs. Most of the information in this document’s two reports was submitted to CJJP by the communities through an on- line planning and reporting process established jointly by the DHS and CJJP.

2013 Iowa DOT Engineering Intern Development and Management Program, 13-464, 2013

The Institute for Transportation (InTrans) at Iowa State University (ISU) developed an internship mentoring program in collaboration with the Iowa Department of Transportation (DOT) to provide additional mentorship to both student interns and Iowa DOT intern managers. For the summer 2013 Iowa DOT Engineering Intern Development and Management Program, this report summarizes the following: * Mentoring activities conducted by ISU; * Results of the different intern program success assessments that were conducted; * Experiences, lessons learned, and recommendations; * Program benefits that were realized.

Audit report on the Community Development Block Grants program for the City of Bedford, Iowa for the year ended June 30, 2014

Audit report on the Community Development Block Grants program for the City of Bedford, Iowa for the year ended June 30, 2014

Development of a Transportation and Land Use Public Policy Education Program for Iowa, 2000

This literature review serves as a foundation for a transportation and land use public policy education program for Iowa. The objective of the review is to summarize relevant research findings, to review the state of practice and policies of other state and local governments, and to explore land use trends both within the state of Iowa and the nation as a whole. Much of what we learned has been incorporated into the course materials. Because we expect to identify more useful sources throughout the project, this literature review should be considered a work in progress.

Development of the Positive Emotions Program for Schizophrenia (PEPS): an intervention to improve pleasure and motivation in schizophrenia

Objectives: The efficacy of drug-based treatments and psychological interventions on the primary negative symptoms of schizophrenia remains limited. Recent literature has distinguished negative symptoms associated with a diminished capacity to experience, from those associated with a limited capacity for expression. The positive emotions program for schizophrenia (PEPS) is a new method that specifically aims to reduce the syndrome of a diminished capacity to experience. Methods: The intervention's vital ingredients were identified through a literature review of emotion in schizophrenia and positive psychology. The program has been beta-tested on various groups of health-care professionals. Results: A detailed description of the final version of PEPS is presented here. The French version of the program is freely downloadable. Conclusion: PEPS is a specific, short, easy to use, group-based intervention to improve pleasure, and motivation in schizophrenia. It was built considering a recovery-oriented approach to schizophrenia.

Professional development among educators pursuing a B.Ed. program in special education in Tanzania : a study of motives and perceived outcomes

Implementation of different policies and plans aiming at providing education for all is a challenge in Tanzania. The need for educators and professionals with relevant knowledge and qualifications in special education is substantial. Teacher education does not equip educators with sufficient knowledge and skills in special education and professional development programs in special education are few in number. Up to 2005 no degree programs in special education at university level were available in Tanzania. The B.Ed. Special Education program offered by the Open University of Tanzania in collaboration with Åbo Akademi University in Finland was one of the efforts aimed at addressing the big national need for teachers and other professionals with degree qualifications in special education. This pilot program offered unique possibilities to study professional development in Tanzania. The research group in this study consisted of the group of students who participated in the degree program 2005-2007. The study is guided by three theoretical perspectives: individual, social and societal. The individual perspective emphasizes psychological factors as motives, motivation, achievement, self-directed behavior and personal growth. Within social perspective, professional development is viewed as situated within the social and cultural context. The third perspective, the societal, focuses on change, reforms, innovations and transformation of school systems and societies. Accordingly, professional development is viewed as an individual, social and societal phenomenon. The overall aim of the study is to explore the participants’ motives for participating in a B.Ed. Special Education program and the perceived outcomes of the program in terms of professional development. In order to achieve the objectives of the study, a case study approach was adopted. Questionnaires and semi-structured interviews were administered in three waves between January 2007 and February 2009 to the 35 educators participating in the B.Ed. Special Education program. The findings of the study reveal that the participants expressed motives which were related to job performance, knowledge, skills, academic degree and career. Also altruistic motives were expressed by the participants in terms of helping and supporting students with special needs and their communities. The perceived outcomes of the program were in line with the expressed motives. However, the results indicate that the participants also learned new skills, as interaction skills and guidance and counseling skills. Increased self-confidence was also mentioned as an outcome. The participants also got deepened understanding of disability issues. In addition, they learned strategies for creating awareness of persons with disability in the communities. Thus the findings of the study indicate positive outcomes of the program in terms of professional development. The conclusion of the study is that individual, social and societal factors interact when it comes to explaining why Tanzanian educators in special education choose to pursue a degree program in special education. The individual motives, as increased knowledge and better prospects of career development interact with the social and societal motives to help and support vulnerable student groups. The study contributes to increased understanding of the complexity of professional development and of the realities educators meet when educational reforms are implemented in a developing country.