Disabilities Benefits for Special Services Disability, July 2008

IPERS provides the security you need through guaranteed benefits. With IPERS, unlike other retirement plans, benefits aren’t tied to the performance of the stock market and you don’t need to be an experienced investor to make your retirement dreams a reality. Your IPERS benefits are only one part of your overall retirement savings. Your total retirement income will come from a combination of your IPERS benefits, social security, personal savings, and any other retirement plan benefits.

Disabilities Benefits for Special Services Disability, July 2008

IPERS provides the security you need through guaranteed benefits. With IPERS, unlike other retirement plans, benefits aren’t tied to the performance of the stock market and you don’t need to be an experienced investor to make your retirement dreams a reality. Your IPERS benefits are only one part of your overall retirement savings. Your total retirement income will come from a combination of your IPERS benefits, social security, personal savings, and any other retirement plan benefits.

Principis de llibertat intel·lectual per a les biblioteques acadèmiques: una interpretació de la Declaració dels drets de les biblioteques

Traducció del document original publicat a http://www.ala.org/ala/issuesadvocacy/intfreedom/librarybill/interpretations/intellectual.cfm

La propietat intel·lectual dels resultats de la recerca en l'àmbit universitari

S'hi analitza el procés de transmissió dels drets de propietat intel·lectual dels resultats de la recerca universitària. Habitualment les universitats renuncien als seus possibles drets en benefici dels autors que, sovint, quan publiquen un article en una publicació periòdica, assignen els drets a l'editor de la revista. Finalment, aquest ven el producte, en forma de subscripció a les seves publicacions, a les universitats, on s'havia originat el procés. La crisi motivada per l¿augment dels preus de subscripció a les publicacions periòdiques, unida a les limitacions que el procés de transmissió dels drets de propietat intel·lectual imposa en l¿accés a la informació científica, bàsicper als científics, ja que la difusió dels seus treballs és a la base de la seva promoció, són l¿origen del moviment de lliure accés (open access). Aquesta iniciativa intenta retornar al món acadèmic el control dels processos de comunicació i distribució de la informació científica. Finalment, el creixement de la informació electrònica disponible ha provocat que les biblioteques deixin d¿adquirir exemplars impresos de les publicacions per a disposar d¿accés remot als continguts d¿aquestes publicacions en format electrònic. Aquest canvi implica que les biblioteques han de fer front a una sèrie de qüestions de caràcter legal a l'hora d¿adquirir les llicència d¿ús d¿aquests recursosdigitals.

Placement of Students Ages 3-21 with Disabilities Under the Individuals with Disabilities Education Act (IDEA): A Policy Discussion, May 2010

The provision of free appropriate public education (FAPE), an Individualized Education Program (IEP), and the least restrictive environment (LRE) have been important cornerstones of educating students with disabilities since the enactment of the Education of All Handicapped Children Act (EAHCA), Public Law 94-142, in 1975, and its subsequent reauthorizations, the Individuals with Disabilities Education Act (IDEA) in 1990, 1997, and 2004. It is impossible to consider any one of these cornerstones without the others, when determining an appropriate educational placement for a student with a disability. The Iowa Department of Education has identified several practice issues regarding the interplay between FAPE, LRE, and the IEP in placement decisions for students with disabilities. To that end, this document will provide guidance for administrators of local education agencies (LEAs) and area education agencies (AEAs), as well as IEP teams (or other placement teams) within Iowa LEAs and AEAs when making placement decisions for eligible children with disabilities. This guidance will specifically discuss ten LRE and FAPE placement/program policy questions that have been identified by the Iowa Department of Education as needing attention. The policy discussions are consistent with the legal provisions of the 2004 reauthorization of IDEA (IDEA 2004) and its 2006 final federal implementing regulations issued by the U.S. Department of Education, Office of Special Education Programs (OSEP). This document is also consistent with the Iowa Administrative Rules of Special Education (2007) [hereinafter “Iowa Rules”]. In addition, the term local education agency (LEA) is used interchangeably for school district throughout this document. Prior to the discussion of specific policy questions, a federal and state legal framework for providing FAPE for students with disabilities within the LRE is briefly outlined. Pertinent FAPE and LRE court decisions that impact Iowa LEAs and AEAs are also included within Section II.

Construct validity of the French version of the PRWE (Patient Rated Wrist Evaluation) with the French version of the DASH (Disabilities Arm Shoulder and Hand) is good to very good in a population of patients with wrist injuries in an inpatient rehabilitation unit

Objective.- The Patient-Rated Wrist Evaluation is a specific questionnaire for the wrist [1]. It consists of 15 questions with a total score of 100. It was recently translated into French [2]. However, its validity has not been tested in this language. The Disabilities Arm Shoulder and Hand (DASH), with well-established psychometric properties, is considered as the reference questionnaire for the evaluation of upper extremities. The objective of this study is to measure the construct validity of the PRWE-F with the DASH-F in patients with wrist pathology.Patients and methods.- Fifty-one patients (40 m, 11 w, mean age 42 years), 25 fractures of the radius and 26 lesions of the carpus.Questionnaires PRWE-F and DASH-F at entry and at discharge (0 to 100). Calculation of the construct validity of the PRWE-F comparing with the DASH-F with Pearson correlation coefficients (r) at entry and at discharge. Level of significance (alpha) was set at 5%.Results.- Correlation DASH/PRWE at entry: r = 0.799 (95% CI 0.671 to 0.881), P < 0.0001. Correlation DASH/PRWE at discharge: r = 0.847 (95% CI: 0.745 to 0.910), P < 0.0001.Discussion.- The construct validity of the two instruments indicates that they measure the same concept. Our correlation between DASH-F and PRWE-F, going from 0.799 to 0.847, are comparable to those published in different languages (0.71 to 0.84) [3,4]. The questionnaires PRWE-F can thus be used in rehabilitation patients presenting with wrist pathologies; it is comparable to the DASH but described by MacDermid [1] to be more specific. Compared to the DASH it has the advantage of consisting of two dimensions. Its construct validity is excellent. This questionnaire should be evaluated in other populations, and it should be compared with hand questionnaires more specific than the DASH.

Anàlisi legal del projecte Google books des de la perspectiva dels drets de propietat intel·lectual

Objectiu. Descriure el projecte Google books i analitzar-lo des de la perspectiva legal, tenint en compte els tres agents principals implicats: Google, els titulars de drets de propietat intel·lectual i les biblioteques. Metodologia. Anàlisi legal comparada (legislacions dels Estats Units, de França i d'Espanya) de les implicacions del projecte Google books sobre els drets de propietat intel·lectual i el dret de la competència. Estudi de les demandes plantejades contra Google als Estats Units i a Europa, aixícom les possibles conseqüències de l'acord de conciliació adoptat per Google i les associacionsd'autors i editors als Estats Units. Resultats. Google books ha suposat una infracció massiva de drets de propietat intel·lectual. Per determinar si els llibres d'una biblioteca han entrat en el domini públic o no, cal determinar prèviament quina llei nacional resulta aplicable a cada llibre. La posada a disposició a Google books d'obres descatalogades i tan sols fragments de llibres que es troben a la venda no pot dursea terme sense l'autorització dels titulars. En el cas de les obres òrfenes, l'explotació exigeixl'adopció de certes mesures prèvies per garantir els drets dels titulars, en cas que aquests arribina conèixer-se. L'acord de conciliació adoptat als Estats Units entre Google i les associacionsd'autors i editors pot implicar una posició de monopoli per part de Google en relació amb la venda dels llibres descatalogats i les obres òrfenes.

Division of Persons with Disabilities Department of Human Rights Strategic Plan, 2002-2005

The Division of Persons with Disabilities exists to promote the employment of Iowans with disabilities and reduce barriers to employment by providing information, referral, assessment and guidance, training, and negotiation services to employers and citizens with disabilities.

Youth Leadership Forum for Students with Disabilities, July 10-July 15, 2011

Five day leadership training program for 10th, 11th and 12th grade high school students with disabilities. Model program sponsored by the U.S Department of Labor Office National Collaborative on Workforce and Disability and developed locally by a collaboration of state and private agencies.

Youth Leadership Forum for Students with Disabilities Responsibilities of Primary Staff Volunteers, July 2011

Adults who can facilitate small group sessions. As a team they will be assigned to one of three small groups to assist students with completion of leadership exercises, facilitate small group discussions and help students develop their personal leadership plan. Responsibilities also include providing supervision, support and guidance to student delegates.