Department of Education Iowa Public Television Performance Plan, FY 2013

Agency Performance Plan, Iowa Public Television

Iowa Department of Education Performance Plan, FY 2013

Agency Performance Plan, Iowa Department of Education

Iowa Department of Education Performance Plan, FY2014

Agency Performance Plan, Iowa Department of Education

Department of Education Iowa Public Television Performance Plan, FY2014

Agency Performance Plan, Iowa Public Television

Association of working conditions with self-reported work-related symptoms: results from the Swiss dataset of the European Working Conditions Survey

Working conditions are important determinants of health. The aims of this article are to 1) identify working conditions and work characteristics that are associated with workers' perceptions that their work is harmful to their health and 2) identify with what symptoms these working conditions are associated.We used the Swiss dataset from the 2005 edition of the European Working Conditions Survey. The dependent variable was based on the question "Does your work affect your health?". Logistic regression was used to identify a set of variables collectively associated with self-reported work-related adverse health effects.A total of 330 (32%) participants reported having their health affected by work. The most frequent symptoms included backache (17.1%), muscular pains (13.1%), stress (18.3%) and overall fatigue (11.7%). Scores for self-reported exposure to physicochemical risks, postural and physical risks, high work demand, and low social support were all significantly associated with workers' perceptions that their work is harmful to their health, regardless of gender or age. A high level of education was associated with stress symptoms, and reports that health was affected by work was associated with low job satisfaction.Many workers believe that their work affects their health. Health specialists should pay attention to the potential association between work and their patients' health complaints. This is particularly relevant when patients mention symptoms such as muscular pains, backache, overall fatigue, and stress. Specific attention should be given to complaints of stress in highly educated workers.

Validation of the 34-item Supportive Care Needs Survey and 8-item Breast module French versions (SCNS-SF34-Fr and SCNS-BR8-Fr) in breast cancer patients.

This study aimed to assess the psychometric robustness of the French version of the Supportive Care Needs Survey and breast cancer (BC) module (SCNS-SF34-Fr and SCNS-BR8-Fr). Breast cancer patients were recruited in two hospitals (in Paris, France and Lausanne, Switzerland) either in ambulatory chemotherapy or radiotherapy, or surgery services. They were invited to complete the SCNS-SF34-Fr and SCNS-BR8-Fr as well as quality of life and patient satisfaction questionnaires. Three hundred and eighty-four (73% response rate) BC patients returned completed questionnaires. A five-factor model was confirmed for the SCNS-SF34-Fr with adequate goodness-of-fit indexes, although some items evidenced content redundancy, and a one-factor was identified for the SCNS-BR8-Fr. Internal consistency and test-retest estimates were satisfactory for most scales. The SCNS-SF34-Fr and SCNS-BR8-Fr scales demonstrated conceptual differences with the quality of life and satisfaction with care scales, highlighting the specific relevance of this assessment. Different levels of needs could be differentiated between groups of BC patients in terms of age and level of education (P < 0.001). The SCNS-SF34-Fr and SCNS-BR8-Fr present adequate psychometric properties despite some redundant items. These questionnaires allow for the crucial endeavour to design appropriate care services according to BC patients' characteristics.

The Annual Condition of Education Report, 2013

The 2031 edition of the Annual Condition of Education Report provides a rich tapestry of information about Iowa's Education system. The data presented in the report examines longitudinal trends about our students, our teacher and our schools from many perspectives. Information such as demographic characteristics, assessment results, college readiness, college readiness measures, courses taken, and financial health are just a few examples, Below are highlights from the 24th edition of the report.

Audit report on the Iowa Department of Education for the year ended June 30, 2013

Audit report on the Iowa Department of Education for the year ended June 30, 2013

Iowa Department of Education Performance Report, FY2013

Agency Performance Report

Iowa Department of Education Strategic Plan, 2012

This report outlines the strategic plan for Iowa Department of Education, goals and mission.

Department of Education Iowa Public Television Performance Plan, FY 2014

Agency Performance Plan, Iowa Public Television

Iowa Department of Education Performance Plan, FY2015

Agency Performance Plan, Iowa Department of Education

Department of Education Iowa Public Television Performance Plan, FY 2015

Agency Performance Plan, Iowa Public Television

The Annual Condition of Education Report, 2014

The 2031 edition of the Annual Condition of Education Report provides a rich tapestry of information about Iowa's Education system. The data presented in the report examines longitudinal trends about our students, our teacher and our schools from many perspectives. Information such as demographic characteristics, assessment results, college readiness, college readiness measures, courses taken, and financial health are just a few examples, Below are highlights from the 24th edition of the report.

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De manière générale, l'autonomie des établissements de formation influence positivement la performance scolaire. Une enquête réalisée en Suisse romande auprès de 219 cadres scolaires permet, dans la présente contribution, de mesurer l'écart existant entre le degré d'autonomie souhaitée par les cadres scolaires d'une part et le degré d'autonomie dont ils disent disposer d'autre part. Le traitement descriptif des données de l'enquête démontre que, dans tous les domaines de gestion, les cadres scolaires souhaitent disposer de plus d'autonomie qu'ils n'en perçoivent. Ce constat est valable dans tous les cantons, tous les degrés du système éducatif et toutes les fonctions. Le degré d'autonomie souhaitée ne varie que peu selon les cantons, les degrés ou les fonctions. Sur cette base, il n'est pas possible de conclure à la nécessité ou à la pertinence d'un degré d'autonomie différenciée selon les cantons, les degrés ou les fonctions. Le traitement analytique des données de l'enquête identifie les facteurs expliquant l'écart entre les degrés d'autonomie souhaitée et perçue. Cet écart est plus élevé que la moyenne dans les cantons de Fribourg et de Genève, dans le degré primaire et dans la fonction de directeur. En d'autres termes, l'adéquation entre les degrés d'autonomie souhaitée et perçue est moins bonne dans ces cantons, ce degré et cette fonction. Un rattrapage en matière de délégation d'autonomie est dès lors possible. La reconnaissance, à l'intérieur de l'établissement, d'une faculté de conduite et de pilotage à la direction exerce un effet positif sur le degré d'autonomie souhaitée et un effet positif plus important encore sur le degré perçu. Par conséquent, il apparaît qu'une direction dont la faculté de conduite est avérée souhaite non seulement disposer de plus d'autonomie mais parvienne à obtenir (ou à « gagner ») plus d'autonomie. School autonomy has a positive influence on pupils' performance. This article presents the results of a survey conducted in the French-speaking part of Switzerland on 219 school leaders. The objective of the survey is to measure and to explain the gap between the level of autonomy desired by school leaders, and the level of autonomy that they perceive. Descriptive statistics show that, in every single management area, school leaders wish to have more autonomy than they actually have. This result is valid in all cantons, all levels of the education system and all types of job. The desired level of autonomy varies only slightly depending on the cantons, the levels of the education system and the types of job. On this basis, it is not possible to conclude that it is necessary and relevant to differentiate the level of autonomy depending on the cantons, the levels of the education system and the types of job. Analytical statistics identify the explanatory variables of the gap between the desired level of autonomy and the perceived level of autonomy. This gap is higher than average in the cantons of Fribourg and Geneva, in the primary level of education and in the position of head-teacher. In other words, the adequacy between the desired and the perceived levels of autonomy is worse in these cantons, this level and this position. As a result, a catch-up on the delegation of school autonomy is possible. Results also show that school leaders, whose management competence is recognized by its staff, not only want more autonomy but succeed in securing (or "gaining") more autonomy.