Spatial analysis and investigation of fire events occurrences in the Valencian Community, Spain

Dissertation submitted in partial fulfillment of the requirements for the Degree of Master of Science in Geospatial Technologies.

Studying the impact of co-authorship with external researchers:the case of research community in Portugal using social network analysis.

Project work presented as a partial requirement to obtain a Master Degree in Information Management

IPH response to DSD Urban Regeneration and Community Development Policy Framework Consultation

The Urban Regeneration and Community Development Policy Framework for Northern Ireland sets out for DSD and its partners, clear priorities for urban regeneration and community development programmes, both before and after the operational responsibility for these is transferred to councils under the reform of local government. Four policy objectives have been developed, which will focus on the underlying structural problems in urban areas and also help strengthen community development throughout Northern Ireland. The policy objectives are as follows: Policy Objective 1 – To tackle area-based deprivation: Policy Objective 2 – To strengthen the competitiveness of our towns and cities: Policy Objective 3 – To improve linkages between areas of need and areas of opportunity: and Policy Objective 4 –To develop more cohesive and engaged communities. Key points from IPH response Urban regeneration and community development provide a basis for addressing the social determinants of health and reducing inequalities in health. This policy framework presents an opportunity for coherence and complementarity with ‘Fit and Well - Changing Lives’ as part of government’s overall approach to tackling health inequalities. It is now well established that a focus on early years’ interventions and family support services yields significant returns, so prioritising action in these areas is essential. Defined action plans on child poverty are essential if this policy framework is to make a real and lasting difference in deprived urban areas. Development of the environmental infrastructure to improve health in deprived areas should be supported by well-planned monitoring and evaluation. Linking the policy framework to economic development and local community plans will enhance effectiveness in the areas of education, job creation, commercial investment and access to services, which in turn are critical for the economic growth and stability of urban communities. Community profile data and health intelligence (as available through IPH Health Well) could usefully inform central and local government in terms of resource allocation and targeted service delivery.

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 Department of Transportation report on funds received from the Rebuild Iowa Infrastructure Fund, the State Recreational Trails Fund, the Health Restricted Capitals and the Rail Revolving Loan and Grant Program in fiscal year 2007

House file 2782 (2007 Infrastructure Appropriations Act) requires state agencies that receive appropriations from specific funds to report that information. The Iowa Department of Transportation received funds from the Rebuild Iowa Infrastructure Fund, the State Recreational Trails Fund, the Health Restricted Capitals, and the Rail Revolving Loan and Grant Program in FY 2007. These are the status reports for those funds and the status of the FY2006 funds received from the State Recreational Trails Fund, the Rebuild Iowa Infrastructure Fund and the Tobacco Settlement Trust Fund.

Iowa Values Fund and Business Assistance Programs 2007 Annual Report, 2007

Following is the 2007 Annual Report of the Iowa Values Fund (IVF 2005) and Business Assistance Programs covering activity during Fiscal Year 2007 (FY ‘07) and cumulative for the first four years of the Iowa Values Fund Programs. The IVF (2005) is the primary funding source for a menu of financial assistance programs the Iowa Department of Economic Development (IDED) offers as incentives to Iowa companies to expand here, to recruit new companies into Iowa and assist new entrepreneurial ventures. In addition to IDED the law appropriates IVF (2005) funds for economic development activities to the Board of Regents, the Departments of Cultural Affairs and Natural Resources and to Community Colleges for certain workforce training programs. In addition to the IVF (2005), IDED allocates a portion of Community Development Block Grant and Federal Emergency Stimulus funds and several tax credit programs, all of which are included in this report.

Iowa Community Colleges Student Enrollment Report, December 2000

The Iowa community colleges transmit the Fall 2000 enrollments to the Department of Education after the 14th day of the fall term start date. All data in this report, except where noted, are taken from the Management Information System (MIS) electronic data files and are confirmed by the community college transmittal sheet. The Fall 2000 unduplicated credit headcount enrollment of 65,473 demonstrates an increase of 3 percent over Fall 1999 enrollment of 63,809.

Iowa Community Colleges Student Enrollment Report, December 2000

Fall enrollment grew 1.2 percent to a record high of 88,104 unduplicated students in fiscal year 2009 (Table 1). College enrollment has grown for 11 consecutive years since enrollment slipped in fiscal year 1997. In the 44‐year history of the modern community college system, enrollment has only fallen four times (Figure 1). Enrollment growth was slightly slower than prior years. In 2006, enrollment grew over three percent, while enrollment grew 2.5 percent last year. Nevertheless, enrollment growth is outpacing the projected nationwide growth in community colleges (Hussar and Bailey, 2008: Table 16). For the second consecutive year, part‐time enrollment exceeded full‐time enrollment. Slightly over half, 50.9 percent, of students are enrolled in less than 12 credit hours. Last year, part‐time enrollment exceeded full‐time enrollment for the first time. The shift represents growing enrollment by working students and joint enrollment— high school students who enroll in community colleges.. Nationally, part‐time enrollment at public two‐year colleges has exceeded full‐time enrollment for more than 15 years. In 2006, part‐time students exceeded full‐time students by 60 percent (Hussar and Bailey, 2008: Table 16). Iowa’s enrollment growth has traditionally been consistent. Enrollment decreased four times—1976, 1983, 1984, and 1997—during the entire 44‐year history. Fulltime enrollment decreased nine times over the same period while part time enrollment only fell twice. The remainder of this report will break down credit enrollment by credit hours, student demographics, the programs in which students are enrolled, how the programs break down demographically, and joint enrollment.

Iowa Community Colleges Student Enrollment Report, December 2007

Iowa Community Colleges transmit fall enrollment data to the Department of Education after the 14th day of the fall term start date. All data included in this report, except where noted, are taken from the Management Information System (MIS) electronic data files and are confirmed by the community college.

Iowa Community Colleges Student Fall Enrollment Report, December 2009

Iowa Community Colleges transmit fall enrollment data to the Department of Education after the 14th day of the fall term start date. All data included in this report, except where noted, are taken from the Management Information System (MIS) electronic data files and are confirmed by the community college.

Iowa Community Colleges Student Fall Enrollment Report, December 2001

Iowa Community Colleges transmit fall enrollment data to the Department of Education after the 14th day of the fall term start date. All data included in this report, except where noted, are taken from the Management Information System (MIS) electronic data files and are confirmed by the community college.

Iowa Community Colleges Student Fall Enrollment Report, December 2003

Iowa Community Colleges transmit fall enrollment data to the Department of Education after the 14th day of the fall term start date. All data included in this report, except where noted, are taken from the Management Information System (MIS) electronic data files and are confirmed by the community college.

Iowa Community Colleges Student Fall Enrollment Report, November 2003

Iowa Community Colleges transmit fall enrollment data to the Department of Education after the 14th day of the fall term start date. All data included in this report, except where noted, are taken from the Management Information System (MIS) electronic data files and are confirmed by the community college.

Iowa Community Colleges Student Fall Enrollment Report, November 2003

Iowa Community Colleges transmit fall enrollment data to the Department of Education after the 14th day of the fall term start date. All data included in this report, except where noted, are taken from the Management Information System (MIS) electronic data files and are confirmed by the community college.

Iowa Community Colleges Student Fall Enrollment Report, December 2004

Iowa Community Colleges transmit fall enrollment data to the Department of Education after the 14th day of the fall term start date. All data included in this report, except where noted, are taken from the Management Information System (MIS) electronic data files and are confirmed by the community college.