La identidad nacional italiana en la prensa espa��ola. Prueba piloto para el proyecto de investigaci��n de tesis doctoral

Este trabajo representa una prueba piloto de una parte del futuro trabajo de investigaci��n al que me dedicar�� durante el doctorado.Se trata concretamente de poner a prueba ciertas estructuras ling����sticas escogidaspara el an��lisis de art��culos period��sticos, a trav��s de un an��lisis de una muestrareducida de 20 art��culos del peri��dico El Pa��s.El an��lisis de prensa tiene como objetivo, dentro del marco m��s amplio de la futuratesis doctoral, identificar la construcci��n ling����stica de la identidad nacional italianadentro de la prensa espa��ola, describirla e identificar las estrategias discursivas que la rigen.Esta prueba piloto ha demostrado que las estructuras ling����sticas escogidas eranapropiadas (temas, predicaci��n del sujeto, adjetivaci��n, adverbios, colecciones desentidos, figuras del discurso y posici��n del enunciante con respecto al discurso), pero tambi��n ha sacado a luz la necesidad de una metodolog��a de an��lisis constantementeredefinida seg��n los textos que constituyen el corpus, una redefinici��n in itinereconstante.Tambi��n se ha podido describir los elementos que componen el concepto de la identidad nacional italiana tal y como se representa en la prensa espa��ola (aunque hay que recordar que la muestra es demasiado peque��a para ser considerada representativa).Finalmente, se ha identificado una coherencia global en los art��culos de la muestra en servir una macro-estrategia de transformaci��n de la identidad nacional italiana que hemos definido como metamorfosis a peor, desde un pasado glorioso hacia un presente y futuro pr��ximo de decadencia.

Iowa Department of Education Performance Report, FY 2004

Agency Performance Report

Iowa Department of Education Performance Report, FY 2005

Agency Performance Report

Argumentation and education. Theoretical foundations and practices

During the last decade, argumentation has attracted growing attention as a means to elicit processes (linguistic, logical, dialogical, psychological, etc.) that can sustain or provoke reasoning and learning. Constituting an important dimension of daily life and of professional activities, argumentation plays a special role in democracies and is at the heart of philosophical reasoning and scientific inquiry. Argumentation, as such, requires specific intellectual and social skills. Hence, argumentation will have an increasing importance in education, both because it is a critical competence that has to be learned, and because argumentation can be used to foster learning in philosophy, history, sciences and in many other domains. Argumentation and Education answers these and other questions by providing both theoretical backgrounds, in psychology, education and theory of argumentation, and concrete examples of experiments and results in school contexts in a range of domains. It reports on existing innovative practices in education settings at various levels.

Iowa Federal Family Education Loan Program Division, Iowa College Student Aid Commission, Independent Auditor's Reports, Basic Financial Statements and Supplementary Information, June 30, 2005

State Audit Reports

Asessing public policies. The case of education in Europe and the interaction between personal and institutional factors

The paper deals with the comparative study of European citizens' satisfaction with the state of education in their respective countries. Individual and contextual effects are tested applying multilevel analysis. The results show that educational public policies (level of decentralization, degree of comprehensiveness and public spending) as well as the students' social environment (socioeconomic and cultural status) have a sound impact on the opinions about the state of education.

Intergovernmental Transfers and Elementary Education: Quasi-Experimental Evidence from Brazil

Whether providing additional resources to local communities leads to improved public services and better outcomes more generally, given existing management capacity and incentive and accountability structures, is an unresolved yet important question for public policy. This paper uses a regression-discontinuity design to evaluate the effect of unrestricted fiscal transfers on local spending (including on education), schooling and learning in Brazil. Results show that transfers increase local public spending almost one for one with no evidence of crowding out own revenue or other revenue sources. Extra per capita transfers of 1000 Reais lead to about 0.42 additional years of elementary schooling and student literacy rates increase by about 5.6 percentage points on average. Part of this effect arises through higher teacher-student ratios in municipal elementary school systems. Results also suggest that additional resources have stronger effects in more rural and less developed parts of Brazil.

Report of Recommendations to the Iowa Department of Education, June 30, 2005

State Audit Reports

Sexual Harassment in Education: It's Against the Law

An informational sheet about workplace sexual harassment produced by Iowa Commission on the Status of Women.

Iowa's Adult Basic Education Program Annual Benchmark Report Executive Summary, 2002

The purpose of this publication is to present the Executive Summary for the Program Year 2002 report on Iowa���s adult basic education program benchmarks. 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 employment, 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.���

Iowa's Adult Basic Education Program Annual Benchmark Report, 2002

One of the major intents of AEFLA was to establish performance measures and benchmarks to demonstrate increased accountability in line with the major goals and objectives of WIA. Section 212(2)(A) of the Act specifies that each eligible agency (e.g. The Iowa Department of Education) is subject to certain core indicators of performance and has the authority to specify additional indicators.

Iowa's Adult Basic Education Program Annual Benchmark Report Executive Summary, 2001

The purpose of this publication is to present the Executive Summary of the first annual report on the results of Iowa���s adult basic education program benchmarks. 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 employment, 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.���

Iowa's Adult Basic Education Program Annual Benchmark Report, 2001

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 basic education and literacy services.