Infrastructure Plan for Iowa’s Future Economy A Strategic Direction, May 2010

Iowa’s infrastructure is at a crossroads. A stalwart collection of Iowans dared to consider Iowa’s future economy, the way ahead for future generations, and what infrastructure will be required – and what will not be required – for Iowa to excel. The findings are full of opportunity and challenge. The Infrastructure Plan for Iowa’s Future Economy: A Strategic Direction tells the story and points the way to a strong economy and quality of life for our children and our children’s children. This plan is different from most in that the motivation for its development came not from a requirement to comply or achieve a particular milestone, but, rather, from a recognition that infrastructure, in order to ensure a globally-competitive future economy, must transform from that of past generations. It is not news that all infrastructure – from our rich soil to our bridges – is a challenge to maintain. Prior to the natural disasters of 2008 and the national economic crisis, Iowa was tested in its capacity to sustain not only the infrastructure, but to anticipate future needs. It is imperative that wise investments and planning guide Iowa’s infrastructure development. This plan reflects Iowa’s collective assessment of its infrastructure– buildings, energy, natural resources, telecommunications, and transportation – as, literally, interdependent building blocks of our future. Over the months of planning, more than 200 Iowans participated as part of committees, a task force, or in community meetings. The plan is for all of Iowa, reflected in private, nonprofit, and public interests and involvement throughout the process. Iowa’s success depends on all of Iowa, in all sectors and interests, to engage in its implementation. The Infrastructure Plan for Iowa’s Future Economy: A Strategic Direction sets a clear and bold direction for all stakeholders, making it clear all have a responsibility and an opportunity to contribute to Iowa’s success.

Consumer Advisory Bulletin, Choosing and Buying the Right Pet, June 2012

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Surface Complexation Modeling in Variable Charge Soils: Prediction of Cadmium Adsorption

ABSTRACT Intrinsic equilibrium constants for 22 representative Brazilian Oxisols were estimated from a cadmium adsorption experiment. Equilibrium constants were fitted to two surface complexation models: diffuse layer and constant capacitance. Intrinsic equilibrium constants were optimized by FITEQL and by hand calculation using Visual MINTEQ in sweep mode, and Excel spreadsheets. Data from both models were incorporated into Visual MINTEQ. Constants estimated by FITEQL and incorporated in Visual MINTEQ software failed to predict observed data accurately. However, FITEQL raw output data rendered good results when predicted values were directly compared with observed values, instead of incorporating the estimated constants into Visual MINTEQ. Intrinsic equilibrium constants optimized by hand calculation and incorporated in Visual MINTEQ reliably predicted Cd adsorption reactions on soil surfaces under changing environmental conditions.

Consumer Advisory Bulletin, Work-at-Home Scams: Money for Nothing, July 2012

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En torno a los efectos de la edad en el aprendizaje escolar de una lengua extrangera

The purpose of this article is to treat a currently much debated issue, the effects of age on second language learning. To do so, we contrast data collected by our research team from over one thousand seven hundred young and adult learners with four popular beliefs or generalizations, which, while deeply rooted in this society, are not always corroborated by our data.Two of these generalizations about Second Language Acquisition (languages spoken in the social context) seem to be widely accepted: a) older children, adolescents and adults are quicker and more efficient at the first stages of learning than are younger learners; b) in a natural context children with an early start are more liable to attain higher levels of proficiency. However, in the context of Foreign Language Acquisition, the context in which we collect the data, this second generalization is difficult to verify due to the low number of instructional hours (a maximum of some 800 hours) and the lower levels of language exposure time provided. The design of our research project has allowed us to study differences observed with respect to the age of onset (ranging from 2 to 18+), but in this article we focus on students who began English instruction at the age of 8 (LOGSE Educational System) and those who began at the age of 11 (EGB). We have collected data from both groups after a period of 200 (Time 1) and 416 instructional hours (Time 2), and we are currently collecting data after a period of 726 instructional hours (Time 3). We have designed and administered a variety of tests: tests on English production and reception, both oral and written, and within both academic and communicative oriented approaches, on the learners' L1 (Spanish and Catalan), as well as a questionnaire eliciting personal and sociolinguistic information. The questions we address and the relevant empirical evidence are as follows: 1. "For young children, learning languages is a game. They enjoy it more than adults."Our data demonstrate that the situation is not quite so. Firstly, both at the levels of Primary and Secondary education (ranging from 70.5% in 11-year-olds to 89% in 14-year-olds) students have a positive attitude towards learning English. Secondly, there is a difference between the two groups with respect to the factors they cite as responsible for their motivation to learn English: the younger students cite intrinsic factors, such as the games they play, the methodology used and the teacher, whereas the older students cite extrinsic factors, such as the role of their knowledge of English in the achievement of their future professional goals. 2 ."Young children have more resources to learn languages." Here our data suggest just the opposite. The ability to employ learning strategies (actions or steps used) increases with age. Older learners' strategies are more varied and cognitively more complex. In contrast, younger learners depend more on their interlocutor and external resources and therefore have a lower level of autonomy in their learning. 3. "Young children don't talk much but understand a lot"This third generalization does seem to be confirmed, at least to a certain extent, by our data in relation to the analysis of differences due to the age factor and productive use of the target language. As seen above, the comparably slower progress of the younger learners is confirmed. Our analysis of interpersonal receptive abilities demonstrates as well the advantage of the older learners. Nevertheless, with respect to passive receptive activities (for example, simple recognition of words or sentences) no great differences are observed. Statistical analyses suggest that in this test, in contrast to the others analyzed, the dominance of the subjects' L1s (reflecting a cognitive capacity that grows with age) has no significant influence on the learning process. 4. "The sooner they begin, the better their results will be in written language"This is not either completely confirmed in our research. First of all, we perceive that certain compensatory strategies disappear only with age, but not with the number of instructional hours. Secondly, given an identical number of instructional hours, the older subjects obtain better results. With respect to our analysis of data from subjects of the same age (12 years old) but with a different number of instructional hours (200 and 416 respectively, as they began at the ages of 11 and 8), we observe that those who began earlier excel only in the area of lexical fluency. In conclusion, the superior rate of older learners appears to be due to their higher level of cognitive development, a factor which allows them to benefit more from formal or explicit instruction in the school context. Younger learners, however, do not benefit from the quantity and quality of linguistic exposure typical of a natural acquisition context in which they would be allowed to make use of implicit learning abilities. It seems clear, then, that the initiative in this country to begin foreign language instruction earlier will have positive effects only if it occurs in combination with either higher levels of exposure time to the foreign language, or, alternatively, with its use as the language of instruction in other areas of the curriculum.

Consumer Advisory Bulletin, Work-at-Home Scams:So You Didn’t Order That? Protecting yourself from unauthorized credit card charges, August 2012

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Consumer Advisory Bulletin, Credit Card Offers: They’re Not All the Same, October 2012

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Consumer Advisory Bulletin, Giving Wisely: A Guide to Charitable Giving and Avoiding Charity Fraud, November 2012

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Fertilizer Use by Crop at the Country Level (1990–2010)

We compute the fertilizer use in corn, cotton, soybeans, and rapeseed in the period from 1990 to 2010 for a set of selected countries. In each case, we present the consumption of nitrogen, phosphate, and potash by crop and by year, reporting both the fertilizer application rates (in kilograms per hectare) and the fertilizer consumption (in thousand metric tonnes). We allocate a country’s total nutrient consumption in a given year among competing crops based on publicly available statistics. The resulting allocation of fertilizer among crops is a function of the country’s nutrients total use, the country’s cropped areas, crop world prices, and crop- and country-specific fertilizer application rates for some years. In this report we show results on fertilizer consumption by crop for the top fertilizer consuming countries, and a downloadable MS Excel file “FertilizerDemandByCropData.xls” shows the complete set of results.

Consumer Advisory Bulletin, Reverse Mortgages, January 2013

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Velocity fluctuations of fracturelike disruptions of associating polymer solutions

Velocity has been measured as a function of time for propagating crack tips as water is injected into solutions of end-capped associating polymers in a rectanguar Hele-Shaw cell. Measurements were performed for flows with different values of cell gap, channel width, polymer molecular weight, and polymer concentration. The condition for the onset of fracturelike behavior is well described by a Deborah number which uses the shear-thinning shear rate of the polymer solution as a characteristic frequency for network relaxation. At low molecular weight, the onset of fracturelike pattern evolution is accompanied by an abrupt jump in tip velocity, followed by a lower and approximately constant acceleration. At high molecular weight, the transition to fracturelike behavior involves passing through a regime that may be understood in terms of stick-slip dynamics. The crack-tip wanders from side to side and fluctuates (in both speed and velocity along the channel) with a characteristic frequency which depends linearly on the invading fluid injection rate.

Feedback control of unstable cellular solidification fronts

We present a feedback control scheme to stabilize unstable cellular patterns during the directional solidification of a binary alloy. The scheme is based on local heating of cell tips which protrude ahead of the mean position of all tips in the array. The feasibility of this scheme is demonstrated using phase-field simulations and, experimentally, using a real-time image processing algorithm, to track cell tips, coupled with a movable laser spot array device to heat the tips locally. We demonstrate, both numerically and experimentally, that spacings well below the threshold for a period-doubling instability can be stabilized. As predicted by the numerical calculations, cellular arrays become stable with uniform spacing through the feedback control which is maintained with minimal heating.

Consumer Advisory Bulletin, Paper or Plastic? Gift Certificates & Gift Cards, February 2013

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Consumer Advisory: Auto Repairs: Going Under the Hood, April 2013

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