Report of recommendations to the Iowa Department of Education, Division of Vocational Rehabilitation Services, June 30, 2012

Report of recommendations to the Iowa Department of Education, Division of Vocational Rehabilitation Services for the year ended June 30, 2012

Audit report on the Iowa Department of Education for the year ended June 30, 2012

Audit report on the Iowa Department of Education for the year ended June 30, 2012

Report of recommendations to the Iowa Department of Education, Division of Vocational Rehabilitation Services, for the year ended June 30, 2004

Report of recommendations to the Iowa Department of Education, Division of Vocational Rehabilitation Services, for the year ended June 30, 2004

Report of recommendations to the Iowa Department of Education, Division of Vocational Rehabilitation Services, June 30, 2005

Report of recommendations to the Iowa Department of Education, Division of Vocational Rehabilitation Services, June 30

Iowa Board of Nursing Annual Report, July 1, 2012-June 30, 2013

The annual report of the Iowa Board of Nursing includes information on legislation, administrative rules, nursing education, nursing practice, continuing education, licensing, enforcement, administration, financial report, statistics and general nursing demographics.

Iowa Board of Nursing Annual Report, July 1, 2012-June 30, 2013

The annual report of the Iowa Board of Nursing includes information on legislation, administrative rules, nursing education, nursing practice, continuing education, licensing, enforcement, administration, financial report, statistics and general nursing demographics.

Report on the Shared Visions Preschool Program and the Early Elementary Innovative Grants administered by the Department of Education for the period July 1, 2006 through June 30, 2012

Report on the Shared Visions Preschool Program and the Early Elementary Innovative Grants administered by the Department of Education for the period July 1, 2006 through June 30, 2012

Models and approaches for environmental education in Iowa, 1999

This guide provides a variety of tools that can help an educator, building staff or school district decide how to include environmental education in their curriculum.

Health care renunciation for economic reasons in Switzerland.

BACKGROUND: Most societies elaborate ways to contain increasing health care expenditures. In Switzerland out of pocket payments and cuts in the catalogue of reimbursed services are used as cost-containment measures. The aims of the study were to estimate the extent of health care renunciation for economic reasons and to identify associated factors. METHODS: A population-based cross-sectional survey (2008-2009) of a representative sample in the Canton of Geneva, Switzerland. Health care underuse, income level categories (<CHF 3000/month, 3000-4999, 5000-6999, 7000-9499, 9500-13 000, >13 000), education, occupation, insurance status and cardiovascular comorbidities were collected using self-rated questionnaires. RESULTS: 765 men and 814 women aged 35-74 years participated. 14.5% (229/1579) (95%CI 12.7-16.2) renounced health care for economic reasons. Among those who renounced (N = 229), 74% renounced dental care, 37% physician consultation (22% specialist, 15% general practitioner), 26% health devices, 13% medication, and 5% surgery. Income was negatively correlated with renouncement (r = -0.18, p <.0001). Each decrease in income level category provided a 48% increased risk of renouncing health care for economic reasons (OR 1.48, 1.31-1.65). This association remained when dental care was excluded from the definition of health care renunciation. CONCLUSIONS: In a region of Switzerland with a high cost of living, such as Geneva, socioeconomic status may influence the use of the health care system, and renunciation for economic reasons was not uncommon. More than 30% of the lowest income group renounced health care for economical reasons in the previous year. Health care underuse and renunciation may worsen the health status of a substantial part of society.

The european higher education area at work: Lights and shadows defining continuous assessment

The aim of this paper is to analyse how learning assessment, particularly the Continuous Assessment system, has been defined in the Public Administration and Management Diploma Course of the University of Barcelona (Spain). This course was a pioneering experiment at this university in implementing the guidelines of the European Higher Education Area (EHEA), and thus represents a good case study for verifying whether one of the cornerstones of the EHEA has been accomplished with success. Using data obtained from the Teaching Plans elaborated by the lecturers of each subject, we are able to establish that the CA system has been progressively accepted to such an extent that it is now the assessment formula used by practically all of the lecturers, conforming in this way to the protocols laid down by the Faculty of Law in which this diploma course is taught. Nevertheless, we find that high dispersion exists in how Continuous Assessment is actually defined. Indeed, it seems that there is no unified view of how Continuous Assessment should be performed. This dispersion, however, seems to diminish over time and raises some questions about the advisability of agreement on criteria, considering the potential which CA has as a pedagogical tool. Moreover, we find that the Unique Assessment system, which students may also apply for, is an option chosen only by a minority, with lecturers usually defining it as merely a theoretical and/or practical test, of little innovation in relation to traditional tests.

Iowa Department of Education Performance Report, FY2004

Agency Performance Report

Iowa Department of Education Performance Report, FY2005

Agency Performance Report

Iowa Department of Education Performance Report, FY2006

Agency Performance Report