2002-2003 University of Northern Iowa Comprehensive Annual Financial Report, November 26, 2003

Comprehensive Annual Financial Report For University of Northern Iowa.

2003-2004 University of Northern Iowa Comprehensive Annual Financial Report, December 1, 2004

Comprehensive Annual Financial Report For University of Northern Iowa.

2004-2005 University of Northern Iowa Comprehensive Annual Financial Report, December 2, 2005

Comprehensive Annual Financial Report For University of Northern Iowa.

2005-2006 University of Northern Iowa Comprehensive Annual Financial Report, November 17, 2006

Comprehensive Annual Financial Report For University of Northern Iowa.

2006-2007 University of Northern Iowa Comprehensive Annual Financial Report, December 13, 2007

Comprehensive Annual Financial Report For University of Northern Iowa.

2007-2008 University of Northern Iowa Comprehensive Annual Financial Report, December 8, 2008

Comprehensive Annual Financial Report For University of Northern Iowa.

2008-2009 University of Northern Iowa Comprehensive Annual Financial Report, December 14, 2009

Comprehensive Annual Financial Report For University of Northern Iowa.

2009-2010 Comprehensive Annual Financial Report, December 8, 2010

Comprehensive Annual Financial Report For University of Northern Iowa.

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.

Report on a review of selected general and application controls over the State University of Iowa MAUI Student Financial Aid system for the period May 19, 2014 through July 31, 2014

Report on a review of selected general and application controls over the State University of Iowa MAUI Student Financial Aid system for the period May 19, 2014 through July 31, 2014

Report on a review of selected general and application controls over the Iowa State University of Science and Technology Kuali Financial System for the period April 30, 2014 through May 28, 2014

Report on a review of selected general and application controls over the Iowa State University of Science and Technology Kuali Financial System for the period April 30, 2014 through May 28, 2014

How to Apply for Financial Aid: A Guide for Students (2015-16)

Paying for college doesn’t have to be financially overwhelming. There are several types of aid, including federal, state and institutional grants; scholarships from numerous sources; college savings plans; student and parent loans; and student employment options available to help you pay for college. In fact, most students attending Iowa colleges and universities receive some form of financial assistance. To be considered for most financial aid programs, you must complete the Free Application for Federal Student Aid (FAFSA). Applying for admission is not the same as applying for financial aid - you need to do both. To receive financial aid, it is necessary to file a completed FAFSA and submit an admissions application to the colleges and universities that interest you most. Follow the steps in this brochure to be considered for funds from the state of Iowa, the federal government and the colleges or universities of your choice.

Economic grand rounds: financial burden of medical care and risk of forgoing care among Europeans with depressive symptoms

Little is known about the financial burden of individuals with depressive symptoms. This study explored that burden, using data from the Survey of Health, Ageing, and Retirement in Europe. To assess the association between depressive symptoms and the individuals' financial burden for medical care and whether they forwent medical care because of costs, logistic regressions were performed that adjusted for age, gender, marital status, education, and chronic diseases. A total of 16,696 noninstitutionalized individuals aged 50-79 years were included in the study. Individuals with depressive symptoms and those without such symptoms bore a similar financial burden. However, individuals with depressive symptoms were at increased risk of forgoing care because of costs, which may worsen their health and financial situation

Financial support of graduate programs in Brazil: quo vadis?

Graduate programs provide the highest level of formal education and thus are crucial for the development of any country. However, official Brazilian data clearly show a dramatic decrease in the number and values of scholarships available to graduate programs in Brazil over the last few years, despite the importance and growth of such programs. Between 1995 and 2004, investment by the Coordenadoria de Aperfeiçoamento de Pessoal do Ensino Superior (CAPES, subordinate to the Ministry of Education and Culture) in funding scholarships, corrected for inflation in the period, actually decreased by 51%. In addition, during the period between 1994 and 2004, there was a loss of about 60% in the purchasing power of the graduate scholarships provided by CAPES and the National Council for Science and Technology (CNPq). To reverse this trend, we propose the development of sectorial funding for Brazilian graduate programs to guarantee the availability and continuity of financial support for this strategic activity.

Desired learning outcomes for the curricula in financial services industry as perceived by professionals in the financial services industry located in the Greater Toronto Area /

This study sought to explore the changing nature of the financial services industry in Toronto, Canada and the impact that these changes will have on the vocational educational outcomes required by Ontario Colleges of Applied Arts and Technology (CAAT) graduates who wish to enter the financial services industry. The study was descriptive and exploratory, based on both quantitative and qualitative data. Triangulation of 3 data sources (a collection of newspaper articles from the Toronto Star between July 1999 and June 2000, the calendars of the 25 CAATs, and a survey questionnaire prepared by me and distributed to subject matter experts who are key practitioners in the financial services industry) was used. The study contains a discussion of how the financial services industry is changing. The first question to be answered was: What do current practitioners in financial services perceive to be the knowledge, skills, and attitudes that will be required of future graduates for employment within the financial services industry? The study found that Ontario CAAT's graduates entering the financial services field need both business and financial services vocational learning outcomes. Colleges should have 2 programs 1 in accounting and 1 in financial services. The report addresses which specific topics should be included in the financial services program. The second question to be answered was: How does this anticipated profile of knowledge, skills, and attitudes change depending on the degree of implementation of the new technologies by the survey respondent? The study found no pattern. The third question to be answered was: In what way do existing programs need to change in the area of accreditation as perceived by the respondents? The study found that for accreditation, 3 credentials should be addressed within the financial services program. These are the Canadian Securities, the Life Underwriters, and the Certified Financial Planner designations. The last question to be answered was: What new knowledge, skills, and attitudes need to be incorporated into college curricula to address changing needs in the employment sector? For each Ontario CAAT which has a financial services program (excluding accounting), their program was reviewed in light of the topics as perceived by professionals in the financial services industry.