The Annual Condition of Education Report, 2002

Statistics about public edcuation in the state of Iowa including graduation rates, No Child Left Behind Act,

Iowa Department of Education - Iowa Public Television, Agency Performance Plan

Annual Report, Agency Performance Plan

Iowa Department of Education Annual Report, Agency Performance Plan

Annual Report, Agency Performance Plan

The Annual Report of Education Report, 2001

Report of education in Iowa

Revised definitions of invasive fungal disease from the European Organization for Research and Treatment of Cancer/Invasive Fungal Infections Cooperative Group and the National Institute of Allergy and Infectious Diseases Mycoses Study Group (EORTC/MSG) Consensus Group.

BACKGROUND: Invasive fungal diseases are important causes of morbidity and mortality. Clarity and uniformity in defining these infections are important factors in improving the quality of clinical studies. A standard set of definitions strengthens the consistency and reproducibility of such studies. METHODS: After the introduction of the original European Organization for Research and Treatment of Cancer/Invasive Fungal Infections Cooperative Group and the National Institute of Allergy and Infectious Diseases Mycoses Study Group (EORTC/MSG) Consensus Group definitions, advances in diagnostic technology and the recognition of areas in need of improvement led to a revision of this document. The revision process started with a meeting of participants in 2003, to decide on the process and to draft the proposal. This was followed by several rounds of consultation until a final draft was approved in 2005. This was made available for 6 months to allow public comment, and then the manuscript was prepared and approved. RESULTS: The revised definitions retain the original classifications of "proven," "probable," and "possible" invasive fungal disease, but the definition of "probable" has been expanded, whereas the scope of the category "possible" has been diminished. The category of proven invasive fungal disease can apply to any patient, regardless of whether the patient is immunocompromised, whereas the probable and possible categories are proposed for immunocompromised patients only. CONCLUSIONS: These revised definitions of invasive fungal disease are intended to advance clinical and epidemiological research and may serve as a useful model for defining other infections in high-risk patients.

Report of Recommendations to the Iowa Department of Education, June 30, 2002

State Agency Audit Report

The Annual Condition of Education Report, 2003

Statistics about public education in the state of Iowa including graduation rates and No Child Left Behind Act.

Report of Recommendations to the Iowa Department of Education, June 30, 2003

State Agency Audit Report

Special Investigation of Certain Grants Administered by The Department of Curriculum and Instruction, College of Education, Iowa State University of Science and Technology, For the Period September 1, 1999 through November 30, 2003

State University Audit Report - Special Investigation

Special Investigation of Certain Grants Administered by The Department of Curriculum and Instruction, College of Education, Iowa State University of Science and Technology, For the Period September 1, 1999 through November 30, 2003

State University Audit Report - Special Investigation

Report of Recommendations to the Iowa Department of Education, June 30, 2004

State Audit Reports

Iowa Department of Education, Division of Vocational Rehabilitation, Notification Letter, April 14th, 2005

State Audit Reports

Association of education and receiving social transfers with allostatic load in the Swiss population-based CoLaus study.

BACKGROUND: Allostatic load reflects cumulative exposure to stressors throughout lifetime and has been associated with several adverse health outcomes. It is hypothesized that people with low socioeconomic status (SES) are exposed to higher chronic stress and have therefore greater levels of allostatic load. OBJECTIVE: To assess the association of receiving social transfers and low education with allostatic load. METHODS: We included 3589 participants (1812 women) aged over 35years and under retirement age from the population-based CoLaus study (Lausanne, Switzerland, 2003-2006). We computed an allostatic load index aggregating cardiovascular, metabolic, dyslipidemic and inflammatory markers. A novel index additionally including markers of oxidative stress was also examined. RESULTS: Men with low vs. high SES were more likely to have higher levels of allostatic load (odds ratio (OR)=1.93/2.34 for social transfers/education, 95%CI from 1.45 to 4.17). The same patterns were observed among women. Associations persisted after controlling for health behaviors and marital status. CONCLUSIONS: Low education and receiving social transfers independently and cumulatively predict high allostatic load and dysregulation of several homeostatic systems in a Swiss population-based study. Participants with low SES are at higher risk of oxidative stress, which may justify its inclusion as a separate component of allostatic load.

Joint determinants of education enrolment and first birth timing in France and West Germany

We examined the reciprocal influence between educational decisions and the timing of first births, using the Family and Fertility Surveys of France and West Germany. Since these two processes are potentially endogenous, we modelled them jointly, using event history models. We hypothesise that the reciprocal impact of educational and fertility careers, as well as the impact of the common determinants of both processes, are gender specific and context specific.The results show a significant endogeneity for women and men in both countries. This endogeneity is stronger for women than for men, while no substantial differences are found between the two countries. Removing this shared and unobserved heterogeneity, the results show a stronger reciprocal impact between the processes for women than for men. A similar impact of being enrolled in education on first birth in both countries is found, while the effect of the birth (and especially of the pregnancy) of the first child on terminating one’s education appeared to be more marked in West Gernany than in France.

Condition of Education in Iowa The Future for Education in Iowa, 2005

Statistics about public education in the state of Iowa including graduation rates and No Child Left Behind Act.