This item was digitized as part of the Million Books Project led by Carnegie Mellon University and supported by grants from the National Science Foundation (NSF). Cornell University coordinated the participation of land-grant and agricultural libraries in providing historical agricultural information for the digitization project; the University of Arizona Libraries, the College of Agriculture and Life Sciences, and the Office of Arid Lands Studies collaborated in the selection and provision of material for the digitization project.

No description available.

This item was digitized as part of the Million Books Project led by Carnegie Mellon University and supported by grants from the National Science Foundation (NSF). Cornell University coordinated the participation of land-grant and agricultural libraries in providing historical agricultural information for the digitization project; the University of Arizona Libraries, the College of Agriculture and Life Sciences, and the Office of Arid Lands Studies collaborated in the selection and provision of material for the digitization project.

The purposes of this study were (a) to analyze whether any significant differences exist in students' satisfaction among the 11 composite scales/satisfaction measures of the SSI (retention programs); (b) to determine whether significant differences exist in satisfaction among students of the institution based on their demographic characteristics of gender, age, ethnicity, class load, and employment; and (c) to record findings, draw conclusions, and make recommendations from the study. The research was conducted using a questionnaire, The Student Satisfaction Inventory (SSI), developed by Juillreat and Schreiner in 1994. The instrument measures, among other matters, students' perceptions and satisfaction. The population of the study comprised all students at the institution during the 1996-1997 school year. A total of 312 students was sampled, with 182 (58%) returns received. Statistical treatments used to analyze the collected data included frequencies, percentages, means, standard deviation, multiple analysis of variances (MANOVA), one-way analysis of variance (ANOVA), and Tukey's Post Hoc t-test for multiple comparison.

The purpose of this study was to investigate and predict Latino male student retention using ACT’s Engage College survey at a research university in the southwestern region of the U.S. ACT’s Engage survey was designed to predict first-year college retention using 10 psychosocial measures. However, no empirical study exists to support ACT’s claim especially for Latino male students. Data from a four-year research university between 2009 and 2011 were analyzed with logistic regression. Logistic regression analysis was performed for the whole sample (N = 8,061) and for the Latino male subsample (n = 860). In the entire sample’s first regression model, high school grade quartile and SAT score as well as demographic variables were used as predictor variables. In this model, the independent variables of high school grade point average quartile, SAT score, gender, and race made statistically significant contributions to the model (Nagelkerke R2 = .031, p < .01). In the entire sample’s second regression model, ACT’s 10 psychosocial variables were added to the first regression model as predictor variables. Results indicated the instrument was valid for the freshmen as a whole because five out of 10 psychosocial measures displayed statistically significant odds ratios (ORs) for predicting retention: (a) Commitment to College (OR = 1.006, p < .01), (b) Academic Discipline (OR = 1.005, p < .01), (c) Social Activity (OR = -.997, p < .01), (d) Social Connection (OR = 1.004, p < .01), and (e) Academic Self-Confidence (OR = -.997, p < .01). Regarding the subsample of 860 Latino males, none of the 10 psychosocial measures produced statistically significant results. The findings indicate the need to determine a new way of identifying at-risk Latino male students because current methods have failed to build a robust predictive model for this student population.

No description available.

No description available.

Permanent riparian photopoints (repeat photography of streamside points) are a widely used monitoring method for situations where there are many streams to monitor, and little time to do it. They often display dramatic changes in these dynamic ecosystems – changes that are brought about by management of permitted and non-permitted activities, flood, drought, and fire. Most of all, they help us to learn more about the relationship of riparian areas to uplands, and how riparian ecosystems function.

The availability of adequate and reliable water supplies has always been a critical concern in central Arizona since prehistoric times. The early European settlers in 1868 initially utilized the ancient Hohokam Indian canal system which drew water from the Salt River. However, the river fluctuated with periods of drought and periods of high flows which destroyed the diversion structures. The settlers proposed a dam to store water and to regulate flows. In 1903, the Salt River Water Users Association was formed and an agreement was reached with the U.S. Government for the construction of a dam on the Salt River at its junction with Tonto Creek. The Salt River drains more than 4,306 square miles (mi2) from the White Mountains of eastern Arizona to the confluence with Tonto Creek. Tonto Creek drains a 1,000-mi2 watershed above the confluence. The agreement was authorized under the Reclamation Act of 1902. The Theodore Roosevelt Dam was started in 1905, completed in 1911, and dedicated in 1911 (Salt River Project 2002). The dam has the capacity to store 2.9 million acre-feet (af) of water. However, between 1909 and 1925, 101,000 af of sediment were accumulated behind Roosevelt Dam (Rich 1961). Much of it came from erosion on the granitic soils from the chaparral lands above the reservoir, and much of the erosion was blamed on overgrazing by domestic livestock. Water users were concerned that accelerated sedimentation would eventually compromise the capacity of the dam to hold sufficient water for downstream demands. The Tonto National Forest was originally created to manage the watershed above Roosevelt Dam and to prevent siltation. The Summit Plots, located between Globe, Arizona, and Lake Roosevelt were established in 1925 by the U.S. Department of Agriculture to study the effects of vegetation recovery, mechanical stabilization, and plant cover changes on stormflows and sediment yields from the lower chaparral zone (Rich 1961). The area initially was part of the Crook National Forest which was later added to the Tonto National Forest. The Summit Watersheds consisted of nine small watersheds ranging in size from 0.37 to 1.23 acres (ac). Elevations are between 3,636 and 3,905 feet (ft). The treatments included: exclusion of livestock and seeding grasses, winter grazing, hardware cloth check dams, grubbing brush, sloping gullies and grass seeding. Protection from grazing did not pro duce changes in runoff or sedimentation. Treatments that reduced surface runoff also reduced erosion. Hardware cloth check dams reduce total erosion, and mulch plus grass treatments checked erosion and sediment movement. Runoff was reduced by the combined treatments (Rich 1961). The Summit Watersheds were integrated into the Parker Creek Erosion-Streamflow Station in 1932.

The USDA Forest Service Southwestern Region (FS) manages over 20.5 million acres of forests and grasslands in Arizona, New Mexico and the Texas and Oklahoma panhandles. Water is one of the most beneficial natural resources used on and off these lands by humans, animals and plants. Water on forest and grasslands generally comes from precipitation which arrives in the form of snow or rain, depending on the location and season. On the ground, water infiltrates, ponds, runs off or evaporates, depending on the surface and climatic conditions. In general, precipitation that falls on these lands is free of pollutants. As water moves across and through soils, rocks and other materials it can become polluted by the surfaces it comes in contact with and by materials added to it. Materials added to flowing water in small amounts over time may have little to no harmful effects on the quality of the water. In large amounts and or concentrated, it can be extremely harmful to the quality of the water and users of the water. Common impacts to water quality include increases in temperature, turbidity, nutrient levels and hazardous chemicals. Sources of pollutants on forests and grasslands can be natural and human introduced. Natural sources and causes of pollution can include soil erosion, wildlife waste, concentrations of naturally occurring materials, drought, and flooding. Human sources and causes of pollution can include runoff from roads, trails, tree harvest areas, recreation sites, sewage facilities, livestock, pesticide applications and fuel and chemical spills (USDA Forest Service 2000). A plethora of methods exist to minimize harmful impacts to water quality on forests and grasslands. In 1990, the FS Southwestern Region developed a core set of practices and procedures, that when properly implemented, can be effective at minimizing and mitigating harmful impacts to water quality. The practices and procedures are both administrative and physical, and are collectively referred to as Soil and Water Conservation Practices, also known as Best Management Practices (BMPs) (USDA Forest Service 1990). Even though these BMPs were designed by FS and state resource specialists in the Southwest, they often require adjustments to make them fit site-specific conditions. The BMPs used by the FS Southwestern Region are acknowledged as being effective control measures by the environment departments of the states (Arizona and New Mexico) in which they were developed, as documented in Memorandum of Understandings (MOUs) that exist between the FS and the states.