The Northeastern region of Mexico has developed rapidly over the last few decades and reservoir construction has accompanied the growth of the region. As a result, recreational and sport fishing have become very popular. To regulate tournaments and to address growing exploitation concerns the Northeastern state of Nuevo Leon has begun to manage selected freshwater fisheries. Intensive management of warm water recreational species, however, does not have a long history in the region. This assessment was designed to evaluate the population structure and feeding habits of largemouth bass and channel catfish at a small rural fishery in Northeastern Mexico to get insight into mortality, growth, reproduction, and length related feeding patterns. Largemouth bass and channel catfish at La Juventud experience high mortality rates more than likely due to the selective removal of larger-older fish by angling. Extended spawning efforts at lower latitudes have also been implicated in accelerating the mortality of reproductively mature largemouth bass; however, studies regarding the onset, frequency, and duration of largemouth bass spawning in Northeastern Mexico are necessary to determine spawning seasonality and the adverse effects that extended reproduction efforts may have on growth potential. Largemouth bass grow fast during the first year of life and attain large sizes by age 1. Growth of young-of-year may benefit from an early onset of spawning and a long first-growing season, an abundant multi-species forage base of small fish, and frequent utilization of fish. Growth to age 3 and quality size (300 - 380-mm TL) is similar to that of populations from the Southeastern U.S.; however, the growth potential of individuals older than age 3 appeared limited by suitable sizes of prey. Channel catfish mean length-at-age values were similar to the mean of means for length-at-age-3 values of fish in Texas, and larger than the mean values from several regions in the Southern U.S.A. Largemouth bass at La Juventud may spawn early in the year (early spring or earlier than spring) and late in the year (fall). Spawning success; however, may be adversely affected by fluctuating water levels associated with an arid climate and undesirable interactions with other nest spawning species. Day-time gill net collections in 2006 and 2007 may have under sampled channel catfish. Gill net catches were low and variable; thus, interpretation of length, age, and weight data were constrained by small sample size.

abstract: Given the political and public demands for accountability, using the voices of students from the frontlines, this study investigated student perceptions of New Mexico's high-stakes testing program taking public schools in the right direction. Did the students perceive the program having an impact on retention, drop outs, or graduation requirements? What were the perceptions of Navajo students in Navajo reservation schools as to the impact of high-stakes testing on their emotional, physical, social, and academic well-being? The specific tests examined were the New Mexico High School Competency Exam (NMHSCE) and the New Mexico Standard Based Assessment (SBA/ High School Graduation Assessment) on Native American students. Based on interviews published by the Daily Times of Farmington, New Mexico, our local newspaper, some of the students reported that the testing program was not taking schools in the right direction, that the test was used improperly, and that the one-time test scores were not an accurate assessment of students learning. In addition, they were cited on negative and positive effects on the curriculum, teaching and learning, and student and teacher motivation. Based on the survey results, the students' positive and negative concerns and praises of high-stakes testing were categorized into themes. The positive effects cited included the fact that the testing held students, educators, and parents accountable for their actions. The students were not opposed to accountability, but rather, opposed to the manner in which it was currently implemented. Several implications of these findings were examined: (a) requirements to pass the New Mexico High School Competency Exam; (b) what high stakes testing meant for the emotional well-being of the students; (c) the impact of sanctions under New Mexico's high-stakes testing proficiency; and (d) the effects of high-stakes tests on students' perceptions, experiences and attitudes. Student voices are not commonly heard in meetings and discussions about K-12 education policy. Yet, the adults who control policy could learn much from listening to what students have to say about their experiences. / Dissertation/Thesis / Ed.D. Educational Administration and Supervision 2012