Realizing the need for drought preparedness in Arizona, a Governor’s Drought Task Force was created in 2003 and the Arizona Drought Preparedness Plan developed. The plan was adopted in 2004 and its continued implementation ordered in 2007. It established a framework to monitor drought, improve understanding of drought impacts, and determine mechanisms for limiting future vulnerability. The Arizona Department of Water Resources coordinates these activities and prepares the Arizona Drought Preparedness Annual Report each year.

The Arizona Department of Water Resources manages the state’s water supply. Water management includes a wide variety of activities that are intended to protect and preserve the water supply. Examples of these activities include licensing well drillers, assuring the safety of dams, and developing mandatory conservation requirements for all water use sectors in Active Management Areas, protecting the state’s Colorado River allocation and facilitating Indian water rights negotiations among tribal representatives, local interests, federal and state officials and members of Congress.

This study investigated whether highways acted as barriers to gene flow for pronghorn in northern Arizona. DNA samples from 132 pronghorn were analyzed using eight polymorphic microsatellite loci. Samples represented animals living on opposite sides of US Route 89 (US 89) and State Route 64 (SR 64). Two different modeling approaches indicated that both US 89 and SR 64, and to a lesser extent US Route 180 (US 180), acted as barriers to gene flow. The genetic structuring caused by highways, especially across US 89, is consistent with behavioral data that demonstrated pronghorn rarely cross this highway. This study found no evidence of inbreeding or reduced genetic variation in any of the populations examined, but those effects may take longer to appear. Based on these results, the researchers recommend future genetic monitoring of these populations or assessment of genetic variation across highways with larger traffic volumes or longer histories to determine whether the barrier effects documented here lead to loss of genetic diversity.

The Arizona transportation history project was conceived in anticipation of Arizona’s centennial, which will be celebrated in 2012. Following approval of the Arizona Centennial Plan in 2007, the Arizona Department of Transportation recognized that the centennial celebration would present an opportunity to inform Arizonans of the crucial role that transportation has played in the growth and development of the state.

The report consists of a historical narrative and a series of topical essays. The seven-chapter historical narrative is a history of Arizona’s highways that extends from the pre-Columbian era to the present. The 14 topical essays extend the scope of the history beyond the state’s highway system. They include overviews of the development of other transportation modes (railroads, aviation, and urban transit), a brief history of highway pavements, a lighthearted look at the motoring experience during the 1920s and 1930s, and an exploration of how changes in transportation infrastructure affected some Arizona communities. The topical essays also provide additional historical information on bridges, urban freeways, the Interstate system, ADOT and its predecessor agencies, and famous roads such as U.S. Route 66, U.S. Route 89, the Black Canyon Highway, and the Beeline Highway.

The report also includes a timeline of transportation-related developments. This chronology not only provides an accessible overview of Arizona’s transportation history; it also places that history in a larger context by including transportation-related developments from the rest of the nation and around the world. Finally, the report contains a guide to archives in Arizona that hold significant collections of historical photographs related to the state’s transportation history, a bibliography of published historical sources related to the history of highways in Arizona, and a discussion of how the historical narrative and topical essays could be used to produce publications and media that would be made available to the public.

Between May and July of 1996, members of the council were asked to participate in a series of interviews. The primary purpose of the interviews was to elicit council members' views of and expectations for Arizona's STW initiative. A second reason was to clarify the mission of the council itself. This paper highlights salient points from the interviews. Quotes are used verbatim.

In preparation for new federal legislation that promotes unprecedented levels of comprehensive planning and service integration at state and local levels, an analysis of state issues relevant to comprehensive service delivery is necessary. This paper examines such state issues, with a focus on Arizona's at-risk population, and presents a framework for comprehensive service delivery. It provides the rationale for such service delivery, summarizes the literature on research-based practices, illustrates district approaches to comprehensive service delivery, and sets forth guidelines for developing a comprehensive plan. System components of an effective plan are discussed in detail--student education, parent/family involvement, social/economic services, health services, and professional development. Five general principles underlie success: philosophy, people, processes, promising practices, and partners. Recommendations for developing comprehensive service delivery programs include the following: (1) build on existing information; (2) consolidate knowledge; and (3) think long-term. Contains 11 figures and over 250 references. Appendices contain information on Arizona practitioners' views and an illustration of a side-by-side program analysis.

The School-to-Work (STW) Opportunities Act of 1994 promotes the development of statewide systems that support workforce and economic development through changes in the ways that students are educated. Jointly funded by the U.S. Departments of Labor and Education, the Act emphasizes school-based and work-based learning and activities designed to connect the two. In order to fulfill the Act’s work-based learning component, employers are recruited to work with students. Recruitment efforts have generated questions from employers concerning their obligations and legal responsibilities should they become involved in STW programs. This paper attempts to clarify these issues.