Compiles information on plants and animals that are already recognized by the federal government as imperiled species, species which have been extirpated, and a much larger number of species that are in decline either locally or nationally. Descriptions of status, location, distribution, and habitat needs are presented for each species proposed. The report also considers vegetative communities, their history of decline and modification, and recommends priorities for their protection.

If one species had to be chosen to preserve and restore, perhaps it should be cottonwood. Cottonwood-willow forests, where they exist and are healthy, indicated the presence of a viable riparian area, which is in turn the key to conserving great proportions of our native species. A reflection of the dire status of our riparian systems is that the Sonoran cottonwood-willow and Sonoran mesquite-cottonwood forests.

Chronicles how the intention to conserve a relic population of Gila topminnow under current resource conditions is generally insufficient. We have let the resource base degrade too far to expect project and site specific responses to stem losses, much less lead to recovery. The Gila topminnow was considered to be among the most common of fishes in the Santa Cruz River system in the early 1940s. Three decades later is was considered endangered; and in another three decades time, its recovery is not foreseeable, given the piecemeal approach to protection efforts.

In spring 1998, 1,057 10th-grade students were surveyed as one component of a statewide evaluation of Arizona's school-to-work system designed by the Morrison Institute for Public Policy. This second survey measured attitudes toward and participation in career activities. Results were compared to baseline data collected from over 2,000 10th-grade students in 1997. Data indicated that, in both years, nearly all students had at least an idea of their career area of interest; gender differences were observed in students' selections of career interests. Student participation in activities increased. Statistically significant differences in participation by sex were evident: more girls reported learning about careers in class and participating in volunteer activities; and more boys participated in internships with pay, worked for pay in a job unrelated to their careers, and had business mentors. The share of students who had selected a career interest increased as participation rose. All 14 activities were at least "somewhat" helpful to students in making career selections. In both years, students ranked family, teachers, and friends most highly as influencing career interests. One-fourth of students in 1998 compared to one-third of students in 1997 indicated they never received career guidance at school. Less than one-half of students were aware of courses related to career interests; even fewer actually took a course related to their interests.