For two and a half decades, the men and women of ADEQ have dedicated themselves to the noble cause of environmental stewardship. They have helped us respect the delicate balance between the natural world and the people who depend on it for sustenance, prosperity and a rewarding quality of life. Most importantly, they have served diligently and passionately to conserve and protect Arizona's natural bounty for generations to come.

In March 2000, Governor Jane Hull convened the Brown Cloud Summit to examine methods to improve visibility in the Phoenix Metropolitan Area. As part of this Summit, a Visibility Standards Subcommittee was established to recommend methods for measuring visible air quality and tracking improvements in visible air quality over time. Based on its research, the Visibility Standards Subcommittee recommended that a visibility index be established through a public survey process representative of a cross-section of residents. Acting on the recommendation, ADEQ established the Visibility Index Oversight Committee. The Committee’s goal was to coordinate the involvement of Phoenix-area residents in the development of a visibility index.

This handbook describes the requirements for a licensed motor vehicle dealer to operate a fleet emissions inspection station. Contained within are: Summarizations of the fleet emissions inspection station permitting and inspector licensing processes; lists of required inspection equipment and equipment maintenance/calibration standards; inspection procedures for specific classes of vehicles; record keeping procedures. The inspection procedures outlined in this handbook apply to vehicles specifically held for retail sale. Vehicles other than those held for retail sale (parts truck, courtesy van, loaner vehicle) must be inspected at an official state emissions inspection station. Because dealers typically do not own the required equipment and apply for a permit to inspect diesel powered vehicles, this handbook does not address their inspection. The handbook was developed from laws and regulations found in Arizona Revised Statutes Title 49, Chapter 3, Article 5, and Arizona Administrative Code, Title 18, Chapter 2, Article 10.

This handbook describes the fleet emissions inspection station requirements for all entities other than licensed motor vehicle dealers. Contained within are: Summarizations of the fleet emissions inspection station permitting and inspector licensing processes; lists of required inspection equipment and equipment maintenance/calibration standards; inspection procedures for specific classes of vehicles; record keeping procedures. The handbook was developed from laws and regulations found in Arizona Revised Statutes Title 49, Chapter 3, Article 5, and Arizona Administrative Code, Title 18, Chapter 2, Article 10.

This handbook describes the fleet station permitting process, the types of permits and inspector licenses that are issued, required inspection equipment and equipment maintenance, inspection procedures for specific classes of vehicles, and record keeping procedures. The handbook was developed from laws and regulations found in Arizona Revised Statutes Title 49, Chapter 3, Article 5, and Arizona Administrative Code, Title 18, Chapter 2, Article 10.

The purpose of this handbook is to promote appropriate, consistent, and timely evaluations of compliance and initiation of enforcement by the Arizona Department of Environmental Quality. This handbook describes a uniform system for pursuing and escalating enforcement. It serves as a road map for new ADEQ compliance and enforcement staff, and a desk reference for those with more experience. It also provides guidance to those local authorities that have undertaken compliance and enforcement responsibilities through a delegation agreement with ADEQ. All of the concepts within ADEQ’s Compliance and Enforcement Policy, along with a number of other ADEQ compliance and enforcement related policies, have been incorporated into this handbook either explicitly or through the development of boilerplate.

Digital technology is everywhere, revolutionizing how we live, work and play. Yet, as a tool for educating our children, it is conspicuously absent in K-12 classrooms. Textbooks and lectures are still the norm, making the classroom one of the last frontiers of digital technology. This report seeks to answer some of the key questions about digital learning. What is digital learning? Where are we as a country and, in particular, in Arizona, with digital learning? What opportunities does digital learning present? And how can we make the best use of it to help educate our children?

As you will read in this report, digital learning is not a panacea. At its best, digital technology can be a tool to support students and teachers in the learning process. We don’t yet have all the answers. There are plenty of instances we can point to where digital learning efforts may have had disappointing results. Having said that, we believe that digital learning holds great promise in the field of education. It is where digital technology may achieve its greatest possible benefits and impact.

Throughout Arizona and the Southwest, the odds are against high achievement in schools with a mostly Latino, mostly poor student enrollment. Some schools, however, "beat the odds" and achieve consistently high results or show steady gains. Why do these schools succeed where others fail? Using the methodology of business guru Jim Collins from his book "Good to Great: Why Some Companies Make the Leap...and Others Don't," the authors of this report found 12 elementary and middle schools in Arizona--schools whose students are mostly Latino and mostly poor--that are "beating the odds" on reading and math scores. The authors compared them with similar schools that are performing poorly. The comparisons yielded many insights that are contrary to conventional wisdom. One key result is the unearthing of six elements of success that can translate into broader messages for education policy and strategy. The report recommends the creation of leadership programs for principals and teachers and calls for the creation of a dissemination mechanism to bring "best practices" into every school in Arizona.