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.

Based on the premise that school reform efforts must consider the needs of at-risk children, this paper discusses parallel reform efforts that focus on community service. The first part discusses logical linkages between community service and "at-risk" education and describes how Arizona is attempting to formalize these linkages within the state context of school reform. The Serve-America program, which arose from passage of the National and Community Service Act of 1990, allocates funds to states for school-based community-service programs in grades K-12. Through formalized school-community agency and youth organization/community agency partnerships, Arizona's Serve-America project is designed to: (1) encourage school-age and out-of-school youth to volunteer their services for the benefit of others in their communities; (2) increase the number of adult volunteers in Arizona's schools; (3) provide productive, meaningful experiences for participants; and (4) emphasize coordination of community agencies to avoid duplication and maximize utilization of local resources. Together, Arizona's Serve-America programs have involved over 3,300 youth and adult volunteers who provided over 11,500 hours of community service in the ares of education, community improvement, human services, public safety, and conservation. Participants reported positive changes in their attitudes and behaviors as a result of their community service and service learning participation.

Phoenix Early Head Start (EHS) is a program for first-time teen parents and their families. It is a family-centered program intended to provide early, continuous, intensive, and comprehensive child development and family support services for vulnerable families and their very young children. This report presents case studies of 12 families, all EHS participants, who agreed to be followed throughout their participation in the program so that their stories could be updated as they unfolded from one year to the next. The case study families were interviewed for the first time in August 1997 and again in August 1998. Common themes in the family's stories regarding EHS's role include: (1) assistance from caring staff; (2) reassurance from home visits and child development; (3) help in becoming good parents; (4) help with personal goals; (5) help with daily life; and (6) socialization opportunities for children and parents.