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- All Subjects: Geology
- All Subjects: Minorities--Education (Higher)
- All Subjects: Traffic noise
- Creators: The Pride Publishing Company
- Creators: Fred Harvey
This summary report overviews a State of Arizona and U. S. Department of Energy funded drilling project to determine if near-term hot dry rock (HDR) geothermal potential exists in the eastern portion of the White Mountains region of Arizona. A 4,505 feet deep slim-hole exploratory well, Alpine1/Federal, was drilled within the Apache-Sitgreaves National Forest at Alpine Divide near the Alpine Divide camp ground about 5 miles north of Alpine, Arizona in Apache County (Figure 1). A comprehensive technical report, in two parts, details the results of the project. Part 1, Alpine1/Federal, Drilling Report, discusses the drilling operations,
logging program, permitting and site selection for the hole. Part 2, Temperature Gradients, Geothermal Potential, and Geology, summarizes the temperature gradients, heat flow, geothermal potential, and subsurface geology.
The study reported here was designed to examine the impact of background meteorological conditions on the propagation of noise from urban freeways in the Phoenix area. The aim was to understand and predict how sound waves emanating from highways respond to the vertical profiles of atmospheric temperature gradients and velocity shear, so that sound measurements can be interpreted with regard to the environmental variability.
If Arizona is going to be successful not only in improving minority access to higher education, but more importantly, minority student success in higher education, a systematic approach needs to be developed. The answers to improving minority access and achievement in higher education requires a holistic view of education as a system as well as an integrated look into the drivers of academic success. A fundamental problem exists with current policies designed to improve minority representation in higher education. Arizona’s lack of both a systematic view of the problem and the creation of a framework to evaluate policy ideas are sources of these disappointing results. The purpose of this paper is to fill in the gap by providing a framework of focus for academic success to be used to enhance Arizona’s approach to higher education policy.