Hydrology and water resources of Capitol Reef National Park, Utah : with emphasis on the middle Fremont River area
Watershed management -- Utah -- Capitol Reef National Park.
Hydrology -- Utah -- Capitol Reef National Park.
Hydrogeology -- Utah -- Capitol Reef National Park.
Water quality -- Utah -- Capitol Reef National Park.
Committee ChairDavis, Stanley N.
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractThe water resources of the Capitol Reef National Park area include the middle Fremont River, other perennial and ephemeral watercourses, isolated springs, tinajas, and lakes fed by precipitation on surrounding plateaus, as well as ground water in alluvial, basalt, and sedimentary aquifers fed by recharge from precipitation and stream channel losses. The difference between streamflows at Bicknell (79.2 million m³/yr) and Caineville (67.8 million m³/yr) can be attributed to evapotranspiration by riparian vegetation and cultivated crops and ground-water recharge, which exceeds 1.5 million m³/yr. Regional ground-water movement is eastward from Thousand Lake Mountain and southward along the Waterpocket Fold. Ground-water quality is generally brackish while surface water is fresh, both degrading east of the Waterpocket Fold due to agricultural uses, evapotranspiration and long aquifer residence times. Along the middle Fremont River agricultural use causes a mean salt load increase of 16,100 metric tons/year, turbidity increases three-fold, and fecal coliforms generally increase.
Degree ProgramHydrology and Water Resources
Degree GrantorUniversity of Arizona
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Long-Lived Digital Data Collections: Enabling Research and Education in the 21st Century: Report of the National Science Board (Pre-publication draft, Approved by the National Science Board May 26, 2005, subject to final editorial changes.)National Science Board, (NSB) (2005-06)From the Executive Summary of the 67 page Report: The National Science Board (NSB, the Board) recognizes the growing importance of these digital data collections for research and education, their potential for broadening participation in research at all levels, the ever increasing National Science Foundation (NSF, the Foundation) investment in creating and maintaining the collections, and the rapid multiplication of collections with a potential for decades of curation. In response the Board formed the Long-lived Data Collections Task Force. The Board and the task force undertook an analysis of the policy issues relevant to long-lived digital data collections. This report provides the findings and recommendations arising from that analysis. The primary purpose of this report is to frame the issues and to begin a broad discourse. Specifically, the NSB and NSF working together â with each fulfilling its respective responsibilities â need to take stock of the current NSF policies that lead to Foundation funding of a large number of data collections with an indeterminate lifetime and to ask what deliberate strategies will best serve the multiple research and education communities. The analysis of policy issues in Chapter IV and the specific recommendations in Chapter V of this report provide a framework within which that shared goal can be pursued over the coming months. The broader discourse would be better served by interaction, cooperation, and coordination among the relevant agencies and communities at the national and international levels. Chapters II and III of this report, describing the fundamental elements of data collections and curation, provide a useful reference upon which interagency and international discussions can be undertaken. The Board recommends that the Office of Science and Technology Policy (OSTP) take the lead in initiating and coordinating these interagency and international discussions.
NATIONALISM AND LANGUAGE LEARNING AT THE US/MEXICO BORDER: AN ETHNOGRAPHICALLY-SENSITIVE CRITICAL DISCOURSE ANALYSIS OF THE REPRODUCTION OF NATION, POWER, AND PRIVILEGE IN AN ENGLISH LANGUAGE CLASSROOMWaugh, Linda; Meadows, Bryan Hall; Waugh, Linda; Gilmore, Perry; Reyes, Iliana; McVeigh, Brian (The University of Arizona., 2009)This study investigates how the relationship between nationalism and language learning is manifested in discourse at an English language classroom facilitated in Nogales Sonora along the Mexico/US border. Employing ethnographically-sensitive critical discourse analysis, this study contributes to the fields of English Language Teaching (ELT), Border Studies, and Nationalism Studies by introducing three analytical terms that provide a means to document the social construction of nation-states (termed herein as imagined national communities of practice). The three terms are (1) nationalist practices, which refers to social practice that presupposes nationalist principles, (2) nationalist border practices, which refers to discerning self/other along nationalist lines, and (3) nationalist standard practices, which refers to the articulation of nationalist standards of language and subjectivity. The students attending the class under analysis comprise a unique population in that they are adults who occupy positions of economic and social privilege in the Nogales Sonora community because of their management-level employment at maquila factories. Reflecting their status, the students are invested in nationalist practices of border and standard in order to align themselves with nation-state institutions and to distance themselves from cultural and linguistic liminality (e.g., Mexican-American, paisano, code-switching, and Spanglish) characteristic of border regions. The classroom under observation upheld nationalist borders and standards, with important consequences. First, nationalist notions of border led classroom participants to disavow the bilingual language use that was clearly necessary for successful classroom operations, despite an English immersion classroom policy. Second, nationalist practices established the local classroom space as indexically linked to an imagined American community of practice, understood by students to be authentically monolingual, monocultural, and distinct from Mexico. Association with--but not full incorporation into--this particular understanding of the American nation-state is advantageous to students for maintaining their elevated social and economic positioning in the local Nogales Sonora community. Thus, this classroom serves as a site of nationalist border reproduction and the reinforcement of hierarchies of privilege. The study encourages teacher reflection on what nationalism can mean to formal language learning contexts and suggests directions for re-aligning classroom practice to approaches that embrace multilingual realities of language learning contexts.