A procedure designed to test the transferability of habitat suitability criteria was evaluated in the Cache la Poudre River, Colorado. Habitat suitability criteria were developed for active adult and juvenile rainbow trout in the South Platte River, Colorado. These criteria were tested by comparing microhabitat use predicted from the criteria with observed microhabitat use by adult rainbow trout in the Cache la Poudre River. A one-sided x2 test, using counts of occupied and unoccupied cells in each suitability classification, was used to test for non-random selection for optimum habitat use over usable habitat and for suitable over unsuitable habitat. Criteria for adult rainbow trout were judged to be transferable to the Cache la Poudre River, but juvenile criteria (applied to adults) were not transferable. Random subsampling of occupied and unoccupied cells was conducted to determine the effect of sample size on the reliability of the test procedure. The incidence of type I and type I1 errors increased rapidly as the sample size was reduced below 55 occupied and 200 unoccupied cells. Recommended modifications to the procedure included the adoption of a systematic or randomized sampling design and direct measurement of microhabitat variables. With these modifications, the procedure is economical, simple and reliable. Use of the procedure as a quality assurance device in routine applications of the instream flow incremental methodology was encouraged. KEY WORDS Instream flow incremental methodology PHABSIM Habitat suitability criteria Transferability

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The purpose of this investigation was to compare how teachers rate themselves with how students rate their teachers on the Teacher Efficacy the External Influences Scale, a scale designed to assess teachers' efficacy in the area of classroom organization and discipline. The participants in this study were seventh-and eighth-grade teachers and their students in a middle school located in a metropolitan area of a midsized, midwestern community in the United States. There were 710 students and 18 teachers participating in this study. The researchers found five of the 13 scale items were statistically significant. The results show that teachers have a positive influence on students' behavior, teachers may relate to most difficult students, teachers might compensate for students' home experiences through good teaching, some students may not respond to any teacher intervention, and students who report being disciplined at home were unlikely to accept discipline at school. This study suggests how the results might improve the collaborative relationships between teachers and students.