• Jackson County Collaboration in Support of Families: Using Evaluation for Long-Term Sustainability

      Sullivan, Rita; Rivera, Marny (Justice Center, University of Alaska Anchorage, 2012-04-10)
      This webinar presentation discusses the use of evaluation and dissemination of results during the life of a project. The presentation is based on the ongoing evaluation of the Family Connection Program in Jackson County, Oregon, which compares child welfare outcomes for a control group with outcomes through the Family Connection Program.
    • JJDP Monitoring Data — 1988: JJDP Violations and Juvenile Detention Counts for Lockups, Jails, Adult Correctional Facilities and Juvenile Detention Centers

      Parry, David L. (Justice Center, University of Alaska Anchorage, 1990-05)
      This data supplement to the 1988 Juvenile Justice and Delinquency Prevention Act Compliance Monitoring Report (Mar 1990) presents data on 1988 violations in Alaska of the Juvenile Justice and Delinquency Prevention Act (JJDPA), which mandates removal of status offenders and nonoffenders from secure detention and correctional facilities, sight and sound separation of juveniles and adults, and removal of juveniles from adult jails and lockups.
    • The Journal of Fred W. Fickett

      Banks, Petra (University of Alaska Anchorage, 2013-04-01)
      When I was assigned to transcribe the Fred W. Fickett journal as part of a research project 1 was excited at what the project might bring. Little did 1 know that it would take me on a journey of Alaskan history and the surprising and interesting collection of documents relating to it. The process of transcribing Fickett's journal was both exciting and frustrating. Each page brought new discoveries and new complications. Fickett’s struggles along the way, his descriptions of the horrible things they were forced to eat as their stocks grew thinner and thinner, the difficulty travelling through slushy snow and cold, all were little windows into the past. 1 grew to like Fickett, his descriptions of the horrible food almost had a sense of a badge of honor, a brag about how bad things got. Not all elements of the journal were windows into the past. When the words were obscured or Fickett’s handwriting became illegible I would sit alone in my room and mutter my frustrations and irritations to Fickett and the journal. His misspellings, although indicative of a time when the spellings of words was more fluid, provided me with some amusement along the way. Perhaps the most frustrating portion of the process was the transcribing of his sun observations. They in and of themselves entailed complications with trying to recreate his tables, but they were made worse when he had crossed them out and rewritten new numbers next to the old ones. 1 had some things to say to Fickett about that as well. When it came to write the paper, 1 first began comparing the two primary sources of the journey. Lt. Henry Allen’s report on the 1885 expedition was integral to my research because it provided me with an anchor for what Fickett was describing. By comparing the two I was able to discover facts about the trip that are glossed over in one, but written in detail in another, and it provided me with a fun way to see what each man felt it important to record along the way. One of my most intriguing discoveries was that there seemed to be some suggestion of tension between Fickett and Allen, which was not really enough to confirm solidly, but certainly gave me an impression of some conflict. My research extended outward to the ARL1S and the Consortium library, where I looked for information regarding previous expeditions to see where people had explored prior to Allen and Fickett, and what was said about the trips. There were a number of trips that I found interesting, and that Fickett and Allen had found interesting too. 1 enjoyed finding references to the books 1 was looking at in Fickett and Allen’s journals, and finding references to Fickett and Allen in reports written around the same time. 1 looked also into journals and websites, where I found old Science articles regarding the trip and their discoveries. These articles were interesting insights into what the scientific and lay scientific community found interesting about Alaska. Some of them were written by Allen himself and mirrored what he had put in his report. This is also where I discovered most of the articles that reference the expedition, and Allen’s report in particular. Despite all my research I never found a book or journal that cited Fickett. Although some made mention of the existence of the journal, whether it was read or not remains unclear. My path wrapped full circle, and I found myself again looking into the archives, and discovered that the journal that I was working from and that 1 had transcribed, turned out to be a transcription written by Fickett shortly after he finished his trip from the notes he took along the way. In researching further, I found the original journals he took, and in reading these, 1 discovered that my earlier impressions of tension between Allen and Fickett was, if not confirmed, at least reinforced by additional comments that did not make the transcription 1 had worked from. The archives had more secrets to reveal. I had found an entry regarding a handkerchief that had been used as a flag, and in researching the archives I found the handkerchief. In my head, as I read the journal, the handkerchief I pictured was a white silk handkerchief, so 1 was surprised to see a brightly colored handkerchief, still tied to the stick which had made it into a flag. It was a real connection with history to see this artifact. Although a great deal has happened in Alaska in the past 150 years, so much so that Fickett would barely recognize the places he traveled, I can look at a handkerchief that was carried by the first Euro-Americans to travel to the head of the Copper River. I found this a truly inspiring project. It is the first project where I have felt a part of the research community. Most papers involve research previously done, primarily, but between being the first one to transcribe this journal and writing a comparison between Fickett and Allen's observations, something which I cannot find reference to anywhere else, 1 feel like I have had a small opportunity to contribute meaningfully to the knowledge of Alaskan history. It has been a very exciting experience, and 1 only hope that my efforts will prove to be worthwhile for further research.
    • Justice

      Angell, John E. (Alaska Legislative Council, 1980-01)
      This issue paper, prepared for the Future Frontiers Conference held December 5-8, 1979 in Anchorage to provide guidance to the legislature regarding allocation of North Slope oil revenues, discusses the quality of justice services provided in Alaska and the relative equity in which they are delivered throughout the state and suggests improvements.
    • The Justice Center

      Fitzgerald, Doreen (University of Alaska Magazine, 1982-11)
      This article, by the editor of University of Alaska Magazine, presents a profile of the Justice Center at University of Alaska, Anchorage. The article covers the Justice Center's creation (as the Criminal Justice Center) in 1975, its faculty and staff, and Justice Center research and education projects, such as the Justice Center-sponsored 1982 Conference on Violence (https://scholarworks.alaska.edu/handle/11122/10716) and video documentaries including an award-winning series on the legal and social issues of the Beaufort Sea oil lease sale. Other items of discussion include faculty views on crime and crime prevention and a project to develop a conflict resolution center in Anchorage.
    • Justice Data Base Directory

      Moras, Antonia; Alaska Justice Statistical Analysis Unit (Alaska Justice Statistical Analysis Unit, Justice Center, University of Alaska Anchorage, 1992-09)
      The Justice Data Base Directory, first published in 1988 with new chapters added annually through 1992, presents information about the primary databases maintained by Alaska justice agencies and the procedures to be followed for access to the data. Its availability should substantially reduce the work required to identify the sources of data for research and policy development in law, law enforcement, courts, and corrections. The 1992 update to the directory adds five chapters, for a total of 27 Alaska agencies whose justice-related data holdings are described: Alaska Court System; Alaska Judicial Council; Alaska Commission on Judicial Conduct; Alaska Department of Law; Alaska Department of Public Safety (DPS) and three agencies under DPS: Alaska Police Standards Council, Council on Domestic Violence and Sexual Assault (CDSA), and Violent Crimes Compensation Board; Alaska Department of Corrections (DOC) and Parole Board; four agencies of the Alaska Department of Health and Social Services — Bureau of Vital Statistics (Division of Public Health), Epidemiology Section (Division of Public Health), Division of Family and Youth Services, and Office of Alcoholism and Drug Abuse; Alaska Public Defender Agency; Office of Public Advocacy (OPA); Alaska Bar Association; Alaska Justice Statistical Analysis Unit; Alaska Office of Equal Employment Opportunity (Office of the Governor); Alaska Office of the Ombudsman; Alaska Legal Services Corporation; Alaska Public Offices Commission; Alaska State Commission for Human Rights; Alcoholic Beverage Control (ABC) Board; Legislative Research Agency; Legislative Affairs Agency; State Archives and Records Management Services (Alaska Department of Education). Fully indexed.
    • Justice Higher Education at the University of Alaska: A Curriculum Study

      Angell, John E. (Criminal Justice Center, University of Alaska Anchorage, 1978-06)
      The University of Alaska has been offering courses in police and correctional subjects since the mid-1960s. The University's entrance into this justice field was to take advantaqe of program opportunities rather than to develop comprehensive academic programs, and consequently the curriculum has developed incrementally — a course at a time. The Criminal Justice Center [later the Justice Center] was established in 1975 to oversee and coordinate the University's efforts in the field of justice. One of the top priorities identified by the Center was the reorganization of undergraduate curriculum offered by the University in justice fields. This document contains the materials developed as a basis for the curriculum planning. Original drafts of each of the chapters of this report were reviewed by a Curriculum Advisory Committee comprising all full-time faculty in the University of Alaska's justice programs during the 1976–1977 acacdemic year, representatives of UA faculty from related fields, and experts on justice higher education from outside the state. This group endorsed (1) philosophy and goals for University of Alaska justice programs, (2) a justice curriculum design for the University, and (3) the essentials of the basic standards for University's justice programs. The goals and curriculum prepared as a result of this project were processed through the University's academic system and approved by the University's Committee on Academic Policy in May of 1977, making these goals and curriculum models officially the basic policy of the University in the area of Justice academic programs. Proposed standards awaited statewide University of Alaska approval at the time of the report.
    • Justice Reinvestment Report

      Armstrong, Barbara (Justice Center, University of Alaska Anchorage, 2016-04-01)
      This article summarizes the Alaska Criminal Justice Commission's recommendations for criminal justice reform in Alaska included in the Commission's Justice Reinvestment Report released in December 2015.
    • Juvenile Justice Referrals and Charges in Alaska, FY 2006–2015

      Parker, Khristy (Alaska Justice Statistical Analysis Center, Justice Center, University of Alaska Anchorage, 2016-02-02)
      This fact sheet presents summary information on referrals and charges in the Alaska juvenile justice system for state fiscal years 2006–2015, including: the total number of referrals made to the Alaska Division of Juvenile Justice (DJJ) by law enforcement, the total number of charges by class and offense type, and the number of unique juveniles referred to DJJ. Data is drawn from the DJJ Data Trends website.
    • Juvenile Justice Referrals in Alaska, 2003-2013

      Parker, Khristy; Myrstol, Brad A.; Armstrong, Barbara (Alaska Justice Statistical Analysis Center, Justice Center, University of Alaska Anchorage, 2013-10-01)
      This fact sheet presents summary information on referrals made by Alaska law enforcement agencies to the Alaska Division of Juvenile Justice (DJJ) for for state fiscal years 2003–2013. The report presents data on the number of juveniles referred to DJJ, number of referrals made, charges by class and offense type, and demographic information on referred juveniles. Data is drawn from the DJJ Data Trends website.
    • Juvenile Probation Officer Workload and Caseload Study: Alaska Division of Juvenile Justice

      Rosay, André B.; Begich, Thomas S. (University of Alaska Anchorage Justice Center, 2010-04-01)
      This report describes results of a study to measure and analyze the workload and caseload of Juvenile Probation Officers (JPOs) within the Alaska Division of Juvenile Justice. More specifically, this study assessed the resources needed in both rural and urban Alaska to adequately meet minimum probation standards, to continue the development and enhancement of system improvements, and to fully implement the restorative justice field probation service delivery model.
    • Juvenile Problems and the Law: Teacher's Manual

      Balnave, Richard; Anchorage School District (Anchorage School District; Criminal Justice Center, University of Alaska Anchorage, 1976-08)
      In 1976, Anchorage School District (ASD) and the Criminal Justice Center at University of Alaska, Anchorage, collaborated to develop a law-related curriculum for 5th, 6th, 7th, and 8th-grade classrooms, with teacher's manuals written to supplement the basic texts chosen for the program, the "Law in Action" series by Linda Riekes and Sally Mahe Ackerly (West Publishing Company, 1975). This teacher's manual for the unit taught to eighth-graders, "Juvenile Problems and the Law," focuses on the legal aspects of juvenile delinquency and contains information regarding "helping" agencies. The teacher's manual reflects improvements to the original lessons, supplementary classroom activities, supplementary media, and inclusion of Alaska-specific content such as Alaska laws and Alaska community resources. Supplementary material in this teacher's manual does not cover every lesson in the original "Law in Action" unit.
    • Juvenile Violent and Property Crime Arrests in Alaska, 2002–2010

      Parker, Khristy (Justice Center, University of Alaska Anchorage, 2012-07-01)
      This research overview presents data on juvenile arrests and arrest rates for serious violent and property crimes in Alaska known to police from 2002 to 2010. Figures presented, from the FBI's Uniform Crime Reporting (UCR) program, are for the eight serious offenses defined as Part I offenses: murder/non-negligent manslaughter, forcible rape, robbery, aggravated assault, burglary, larceny-theft, motor vehicle theft, and arson. Alaska figures for 2010 are compared with those for five other western U.S. states — Idaho, Montana, Oregon, Washington, and Wyoming.
    • Keep it Local: Resources for Farmers' Market Vendors

      Wedin, Alisa (University of Alaska Anchorage, 2015-03-31)
      Farmers’ markets are growing in Anchorage, Alaska and across the nation. Many of these markets sell more than produce and include non-produce farm goods, baked goods, cooked foods, craft items, and other products. Farmers’ markets provide a low-cost and low-risk opportunity for people to start their businesses. One way to support these new businesses is to provide these microentrepreneurs with the information and skills they need to succeed. This project describes the process undertaken to develop the Keep it Local program, a series of resources designed to provide information and teach participants the skills necessary to be successful at a farmers’ market. I developed a website to provide information related to general business and specific topic related to different types of vendors including farmers, food vendors, and craft vendors. Several classes were offered, including Business Basics, Growing for Market, Booth Basics, and Tips and Tricks: Expert Advice. Participant feedback from the workshops was positive. I offer recommendations to improve upon and expand the current program to support farmers’ markets throughout the state.
    • Key Acts and Cases for Alaska Tribal Court Jurisdiction

      Fortson, Ryan (Justice Center, University of Alaska Anchorage, 2014-12-17)
      This article provides an annotated survey of Alaska and federal case law and statutes tracing the development of tribal court jurisdiction in Alaska.
    • Kids Count Alaska 2006/2007

      Hanna, Virgene; Schreiner, Irma; DeRoche, Patricia; Lampman, Claudia (Institute of Social and Economic Research, University of Alaska Anchorage, 2008-08)
      About This Year’s Book Every year the Kids Count Alaska data book reports on how the children of Alaska are doing. But we also like to tell readers a bit more about life in Alaska, to help them understand the place Alaska’s children call home. This year, we’re celebrating the wildlife that is so much a part of life in Alaska. Alaskans watch, hunt, photograph, and coexist with hundreds of large and small species of animals and birds. That coexistence is not always easy for either the wildlife or the people, but it is always interesting. An increasing number of tourists are also being drawn to Alaska for the opportunity to see wildlife that is either scarce or non-existent in other areas of the United States and the world. The whimsical wildlife illustrations on the cover and at the start of each indicator section are the work of Sebastian Amaya Garber, a talented young artist who grew up in Alaska but is now working toward a degree in industrial design at Western Washington University in Bellingham, Washington. The flip side of each illustration describes something about the specific animals and birds we’re profiling, which are: The sea otter, whose rich fur brought the Russians to Alaska • in the century before the United States bought Alaska The brown bear, one of the most respected and feared land • animals in North America The raven, which plays a big role in Alaska Native culture and • is one of the smartest, toughest birds anywhere The puffin, whose large, yellow-orange bill and orange feet • make it a stand-out in Alaska’s coastal waters The moose, which can weigh up to 1,500 pounds and is • often seen wandering neighborhoods and crossing streets in Alaska’s largest urban areas The humpback whale, whose dramatic breaches make it a • favorite of Alaskans and visitors along the southern coast of Alaska in the summertime Whahat is Kids Count Alaska? Kids Count Alaska is part of a nationwide program, sponsored by the Annie E. Casey Foundation, to collect and publicize information about children’s health, safety, and economic status. We pull together information from many sources and present it all in one place. We hope this book gives Alaskans a broad picture of how the state’s children are doing and provides parents, policymakers, and others interested in the welfare of children with information they need to improve life for children and families. Our goals are: Broadly distributing information about the status of Alaska’s • children Creating an informed public, motivated to help children• Comparing the status of children in Alaska with children • nationwide, and presenting additional Alaska indicators (including regional breakdowns) when possible Who Are Alaska’s Children? More than 206,000 children ages 18 or younger live in Alaska—just under a third of Alaska’s 2006 population of about 671,000. That’s an increase of about 15% in the number of children since 1990. During the past 15 years the age structure of Alaska children has also changed, with younger children making up a declining share and teenagers a growing share. In 1990, children ages 4 or younger made up 31% of all children; by 2006 that share had dropped to 26%. Among those 15 to 18, the 1990 share was about 16%, but it had risen to 22% by 2006. Boys outnumber girls in Alaska by close to 6%. There are more boys than girls in every age group. Even among infants, boys outnumbered girls by 8% in 2006. Alaska’s children have also grown more racially diverse in the past two decades, as illustrated by the figure showing Alaska’s school children by race. In 1988, 68% of school children were White and 32% were from minorities—primarily Alaska Natives.
    • Kids Count Alaska 2008

      Hanna, Virgene; Leask, Linda; Lampman, Claudia; Schreiner, Irma; DeRoche, Patricia (Institute of Social and Economic Research, University of Alaska Anchorage, 2009-05)
      We’re pleased to announce that Kids Count Alaska is part of a new site, the Kids Count Data Center (datacenter.kidscount.org). Developed by the KIDS COUNT national program, the site gives easy access to data on children and teenagers for every state and hundreds of cities and counties across the country. For Alaska, you can select indicators for each of the state’s seven regions and create your own maps, trend lines, and charts. There are also maps and graphs you can put on your Web site or blog. You can go directly to that national site, or you can link from our Web site (www.kidscount.alaska.edu). We hope you’ll find the new data and features helpful. This book and all previous data books are available on our Web site, and each data book is divided into sections for faster downloading. Also on our site is a link to the most recent national KIDS COUNT data book, as well as to other publications and reports. About This Year’s Book Alaska is celebrating 50 years as a state in 2009—and as part of the celebration, we decided to illustrate this year’s data book with historic photos of Alaska’s children before statehood. We also used information from the U.S. Census Bureau to take a broad look at how conditions have changed for Alaska’s children since statehood. In the Highlights at the end of this section (pages 7 to 10) you’ll find some comparisons of the social and economic wellbeing of children in Alaska in 1959 and today. What is Kids Count Alaska? Kids Count Alaska is part of a nationwide program, sponsored by the Annie E. Casey Foundation, to collect and publicize information about children’s health, safety, and economic status. We pull together information from many sources and present it all in one place. We hope this book gives Alaskans a broad picture of how the state’s children are doing and provides parents, policymakers, and others interested in the welfare of children with information they need to improve life for children and families. Our goals are: • Distributing information about the status of Alaska’s children • Creating an informed public, motivated to help children • Comparing the status of children in Alaska with children nationwide, and presenting additional Alaska indicators (including regional breakdowns) when possible
    • Kids Count Alaska 2009-2010

      Hanna, Virgene; Schreiner, Irma; DeRoche, Patricia; Ikatova, Irena; Trimble, Erin (Institute of Social and Economic Research, University of Alaska Anchorage, 2011-02)
      For information on children across America, visit the Kids Count Data Center (www.datacenter.kidscount.org). Developed by the national KIDS COUNT program, the site provides data on children and teenagers for every state and hundreds of cities and counties. For Alaska, you can select indicators for each of the state’s seven regions and create your own maps, trend lines, and charts. There are also maps and graphs you can put on your website or blog. You can go directly to that national site or link from our website (kidscount.alaska.edu). This book and all previous data books are available on our website, with each book divided into sections for faster downloading. Also on our site is a link to the most recent national KIDS COUNT data book, as well as other publications and reports.
    • Kids Count Alaska 2011-2012

      Hanna, Virgene; Ikatova, Irena; DeRoche, Patricia; Spiers, Kent; Silver, Darla; Sloth, Lily; Johnson, Erin; Leask, Linda; Amaya-Merrill, Clemencia (Institute of Social and Economic Research, University of Alaska Anchorage, 2012-10)
      Kids Count Alaska is part of a nationwide program, sponsored by the Annie E. Casey Foundation, to collect and publicize information about children’s health, safety, education, and economic status. We gather information from many sources and present it in one place, trying to give Alaskans a broad picture of how the state’s children are doing and provide parents, policymakers, and others with information they need to improve life for children and families. Our goals are: • Distributing information about the status of Alaska’s children • Creating an informed public, motivated to help children • Comparing the status of children in Alaska with that of children nationwide, and presenting additional Alaska indicators (including regional breakdowns) when possible.
    • Kids Count Alaska 2013-2014

      Frazier, Rosyland; Wheeler, John; Spiers, Kent; Kirby, Daniel; Mielke, Meg (Institute of Social and Economic Research, University of Alaska Anchorage, 2015-03-26)
      Kids Count Alaska is part of a nationwide program, sponsored by the Annie E. Casey Foundation, to collect and publicize information about children’s health, safety, education, and economic status. We gather information from many sources and present it in one place, to give Alaskans and others a broad picture of how well the state’s children are doing—and provide parents, policymakers, and others with information they need to improve life for children and families. Our goals are: • Distributing information about the status of Alaska’s children • Creating an informed public, motivated to help children • Comparing the status of children in Alaska with that of children nationwide, but also presenting additional indicators relevant for Alaska