• K-12 Education Recommendations for Municipality of Anchorage

      Snyder, Elizabeth; Hahn, Micah; Lessard, Lauren; Cueva, Katie; Schwarzburg, Lisa Llewellyn; Grage, Laura; Wyck, Rebecca; Hennessy, Thomas (2020-07-21)
    • K-12 Funding

      Townsend, Ralph (Institute of Social and Economic Research, University of Alaska Anchorage, 2/21/2019)
    • Katmai National Park and Preserve Economic Significance Analysis and Model Documentation

      Christense, Neal; Fay, Ginny (Institute of Social and Economic Research, University of Alaska Anchorage, 6/1/12)
    • 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.
    • Kenai National Wildlife Refuge: Economic Importance

      Hill, Alexandra; Goldsmith, Scott (Institute of Social and Economic Research, University of Alaska., 2000)
      The Kenai National Wildlife Refuge contributes to the borough economy primarily through tourism and seafood industries. The refuge’s lakes, mountains and forests are home to abundant animals, birds and fish. They provide sport fishing and hunting opportunities as well as a variety of non-consumptive activities such as hiking, rafting and bird watching. The refuge also contains breeding and rearing habitat for substantial salmon populations that support sport fishing both on and off the refuge as well as commercial fishing in Cook Inlet. Assessing what portion of the impact of any activity is directly attributable to the refuge is difficult. A sport angler catching salmon in Hidden Lake (on the refuge) is enjoying a resource that depended not only on refuge habitat, but also on several years of marine habitat in the Gulf of Alaska. It’s not possible to say what fraction of the dollars the angler spends in the refuge are attributable to refuge resources and what fraction to marine resources. Likewise, commercial fishers in Cook Inlet are not fishing on the refuge, but many of the fish they catch were dependent on refuge resources for spawning and rearing habitat. Since there is no ‘correct’ allocation of economic activities that depend on both refuge and off refuge resources, we analyze two different sets of activities.
    • 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 2000

      Dinges, Norman; Lampman, Claudia; Ragan, Shawna (Institute of Social and Economic Research, University of Alaska., 2000)
      Children living in small isolated places lead much different lives from those in bigger communities on the road system. Many villages still lack adequate water and sewer systems, and some still rely on honey buckets. In the past 20 years, state and federal agencies have built sanitation systems in many rural places–but it’s an enormous and ongoing job. Part of the problem is that many areas of Alaska require specially adapted systems that are very expensive to build and operate. In this data book, we look at (1) the indicators of children’s well-being the Kids Count program uses nationwide; and (2) other measures that reflect conditions Alaskan children face—and that illustrate the sharp differences among regions of a state twice the size of the original 13 American colonies.
    • Kids Count Alaska 2001

      Hanna, Virgene; Lampman, Claudia (Institute of Social and Economic Research, University of Alaska., 2001)
      Children living in small isolated places lead much different lives from those in bigger communities on the road system. Many villages still lack adequate water and sewer systems, and some still rely on honey buckets. In the past 20 years, state and federal agencies have built sanitation systems in many rural places–but it’s an enormous and ongoing job. Part of the problem is that many areas of Alaska require specially adapted systems that are very expensive to build and operate. In this data book, we look at (1) the indicators of children’s well-being the Kids Count program uses nationwide; and (2) other measures that reflect conditions Alaskan children face—and that illustrate the sharp differences among regions of a state twice the size of the original 13 American colonies.
    • 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
    • Knowledge and Perception of Coronary Artery Disease in High-Risk Women

      Kottsick, Summer (University of Alaska Anchorage, 2014-11-17)
      Background: Coronary artery disease (CAD) is the leading cause of death in America and kills more women each year than all other cancers combined. While women’s level of awareness of heart disease has increased, they often do not perceive their risk of heart disease accurately, nor do they understand the importance of adopting heart-healthy behaviors to reduce risk. Objective: By implementing a combination of counseling from a health care provider and computer-based tailored education, this project aimed to test the effectiveness of using the Go Red for Women™ Heart CheckUp as an educational intervention for high-risk women to increase the accurate perception of risk, improve CAD knowledge, and increase intent to make behavioral changes. Methods and Discussion: Twenty-one women with a history of CAD, myocardial infarction, percutaneous transluminal coronary angioplasty, or coronary artery bypass grafting completed the Go Red for Women™ Heart CheckUp tool and rated their perception of risk from CAD and belief that they could change their risk both before and after the tool. There was an increase in perception of risk and belief in change after the tool. Qualitative data showed participants were educated about CAD. Conclusion: The Go Red for Women™ Heart Check-up tool was shown to be useful in educating high-risk women about their cardiac risk and in promoting heart-healthy behaviors.
    • Law Enforcement Selection Practices in the U.S.A. and Canada

      Johnson, Knowlton W. (Justice Center, University of Alaska Anchorage, 1983-04)
      Selection practices in law enforcement have been said to be one of the most complex facets of personnel management. In an effort to document the state of this complexity internationally, the study presented provides state of the art information about police personnel practices in the USA and Canada.
    • Law Related Education Project: Final Report

      Balnave, Richard (Criminal Justice Center, University of Alaska Anchorage, 1976-08-11)
      This report describes a cooperative project beween Anchorage School District (ASD) and the Criminal Justice Center at University of Alaska, Anchorage, to develop a law-related curriculum for 5th, 6th, 7th, and 8th-grade classrooms. The pilot program was implemented in March through June 1976 in 20 ASD classrooms with approximately 800 children. The curriculum used was the "Law in Action" series by Linda Riekes and Sally Mahe Ackerly (West Publishing Company, 1975), using the units on "Lawmaking" (5th grade), "Youth Attitudes and the Police" (6th grade), "Courts and Trials" (7th grade), and "Juvenile Problems and the Law" (8th grade). Feedback from the pilot program led to the writing of supplementary teacher's manuals for each of the four units, reflecting improvements to the original lessons, supplementary classroom activities, supplementary media, and inclusion of Alaska-specific content such as Alaska laws and community resources. Complete "classroom kits" were deposited in ASD's Instructional Materials Center for continued use by ASD teachers interested in providing legal and justice education to their students.
    • Lawmaking: 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 fifth-graders, "Lawmaking," focuses on how our laws are made. The teacher's manual reflects improvements to the original lessons, supplementary classroom activities, supplementary media, and inclusion of Alaska-specific content such as information about the Alaska Legislature and other legal bodies in Alaska, the steps in the passage of a law in Alaska, and Alaska community resources. Supplementary material in this teacher's manual does not cover every lesson in the original "Law in Action" unit.
    • Learning Group Formation Factors in a Career and Technical Education Networking Program

      Plunkett, George R. (University of Alaska Anchorage, 2014-04)
      Team based learning based on the transformation of permanent student groups into powerful learning teams is widely and successfully used as an instructional strategy in postsecondary career and technical education. Failure of groups to reach the learning team status is a major learning drawback of this approach. Factors affecting the transformation of groups to teams are applied consistently to the whole class, with the exception of group formation and membership. Career and technical education populations differ from other postsecondary populations and examination of group formation factors may result in improvement of student results.
    • LED Traffic Signal Luminous Intensity Degradation: A Preliminary Data Analysis

      Quinonez, Michael Alejo (University of Alaska Anchorage, 2020-12-01)
      Light emitting diodes (LEDs) have replaced a high amount of incandescent lights in the past couple decades. LEDs, when they degrade keep bright even though they fall outside of the required specification values determined by the Institute of Traffic Engineers 2005 traffic signal specification. The purpose of this research study is to take measurements of various traffic signals in both Anchorage Alaska and Fairbanks Alaska to determine the rate of decay over their years of installment. This was done by visiting 34 intersections combined and using a spectroradiometer to measure for luminance which then converted to a luminous intensity value by applying the ITE guidelines of conversion. Results confirm what was expected that traffic signals show a trend as they do degrade at an increase the longer they are out on deployment. A hypothesis testing of means was one of the methods applied to prove this theory. LEDs do degrade over time, however it is important to find the trends so that department of transportations and engineers can make the safest and cost effective decision as to when to replace a LED traffic signal.