• TAAV Program Evaluation: Key Findings

      Parker, Khristy (University of Alaska Anchorage Justice Center, 2015-10-23)
      Teens Acting Against Violence (TAAV) is a violence prevention and youth empowerment program at the Tundra Women’s Coalition (TWC) for teenagers living in Bethel, Alaska. Participation is voluntary and open for any interested teens aged 12-18. TWC and TAAV partnered with the University of Alaska Anchorage (UAA) Justice Center to conduct an evaluation of the TAAV program through a one-time survey of former and current adult members (over 18 years of age) of TAAV. Pursuant to TAAV objectives, the focus of the evaluation was placed on examining efforts in the areas of domestic violence and sexual assault prevention, building healthy relationships, encouraging sobriety, and suicide prevention.
    • TAPS at 35: Accounting for the Oil Revenues

      Goldsmith, Oliver Scott (Institute of Social and Economic Research, University of Alaska Anchorage, 2012-07)
      Thirty-five years ago, on June 20, 1977, oil from state-owned land on the North Slope began flowing through the trans-Alaska pipeline. Since then, the state has collected $170 billion in oil revenues, in today’s dollars.i Petroleum (both oil and gas) still in the ground might generate another $100 billion for the state.ii What has Alaska done with its oil wealth so far?
    • Teaching Food Systems in Alaska

      Beam, Jessika (University of Alaska Anchorage, 2016-08-01)
      The health of Alaska’s food systems relies on the maintenance of food availability, food access, and food utilization overtime to ensure that food security exists. The Teaching Food Systems in Alaska educational modules were created to offer an opportunity to provide expert information and education to Alaska youth on the importance of food systems literacy in Alaska. The educational modules were created to engage youth in the food system. The goal is to inform and educate Alaska youth about food systems in Alaska through the development of a series of educational learning modules organized to address the three primary components of the food system: food availability, food access and food utilization. The modules created could potentially serve as a foundation for the development of future modules, the creation of a formal food systems literacy course or certification program, and/or to seek future funding to support the creation of a future program.
    • Technical Memorandum: Site Assessment and Site Evaluation [Fire Island Prison Feasibility Study]

      UAA School of Engineering (School of Engineering, University of Alaska, Anchorage, 1986-01)
      This report provides a preliminary assessment and evaluation of a site on Fire Island for a proposed correctional facility. Fire Island is an island in Cook Inlet lying off the western coast of Anchorage, Alaska. The report includes photos of aerial and surficial views of the island and discusses physical and environmental factors on the island including climate, topography, geology and soils, seismicity, and slide potentials; facility site evaluation; utility availability including water, wastewater and solid waste disposal, electricty, and communications; transportation and site access, legal factors including potential constitutional violations (cruel and unusual punishment), prison security, and access to prisons; and estimated facility and project costs. A bibliography of land and facility studies of Fire Island is included.
    • Technology or Incentives? Bycatch Avoidance in the BSAI Groundfish Fishery

      Abbott, Joshua; Wilen, Jim; Reimer, Matthew (Institute of Social and Economic Research, University of Alaska Anchorage, 2013-05-01)
    • Teens Acting against Violence (TAAV) and the 40 Developmental Assets

      Parker, Khristy (Justice Center, University of Alaska Anchorage, 2016-12-23)
      Teens Acting Against Violence (TAAV) is a student-led anti-violence education group formed in 1996 by Tundra Women’s Coalition (TWC) in Bethel, Alaska. This article looks at the program in light of the 40 developmental assets defined by the Search Institute, a nonprofit research program whose framework of strengths and supports for youth development has become an international benchmark. While the developmental assets were not intentionally incorporated in the design of the TAAV program, they are reflected in the program's outcomes.
    • Teens Acting Against Violence (TAAV) Program Evaluation

      Parker, Khristy; Rosay, André B.; DeWitt, Michelle; Arnold, Eileen (Justice Center, University of Alaska Anchorage, 2015-10)
      Teens Acting Against Violence (TAAV) is a violence prevention and youth empowerment program at the Tundra Women’s Coalition (TWC) for teenagers living in Bethel, Alaska. Participation is voluntary and open for any interested teens aged 12-18. TWC and TAAV partnered with the University of Alaska Anchorage (UAA) Justice Center to conduct an evaluation of the TAAV program through a one-time survey of former and current adult members (over 18 years of age) of TAAV. Pursuant to TAAV objectives, the focus of the evaluation was placed on examining efforts in the areas of domestic violence and sexual assault prevention, building healthy relationships, encouraging sobriety, and suicide prevention.
    • Telling Them What They Want to Hear: Involvement with the Indigenous Populations as a Lawyer-Legal Anthropologist in Alaska and Canada

      Conn, Stephen (Justice Center, University of Alaska Anchorage, 1989-04)
      For some purposes — most notably when the legal question of tribal sovereignty is pursued — Alaska has held firm to the principle that all Alaskans are subject to a single law and that village tribes lack legal authority. Yet in practice the history of Alaska bush justice has been to employ informal, extralegal approaches until formal law could muster sufficient resources to intervene and displace informal law.This paper describes the tension between official and unofficial approaches to solving problems such as alcohol, gasoline sniffing, and substance abuse and the attendant social disorder in rural Alaska villages where the structures of formal law and law enforcement are largely absent, and explores the role lawyers can play to improve the legal system within villages.
    • Therapeutic Courts in the Alaska Court System

      Armstrong, Barbara (Justice Center, University of Alaska Anchorage, 2016-12-23)
      Therapeutic courts — often called “problem-solving courts” or “wellness courts” — have been a growing component of the U.S. court system since the 1990s. This article provides an overview of the development of Alaska Court System therapeutic courts, and describes the 12 therapeutic courts currently operating in Alaska as well as proposed pilot project courts. Includes a bibliography.
    • Thermal modeling of Anchorage driveway culvert with addition of insulation to prevent frost heaving

      Banzhaf, Clinton J. (University of Alaska Anchorage, 2017-05-01)
      A predominate problem in cold regions, and specifically in Anchorage, Alaska, is frost heaving pavement above culverts in residential driveways. The culvert increases heat loss in the subgrade materials during winter months and allows the soils below the culvert to freeze, which is not an issue if the underlying soils are non-frost susceptible material. However, there are numerous locations in Anchorage and other parts of Alaska where the underlying soils are frost susceptible which result in frost heaving culverts under driveways that cause damaged pavement and culvert inverts that are too high. The seasonal heave and settlement of culverts under driveways accelerates pavement deterioration. A model of this scenario was developed and several insulation configurations were considered to determine a suitable alternative for preventing pavement damage from heaving culverts. The model used material properties for typical Anchorage area silty sand. The model showed that insulation could be used below culverts to prevent differential frost heave at the culvert. In addition, this technique uses typical construction materials and is reasonable for a typical residential dwelling contractor to complete during the construction of the home.
    • Thirty Years Later: The Long-Term Effect of Boarding Schools on Alaska Natives and Their Communities

      Sharp, Suzanne; Hirshberg, Diane (Center for Alaska Education Policy Research, University of Alaska Anchorage, 2005-09-01)
      In 2004 and 2005 we gathered information on how boarding school and boarding home experiences affected individual Alaska Natives, their families, and communities. From the early 1900s to the 1970s Alaska Natives were taken from rural communities that lacked either primary or secondary schools and sent to boarding schools run by the federal Bureau of Indian Affairs (BIA), by private churches or, later, by Alaska’s state government. Some were also sent to boarding homes to attend school in urban places. We interviewed 61 Alaska Native adults who attended boarding schools or participated in the urban boarding home program from the late 1940s through the early 1980s, as well as one child of boarding-school graduates. Their experiences, some of which are shared in this report, reveal a glimpse of both the positive and negative effects of past boarding schools. Many of those we interviewed spoke with ambivalence about their boarding school experience, finding both good and bad elements. Some of the good experiences included going to schools that had high expectations of the students; educators and other school personnel who developed personal relationships with students; individualized support for students who were struggling; and discipline and structure that was supportive, not punitive. For many of those we interviewed, boarding school offered an opportunity to learn about the world beyond village boundaries and to develop lasting friendships. But these good experiences came at a cost. The cost for some was abuse,; interviewees reported physical and sexual abuse at theWrangell Institute. At that school, children were forbidden to speak their native languages and were even beaten for speaking them. The goal of many educators at the time of mandatory boarding schools was to assimilate people of different cultures and ethnicities into the dominant culture. This cost many students not only the loss of their language, but also their culture and identity. These practices had lasting effects on individual students, their families, and communities. Those we interviewed told of finding it difficult to return home and be accepted. They felt that by being sent to boarding school they had missed out on learning important traditional skills and had a harder time raising their own children. For communities, the loss of children to boarding schools created a tremendous void, one that interviewees said was filled by alcohol and a breakdown in society. Drugs, alcohol, and suicide are some of the effects interviewees spoke of as coming from boarding home experiences and the loss of cultural identity and family. In 1976, the State of Alaska agreed to build schools in rural communities having eight (later ten) or more school-age children. When these schools were built, it was no longer necessary to send Native children to boarding schools. However, there is now an ongoing policy debate over the cost and quality of these local schools and whether Native children might be better off attending schools outside their communities. We hope that policymakers consider Alaska Natives’ past experiences with boarding schools reported here and learn from them. Boarding Schools, p. iv One important caveat to this report is that it is not a comprehensive analysis of the boarding school experience. It is based on experiences of the people who were able to participate in our survey. There are many who were unable to participate, for a variety of reasons. Some have left the state; others are homeless; some live in remote rural villages and either did not hear about our project or were unable to come to the urban hubs where we did our work. Sadly, too, some have died. For these reasons, we use caution in drawing conclusions about the experience. Instead, we have done our best to present some of the stories shared with us in the hope that they will encourage others to come forward with more stories from their experiences. Only as people share their experiences can we learn more about the lasting effects of the boarding home experience on individual Alaska Natives and their communities.
    • Tidal Estuary Morphodynamics of the Knik Arm

      Lewis, Steven E. (University of Alaska Anchorage, 2015-05-01)
      A three-dimensional unsteady flow numerical model was developed to study sediment transport due to tidal circulation within Knik Arm, a dynamic well mixed macro-tidal sub-estuary of Cook Inlet in Alaska. The model was developed to gain a better understanding of the mechanisms that are creating the Point MacKenzie Shoal, located approximately 4 kilometers south of Port MacKenzie. Hydrodynamic conditions within the estuary are very complex in that ebb-and-flood tides, freshwater mixing, and wetting/drying of tidal mud flats significantly effects sediment transport within the estuary. A Mike 3 numerical model was applied to simulate the sediment transport within the estuary under the action of tidal currents in the vicinity of the shoal. The computational domain of this simulation includes four sediment laden freshwater sources; Matanuska, Knik, Susitna, and Twenty-Mile Rivers as well as an open ocean boundary. The spatial resolution of the triangulated flexible mesh model is 0.00045 degrees2 with a coupled fine resolution model of 0.000045 degrees2. The results of the numerical model are in agreement with previously collected field data. Simulation results indicate the shoal formation is the result of turbid tidal flows and deposition is occurring naturally.
    • TKR S2E2: Welcome Back Students

      Dannenberg, David; DeHass, David (University of Alaska Anchorage, 2016-08-30)
      Yo Nerds, Welcome back to UAA. Today's episode dealt with welcoming back students to UAA for the Fall Semester. Lots of news and updates to share, as well as another iHiT. Keep those ear holes listening. The Boss
    • TKR S2E3: Where in the World is Intern Josh?

      Dannenberg, David; DeHass, David (University of Alaska Anchorage, 2016-09-07)
      Yo Nerds, A show without Intern Josh? What is the world coming to? That's right, Intern Josh was missing from today's show. Well, not really missing as we knew where he was but he wasn't present either. Unfortunately, neither were the guests we had lined up so DeHass and I carried on as did the best we could. We talked about the new Innovation Design Studio that will be coming in October. As part of the Robust Online Learning Grant, the IDS will become the hub of innovation at UAA, featuring 3D printers, two Oculus Rift headsets, and a Microsoft Hololens. The lab will be used for online course content and ePortfolio development. We also talked about the iPhone 7 announcement Appl is holding on Sept 7. Were the rumors fact or fiction? We will find out soon. And, of course, no show is complete without some iHiT news. The great state of Texas never ceases to amaze us. Keep those ear holes listen. The Boss
    • TKR S2E4: When Will the Guest Show Up?

      Dannenberg, David; DeHass, David (University of Alaska Anchorage, 2016-09-14)
      Yo Nerds, So, I'm getting tired of our guests pulling a no show. Nothing I can do about it but, man, it bugs me. So today's show has a little bit of everything for your listening pleasure. Keep those ear holes listening, The Boss.
    • TKR S2E5: Library Fribrary

      Dannenberg, David; DeHass, David; Sterling, Lorelei (University of Alaska Anchorage, 2016-09-20)
      Yo Nerds, We had a great show today, mainly because we finally had a guest join us in the studio. Lorelei Sterling, UAA/APU Consortium Library Distance Education Librarian, came in to explain all about the help the library has to offer. From research tips to lib guides to one on one support, the library is full of helpful resources for students and faculty alike. Ya'll be sure to check them out. Keep those ear holes listening, The Boss
    • TKR10: Happy Holidays

      Dannenberg, David; DeHass, David (University of Alaska Anchorage, 2015-12-22)
    • TKR11: Welcome to 2016

      Dannenberg, David; DeHass, David (2016-01-06)
      Yo nerds, The first show of the new year, and one of the few airing on KRUA. Do ask whats up with the station because we don’t know. Our best guess is that Santa or the reindeer kicked something over the holidays. This week we recapped our holiday adventures, talked about some presents, and generally just relaxed into the new year. Here’s wishing you the very best as we kick off 2016.
    • TKR12: Virtual Reality

      Dannenberg, David; DeHass, David; Webb, Richard (University of Alaska Anchorage, 2016-01-13)
      Yo Nerds, On the airwaves of KRUA Tech-Know Radio broke the silence to talk about virtual reality. Dr. Richard Webb joined us on air to talk about his work with VR, or virtual environments as he calls it. DeHass thought the show was a little too educational, but I will let you be the judge.
    • TKR13: YouTube

      Dannenberg, David; DeHass, David (University of Alaska Anchorage, 2016-01-22)
      Yo Nerds, This weeks show dealt with YouTube. I think just about everyone has heard of the video streaming site/service, but we, especially The Boss, don’t all understand exactly why it is so popular. We shared some interesting facts about the platform and the value it can provide. Intern Josh watches it the most, too many anime series to mention, and DeHass is actually making money with a YouTube Channel. Both faculty and students can use it to share video. AI&e has a series of videos that talk about YouTube and how to use it to upload video into a Blackboard course. Keep those ear holes listening.