• Early Childhood Special Education in Norway and the United States: A Meta-Synthesis

      Brainerd, Julia (University of Alaska Southeast, 2012-06-11)
      This meta-synthesis investigates various aspects of early childhood special education in Norway and the U.S. Both countries strive to provide services for young children with disabilities in inclusive settings. However, the differences in policy, levels of governmental regulation and involvement, local organization of service delivery, and provision of social benefits shape very different realities for children with disabilities, their families, and their service providers in Norway and the U.S. This inquiry of 43 articles addresses such issues as overall quality of services and support available to children with disabilities and their families, qualifications of personnel who work with children with disabilities, funding of various early childhood settings that these children attend, and availability and accessibility of inclusive early childhood environments for children with disabilities in both Norway and the U.S.
    • Ecclystenoid Circulation in Chinoecetes Baird: And How Laboratory Holdings Effect Hormone Expression

      Deal, Cole (2017-07-15)
      Laboratory studies have been very important in understanding the physiology of commercially important crustaceans although removing crabs from their natural habitat can remove the crab from natural biological cues such as photoperiod, tidal cycles, and habitat. By assaying for circulating ecdysteroids in hemolymph of Dungeness crab, we can better understand how artificial settings are affecting the physiology of these crustaceans, in turn how they determine the outcome of laboratory studies by monitoring these differences between environments. The main goal of this project will be to determine whether there is a clear and present difference in ecdysteroid concentration between Tanner crab that have been exposed to lunar cycles; meaning they have tidal, temperature, depth and photoperiod influences, compared to lab setting Tanner crab, which will not have these external influences acting upon them.
    • Ecosystem response persists after a prolonged marine heat wave

      Suryan, R. M.; Arimitsu, M. L.; Coletti, H. A.; Hopcroft, R. R.; Zador, S. G.; Lindeberg, M. R.; Straley, Janice M. (Nature Research, 2021-03-18)
      Some of the longest and most comprehensive marine ecosystem monitoring programs were established in the Gulf of Alaska following the environmental disaster of the Exxon Valdez oil spill over 30 years ago. These monitoring programs have been successful in assessing recovery from oil spill impacts, and their continuation decades later has now provided an unparalleled assessment of ecosystem responses to another newly emerging global threat, marine heatwaves. The 2014–2016 northeast Pacific marine heatwave (PMH) in the Gulf of Alaska was the longest lasting heatwave globally over the past decade, with some cooling, but also continued warm conditions through 2019. Our analysis of 187 time series from primary production to commercial fisheries and nearshore intertidal to offshore oceanic domains demonstrate abrupt changes across trophic levels, with many responses persisting up to at least 5 years after the onset of the heatwave. Furthermore, our suite of metrics showed novel community-level groupings relative to at least a decade prior to the heatwave. Given anticipated increases in marine heatwaves under current climate projections, it remains uncertain when or if the Gulf of Alaska ecosystem will return to a pre-PMH state.
    • Educating Students After Acquiring a Traumatic Brain Injury: A Meta-Synthesis

      Noel, Caroline (University of Alaska Southeast, 2012)
      Since the addition of traumatic brain injury, as a specific category, to the Individuals with Disabilities Act of 1990, schools around the United States have become more aware of this complex, unique disability. More students are now being serviced correctly by special education teachers and support personnel, in the educational setting. As more students are entering the education system, under the disability category of traumatic brain injury, and receiving the correct individualized services for their disability, the more students are graduating from high school and going on to be successful in a college education. These individuals are able to have access to accommodations they need in school and possibly for the rest of their lives. This meta-synthesis of the literature on student reentry after a traumatic brain injury, investigates the sudden onset of injury, the academic reentry process, common characteristics as a result of injury, family dynamics caused by an injured member, and the life of an individual, post injury
    • Educating Students with Autism Spectrum Disorder at a Secondary Level: A Meta-Synthesis

      Knoebel, James (University of Alaska Southeast, 2014)
      This meta-synthesis reviews literature on current practices being employed for working with students with Autism Spectrum Disorder (ASD) at a secondary level. Specific areas addressed within this meta-synthesis include the characteristics of students with that are higher functioning on the autism spectrum, the inclusion of students with ASD, limitations to including students with ASD into general education classes, and the perceptions of all of the stakeholders (students, parents, educators) in regards to educating this population at a secondary level. Additionally, effective interventions were explored to determine the best practices to utilize as part of an arrangement of supports that create quality learning experiences. This meta-synthesis intertwines the findings from the research studies with the author’s experiences as a professional working with students with autism spectrum disorder.
    • Educational Technology: Benefits, Challenges and Effective Practices for Students Experiencing Learning Disabilities.

      Stout, Kristine (University of Alaska Southeast, 2016)
      This meta-synthesis examines the use of technology with special education students experiencing learning disabilities. The primary areas of examination are benefits, challenges and effective practices. During the review of the literature there were nine themes that were evident amongst the 39 articles. These themes related to the benefits, challenges and effective practices for use of technology with students experiencing learning disabilities. The emerging themes that are identified as being benefits to students and teachers who use technology are motivation and interest, accommodation potential, and ease of use. Challenges that came up as emerging themes are training, matching technology to student need, generalization, and technical issues. The effective practices that emerged most prominently were student data driving decision making and evidence or research based practices.
    • Eelgrass pathogen Labyrinthula zosterae synthesizes essential fatty acids

      Yoshioka, R. M.; Schram, Julie B.; Galloway, Aaron W. E. (Inter-Research, 2019-07-25)
      Negative consequences of parasites and disease on hosts are usually better understood than their multifaceted ecosystem effects. The pathogen Labyrinthula zosterae (Lz) causes eelgrass wasting disease but has relatives that produce large quantities of nutritionally valuable long-chain polyunsaturated fatty acids (LCPUFA) such as docosahexaenoic acid (DHA). Here we quantify the fatty acids (FA) of Lz cultured on artificial media, eelgrass-based media, and eelgrass segments to investigate whether Lz may similarly produce LCPUFA. We also assess whether fieldcollected lesions show similar FA patterns to laboratory-inoculated eelgrass. We find that Lz produces DHA as its dominant FA along with other essential FA on both artificial and eelgrass-based media. DHA content was greater in both laboratory-inoculated and field-collected diseased eelgrass relative to their respective controls. If Lz’s production scales in situ, it may present an unrecognized source of LCPUFA in eelgrass ecosystems.
    • Effect of topography on subglacial discharge and submarine melting during tidewater glacier retreat.

      Amundson, Jason M.; Carroll, D. (American Geophysical Union, 2017-12-07)
      To first order, subglacial discharge depends on climate, which determines precipitation fluxes and glacier mass balance, and the rate of glacier volume change. For tidewater glaciers, large and rapid changes in glacier volume can occur independent of climate change due to strong glacier dynamic feedbacks. Using an idealized tidewater glacier model, we show that these feedbacks produce secular variations in subglacial discharge that are influenced by subglacial topography. Retreat along retrograde bed slopes (into deep water) results in rapid surface lowering and coincident increases in subglacial discharge. Consequently, submarine melting of glacier termini, which depends on subglacial discharge and ocean thermal forcing, also increases during retreat into deep water. Both subglacial discharge and submarine melting subsequently decrease as glacier termini retreat out of deep water and approach new steady state equilibria. In our simulations, subglacial discharge reached peaks that were 6–17% higher than preretreat values, with the highest values occurring during retreat from narrow sills, and submarine melting increased by 14% for unstratified fjords and 51% for highly stratified fjords. Our results therefore indicate that submarine melting acts in concert with iceberg calving to cause tidewater glacier termini to be unstable on retrograde beds. The full impact of submarine melting on tidewater glacier stability remains uncertain, however, due to poor understanding of the coupling between submarine melting and iceberg calving.
    • Effective climate change adaptation means supporting community autonomy

      Pisor, Anne; Basurto, Xavier; Douglass, Kristina; Mach, Katharine; Ready, Elspeth; Tylianakis, Jason; Hazel, Ashley; Kline, Michelle; Kramer, Karen; Lansing, J. Stephen; et al. (2022-02-28)
      Communities want to determine their own climate change adaptation strategies, and scientists and decision-makers should listen to them — both the equity and efficacy of climate change adaptation depend on it. We outline key lessons researchers and development actors can take to support communities and learn from them.
    • The Effects of Early Intervention for Children Birth to Five: A Meta-synthesis

      Musgrave, Jonas (University of Alaska Southeast, 2015)
      This meta-synthesis analyzes the effectiveness of early intervention among children with developmental delays ages’ birth to five years old. The meta-synthesis will examine the parents' involvement in their child’s education, and how parent involvement affects the child’s development. Lastly, the analysis will reveal how early intervention is implemented in a home-based program, in a school-based program, and in which setting does the child flourish the most
    • The Effects of Inclusion and Pull-Out Models: Emotionally, Socially and Academically

      Bais, Ashley (University of Alaska Southeast, 2015-04-25)
      The purpose of this study was to explore whether the traditional pull-out method or the inclusion model was more effective for students with disabilities, both emotionally and academically. This study focused on the emotional effect that pull-out and inclusion models had on students with disabilities. It also compared the academic growth of elementary school-aged children with disabilities within the pull-out and inclusion classrooms. The results of this study indicated that children with disabilities are more likely to get bullied than their non-disabled peers. Bullying effects children’s incentive to do well in school. In addition to bullying, students are more likely to be successful in their least restrictive environment (LRE) serviced by the inclusion model. In fact, students are able to build up their self-esteem, confidence, and even academic weaknesses when receiving their education with their non-disabled peers within the inclusive setting.
    • Egan Library News 2001 Fall (v.1 no.2)

      University of Alaska Southeast Egan Library, 2001-09
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      University of Alaska Southeast Egan Library, 2001-06
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      University of Alaska Southeast Egan Library, 2002-09
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      University of Alaska Southeast Egan Library, 2002-03
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      University of Alaska Southeast Egan Library, 2002-06
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      University of Alaska Southeast Egan Library, 2003-09
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      University of Alaska Southeast Egan Library, 2004-03
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      University of Alaska Southeast Egan Library, 2004-06
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      University of Alaska Southeast Egan Library, 2005-09