• Best Practices for the Inclusion of Special Education Students: A Meta-Synthesis

      Lindquist, Christina (University of Alaska Southeast, 2015)
      This meta-synthesis of literature explores how successful a variety of inclusive practices may be in educating students with special needs. The general and special education teachers’ education and attitude related to inclusion greatly influences the success of the inclusive programs they design and employ for the students they teach. The inclusive program should include a variety of strategies for engaging the student and helping the student to have successful academic and behavioral outcomes
    • The Bias, Stigma, and Social Construct of a Disability Label: A Meta-Synthesis

      Wallace, Karen (University of Alaska Southeast, 2014)
      The current climate in education is moving toward more inclusive education which means more and more students with a special education need are attending class in the general education classroom with a general education teacher. Sadly, many general education teachers in these inclusive classrooms are not prepared to have students with special education needs in their classroom because they do not have the knowledge or experience teaching these exceptional students. Research suggests teachers hold a bias toward students with a special education label and have preconceived notions of how these students will perform in their classroom. It is unfortunate for these students because at this time is when they need help the most. School is not only about learning what a person needs to know, but also when children learn about themselves and their peers. Research suggests that students given special education labels tend to have more difficulty due to the label they are given. This presumption of a label sets students up to interacting with teachers based on the label. This meta-synthesis of the literature on labels, bias, stigmatization, and the social construct of the disability label investigates how students with special needs, and the people around them, respond to the special needs label.
    • Bibliography of Publications

      Straley, Janice M. (University of Alaska Southeast, 2016)
    • Black Carbon / Juneau Icefield

      Nathlich, Abigail (2017-07-15)
      The original objective of my project was to look at how black carbon is quickening the melt rate of the Juneau Icefield as well as what the effects are on snow melt in urban and rural areas around Juneau. The hope for the results of this study are to see a visible representation of how quickly (or not quickly) the black carbon is melting the snowpack. It will be important to continue this study to look at how it is changing long term, but for now we are in the beginning stages of this study. We know that black carbon is effecting the icefield and the glaciers but this will help us to see what exactly it is effecting and how severe it is.
    • Blocking a wave: frequency band gaps in ice shelves with periodic crevasses

      Freed-Brown, Julian; Amundson, Jason M.; MacAyeal, Douglas R.; Zhang, Wendy W. (International Glaciological Society, 2012)
      We assess how the propagation of high-frequency elastic-flexural waves through an ice shelf is modified by the presence of spatially periodic crevasses. Analysis of the normal modes supported by the ice shelf with and without crevasses reveals that a periodic crevasse distribution qualitatively changes the mechanical response. The normal modes of an ice shelf free of crevasses are evenly distributed as a function of frequency. In contrast, the normal modes of a crevasse-ridden ice shelf are distributed unevenly. There are ‘band gaps’, frequency ranges over which no eigenmodes exist. A model ice shelf that is 50 km in lateral extent and 300 m thick with crevasses spaced 500 m apart has a band gap from 0.2 to 0.38 Hz. This is a frequency range relevant for ocean-wave/ice-shelf interactions. When the outermost edge of the crevassed ice shelf is oscillated at a frequency within the band gap, the ice shelf responds very differently from a crevasse-free ice shelf. The flexural motion of the crevassed ice shelf is confined to a small region near the outermost edge of the ice shelf and effectively ‘blocked’ from reaching the interior.
    • Blood lead levels in Bald Eagles (Haliaeetus leucocephalus) in Southeast Alaska by gender and capture location.

      Hambleton, Jessica (2014-04)
      Research into the effects of lead on bald eagles has demonstrated that lead levels are higher in bald eagles than other birds at lower trophic levels (Burger and Gochfield 2009). Bald eagle survey data collected in Alaska also tells us that the breeding populations of Alaska contain a substantial proportion of the total number of eagles in North America (Hodges 2011). This project focused on the blood lead levels in previously tagged birds for which blood had been collected by the United States Fish and Wildlife Service. The samples included 32 individuals, with 17 males and 15 females. Males had a mean blood lead level of 0.0283±.0072 mg/L and females had a mean blood lead level of 0.0862 ±0.0866 mg/L (see figure 1). Statistical tests of blood lead level and gender, distance to Greens Creek Mine and distance to Juneau, Alaska all showed non-significance. Future studies focusing on individuals with known breeding areas as well as age class should be conducted.
    • Brain Based Disorders Related To White Matter Integrity

      Pine, Tom (University of Alaska Southeast, 2013)
      Although students with reading and math deficits seem to be on the rise, and referrals for special education continue to grow, research in neuroimaging over the last 10 to 15 years has identified root causes to most of these problems and researchers are beginning to develop interventions to greatly reduce the negative results of these disorders. Structural integrity of the brain’s white matter is in many ways connected to most difficulties in learning, and brain based disorders. Researchers are developing computer software designed to allow students to practice skills at home. In doing this, students will induce activation of specific region of the brain intended to strengthen white matter integrity and lessen the negative effects of many brain based disorders. These interventions have already been proven effective for brain damage from cancer and cancer treatments, TBI, attention deficits, autism, dyslexia and other reading deficits, and math related disorders.
    • A Brief History of the University of Alaska in Sitka: The First Forty Years

      Knapp, David R. (University of Alaska Southeast, 2002-12)
    • Building Community: Synergy and Empowerment through Staff Development and Marketing in a Small Rural Academic Library

      Ward, Jennifer; Wilkes, Bethany (Collaborative Librarianship, 2016)
      This paper presents two collaborative programs at a small academic library that leverage the insights, engagement, and interests of our most important asset: our staff. Two new library committees, the Staff Training Advisory Group and the Marketing Team, extended planning, accountability, and partnerships to paraprofessional staff members. The onset and associated activities of these two committees yielded not only direct results in terms of staff training programs and marketing initiatives, but also resulted in creating a more collaborative culture and shared purpose in our library. This paper examines how the overlap of these two committees created a convergence that fostered excitement about the library, interest in improving library roles, and furthering library initiatives. By working together, and with our university community, we developed solid, popular programs in addition to cultivating a more intentional, thoughtful, and inclusive approach to our work and, ultimately, to supporting our university community.
    • Building Resiliency: A Meta-Synthesis

      Stalder, Rebecca (University of Alaska Southeast, 2017)
      This meta-synthesis of the literature on children who experience trauma, and what we can do in the school setting to support children and teach them to build and shore up their resiliency factors. It takes a closer look at what is working, what educators can do to support children, and assist their families overcome the impact of trauma in their lives.
    • Bullkelp 2017-03-32

      University of Alaska Southeast, 2017-04-01
    • Care Package for Eva

      Wall, Emily (Cirque, 2016-07-18)
    • Chancellor's Cabinet Updates: 2022-01-25

      Carey, Karen; Haavig, Maren; Handley, Kristen; Ciri, Michael; Traxler, Pete; Klein, Lori; Wilson, Jackie; Silkaitis, Carin; Cadiente Brown, Ronalda; Campbell, Keni; et al. (University of Alaska Southeast, 2022-01-25)
    • Chancellor's Cabinet Updates: 2022-04-01

      Carey, Karen; Haavig, Maren; Ciri, Michael; Traxler, Pete; Klein, Lori; Silkaitis, Carin; Brown, Ronalda Cadiente; Campbell, Keni; Johnson, Lynne; Tomlinson, Elise; et al. (University of Alaska Southeast, 2022-04-01)
    • Chancellor's Comments 2015-08-28

      Caulfield, Richard (University of Alaska Southeast, 2015-08-28)
    • Chancellor's Comments 2015-11-05

      Caulfield, Richard (University of Alaska Southeast, 2015-11-05)
    • Chancellor's Comments 2016-02-09

      Caulfield, Richard (University of Alaska Southeast, 2016-02-09)
    • Chancellor's Comments 2016-03-30

      Caulfield, Richard (University of Alaska Southeast, 2016-03-30)
    • Chancellor's Comments 2016-04-22

      Caulfield, Richard (University of Alaska Southeast, 2016-04-22)