• Ketchikan Cup O'News 2021-03

      Ayers, Bill; Lampton, Michelle (University of Alaska Southeast, 2021-03)
    • Key landscape and biotic indicators of watersheds sensitivity to forest disturbance identified using remote sensing and historical hydrography data

      Buma, Brian; Livneh, Ben (IOP Publishing, 2017-07-19)
      Water is one of the most critical resources derived from natural systems. While it has long been recognized that forest disturbances like fire influence watershed streamflow characteristics, individual studies have reported conflicting results with some showing streamflow increases postdisturbance and others decreases, while other watersheds are insensitive to even large disturbance events. Characterizing the differences between sensitive (e.g. where streamflow does change postdisturbance) and insensitive watersheds is crucial to anticipating response to future disturbance events. Here, we report on an analysis of a national-scale, gaged watershed database together with high-resolution forest mortality imagery. A simple watershed response model was developed based on the runoff ratio for watersheds (n=73) prior to a major disturbance, detrended for variation in precipitation inputs. Post-disturbance deviations from the expected water yield and streamflow timing from expected (based on observed precipitation) were then analyzed relative to the abiotic and biotic characteristics of the individual watershed and observed extent of forest mortality. The extent of the disturbance was significantly related to change in post-disturbance water yield (p<0.05), and there were several distinctive differences between watersheds exhibiting post-disturbance increases, decreases, and those showing no change in water yield. Highly disturbed, arid watersheds with low soil: water contact time are the most likely to see increases, with the magnitude positively correlated with the extent of disturbance. Watersheds dominated by deciduous forest with low bulk density soils typically show reduced yield post-disturbance. Postdisturbance streamflow timing change was associated with climate, forest type, and soil. Snowy coniferous watersheds were generally insensitive to disturbance, whereas finely textured soils with rapid runoff were sensitive. This is the first national scale investigation of streamflow postdisturbance using fused gage and remotely sensed data at high resolution, and gives important insights that can be used to anticipate changes in streamflow resulting from future disturbances.
    • Killer Whale Ecotypes in the Juneau Area

      Luck, Emma (2017-07-15)
      The goal of this project was to identify the most common killer whale ecotype in the Juneau area. Over 400 photographs of killer whales taken from the years 2012-2015 were collected from Juneau photographers and marine naturalists on various whale watching boats. The photos were analyzed and the killer whales were identified as either resident, transient, or offshore based on morphological characteristics. Additionally, the individual whales were compared to published killer whale identification catalogs and identified when possible.
    • Laboratory investigations of iceberg capsize dynamics, energy dissipation and tsunamigenesis

      Burton, J. C.; Amundson, Jason M.; Abbot, D. S.; Boghosian, A.; Cathles, L. M.; Correa-Legisos, S.; Darnell, N.; Guttenberg, N.; Holland, D. M.; MacAyeal, D. R (American Geophysical Union, 2012-01-20)
      We present laboratory experiments designed to quantify the stability and energy budget of buoyancy-driven iceberg capsize. Box-shaped icebergs were constructed out of low-density plastic, hydrostatically placed in an acrylic water tank containing freshwater of uniform density, and allowed (or forced, if necessary) to capsize. The maximum kinetic energy (translational plus rotational) of the icebergs was 15% of the total energy released during capsize, and radiated surface wave energy was 1% of the total energy released. The remaining energy was directly transferred into the water via hydrodynamic coupling, viscous drag, and turbulence. The dependence of iceberg capsize instability on iceberg aspect ratio implied by the tank experiments was found to closely agree with analytical predictions based on a simple, hydrostatic treatment of iceberg capsize. This analytical treatment, along with the high Reynolds numbers for the experiments (and considerably higher values for capsizing icebergs in nature), indicates that turbulence is an important mechanism of energy dissipation during iceberg capsize and can contribute a potentially important source of mixing in the stratified ocean proximal to marine ice margins.
    • Leaving Egypt

      Wall, Emily (Common Ground Review, 2016)
    • Left-handedness in Special Education: A Meta-Synthesis

      Kinzer, Vera B. (University of Alaska Southeast, 2017)
      Left-handers are disadvantaged, but despite the fact that universal design favors right-handedness, left-handedness may be associated with cognitive advantages. Left-handedness is considered a fairly normal human condition that has persisted throughout history, and is currently represented in about 10% of the population. Our modern idea regarding hand preference is rooted in the split-brain theory, which involves the contra-lateral control of the left and right hemispheres over opposite sides of the body. Technology has advanced brain research about handedness and brain organization, and this research should help advance early recognition and more successful intervention in the areas of a student’s behavior, learning disorder, and/or other health impairments (that affect their brain functioning, such as traumatic brain injury or fetal alcohol syndrome disorder). This meta-synthesis is an analysis of the literature on left-handedness: It is an attempt to answer whether left-handedness is relevant in special education today.
    • Let’s begin at the end: How a campus bookstore closure set the wheels in motion for a hybrid OER project

      Lamb, Jonas (University of Minnesota Libraries Publishing Services, 2018-07-25)
      This chapter discusses the efforts and lessons learned from a grassroots, affordable content initiative that took shape following the closure of the brick and mortar campus bookstore. The UAS Alt-Textbook Project can serve as a model for how campus affordable content initiatives can be put in motion with minimal funding by utilizing existing campus resources, the expertise and advocacy of key faculty and administrative champions. Efforts at UAS have impacted faculty teaching methodologies, contributed to significant student savings and provided a platform for open education advocates on campus. The chapter closes by discussing next steps required to formalize, mobilize and better measure the impacts of the project.
    • The Level 2018-01

      Leigh, Nathan (University of Alaska Southeast, 2018-01)
    • The Level 2018-04

      Leigh, Nathan (University of Alaska Southeast, 2018-04)
    • The Level 2018-04

      Services, Facilities (University of Alaska Southeast, 2018-04)
    • The Level 2018-08

      Leigh, Nathan (University of Alaska Southeast, 2018-08)
    • The Level 2018-08

      Services, Facilities (University of Alaska Southeast, 2018-08)
    • The Level 2018-10

      Leigh, Nathan (University of Alaska Southeast, 2018-10)
    • The Level 2018-10

      Services, Facilities (University of Alaska Southeast, 2018-10-12)
    • The Level 2019-02

      Leigh, Nathan (University of Alaska Southeast, 2019-02)
    • The Level 2020-02

      Leigh, Nathan; Zenger, Adam; George, Greg (University of Alaska Southeast, 2020-02-17)
    • The Level 2020-04

      Leigh, Nathan; Garcia, Dan; George, Greg; Zenger, Adam; Lendrum, David (University of Alaska Southeast, 2020-04-30)
    • The Level 2021-04

      Lendrum, David; Leigh, Nathan; George, Greg; Ayers, Bill; Zenger, Adam; Garcia, Dan (University of Alaska Southeast, 2021-04-02)
    • The Level 2022-03

      Leigh, Nathan (University of Alaska Southeast, 2022-03-17)
    • Librarian and Faculty Collaborative Instruction: A Phenomenological Self-Study

      Brown, Jennifer; Duke, Thomas (Elsevier, 2005)
      Several models of librarian and faculty collaboration are found in the professional librarian literature. The literature on collaborative self-study research in higher education settings indicates collaborative self-study research can improve interdisciplinary and collaborative approaches to teaching and research and facilitate the transfer of knowledge. A research librarian and assistant professor of special education conducted a phenomenological self-study to examine their multiple roles as researchers, collaborators, and educators who collaborated to develop, implement, and evaluate distance-delivered instructional services for public school teachers who live and work in remote, rural, and Native communities throughout the state of Alaska. Several themes emerged from this study, including: (a) the authors’ interdisciplinary and collaborative efforts resulted in increased opportunities to team teach and conduct future collaborative research; (b) the authors struggled to communicate effectively with students via audio-conference; and (c) the beliefs and practices of both authors were transformed by their participation in this self-study. The study suggests implications for further and improved interdisciplinary collaboration between librarians and faculty. The authors believe this collaborative approach to self-study research facilitates reflective and authentic teaching and research for academic librarians working in collaboration with teaching faculty.