Results from some initial diversity audits at the Egan Library, following a professional development course on the topic. Suggestions for developing and conducting your own diversity audit, which is an activity which can be entirely done from home!

Primary producers are the foundation of marine food webs and require reliable nutrient sources to maintain their important role with ecosystems. While marine mammals and seabirds can play critical roles in marine nutrient cycling, their contributions are often overlooked. The fjord systems of Southeast Alaska support a high diversity of marine mammals and seabirds in addition to some of the most valuable fisheries in the US. Nonetheless, there is still relatively little known about nutrient sources and fluxes in this region which is a critical component of fisheries management. The goal of our study was to advance knowledge of the role of mammals and seabirds in marine nutrient cycling and to understand how changing marine mammal and seabird populations may alter ecosystem dynamics. We analyzed nutrient levels in marine mammal scat, seabird guano, and seawater samples collected in Berners Bay, Southeast Alaska, to determine the influence of marine mammals and seabirds on nearshore nutrient concentrations. Utilizing qualitative network models (QNMs), we then examined how a simulated Berners Bay ecosystem would respond to an increase in marine mammals, seabirds, and nutrients. Researchers are increasingly utilizing QNMs as a first step in the development of ecosystem-based fisheries management plans as their adaptable nature is well suited to address rapidly changing climatic conditions. Our direct nutrient measurements and QNM results indicate that marine mammals and seabirds have the potential to provide substantial contributions to marine nutrient concentrations in the region and that these valuable ecosystem services should not be overlooked.

This meta-synthesis attempts a detailed look at how Autism Spectrum Disorder (ASD) evolved from Kanner’s initial identification in 1943 to today’s current understanding. Emphasis will be placed on characteristic change, prevalence increase, causality, and evolution of treatments, techniques, and methods. Equal weight will also be placed on what the best overall treatments, techniques, and methods should be used with an individual with autism.

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.

Individuals with disabilities are overrepresented in the criminal justice system. This meta-synthesis explores the experiences of juveniles and adults with disabilities in the criminal justice system. Topics discussed include rates and characteristics of offenders with disabilities in the criminal justice system, experiences of offenders with disabilities within the justice system, recidivism risk factors for offenders with disabilities, and recommendations and needed changes for the criminal justice system.

This meta-synthesis investigates the research and literature on the connections between historical trauma and the over-identification of Alaska Native students receiving special education services under the specific learning disability category. Historical trauma is defined. Intergenerational transmission is explained. The silence surrounding trauma and the loss of language fluency is explored and contextualized as a problematic factor in the disproportionate number of Alaska Native students being labeled as having a learning disability. The implications of misidentifying students, as well the life-long impact of receiving a disability label are discussed. Suggestions are reviewed with a focus on the ongoing development and practice of a special education teacher through the lenses of multiculturalism, critical theory and postmodernist thought. Not addressed in this meta-synthesis are issues of identity as they relate to and connect with historical trauma, colonialism and language.

The purpose of this meta-synthesis is to assess the effectiveness of the Response to Intervention (RtI) framework. This paper reviewed research articles and other literature that explored effective practices within the RtI program, in an effort to properly implement interventions, and expedite the identification of a learning disability. After reviewing the research it was concluded that the RtI process, if implemented correctly could benefit students who are at risk academically and behaviorally. The research indicates that there are many components to RtI, including fidelity of instruction, proven curriculum, effective leadership, and regular progress monitoring, training and professional development. All of these factors are key to the efficiency of the RtI program. Some other components identified for the consideration of an effective RtI program was teacher collaboration, teacher self-efficacy and teacher perceptions; the inclusion of the family were also noted as important.

Regardless of our current knowledge base on the consumption of alcohol during pregnancy, the mistake continues to be made with the result being children born with Fetal Alcohol Spectrum Disorder. As these children move through their public education, it is often the case that their challenges are not met and they do not receive adequate help to overcome their difficulties with academics and social skills. When these students begin to transition into their adult lives, secondary conditions often arise from our failure as a support network to intervene on their behalf earlier on. This meta-synthesis of the literature on individuals with FASD investigates the current realities of the difficulties surrounding prenatal alcohol consumption as it relates to children, their families and communities.

This meta-synthesis of the literature on working with individuals with Fetal Alcohol Spectrum Disorders (FASD) examines the characteristics of individuals with FASD and the need for supports and services for these individuals in the classroom. There are behavior characteristics unique to FASD and these behaviors coupled with sensory processing deficits lead to distinctive challenges for individuals with FASD. Early identification, supports and services are critical to address challenges for individuals with FASD in the classroom, yet are often unavailable or unidentified.

Since the enactment of No Child Left Behind, there has been a push for scientifically based methodologies in education. While the same holds true for special education, the progress is notably slower than in the general education field. Research in regards to Evidence Based Practices (EBPs) in special education is extremely limited. Furthermore, the individualization of special education and the variation in which each individual presents their disability require that educators not use one approach to meet the needs of all students. Given the limited availability, educators must familiarize themselves with the characteristics of EBPs to make informed instructional decisions. EBPs must be implemented with fidelity. Furthermore, they must monitor student progress and be responsive to each individual’s needs. It is clear that education is in the midst of a scientific based reform. The availability of research is limited, and additional research will need to be conducted in the future.