FALL 2008
Heather McIntyre (Education)
Faculty Mentors: Tim Jester and Claudia Dybdahl, Education
Global Diversity: Using Four Perspectives to Build Empathetic Global Citizens
Abstract: Global Diversity is a three part project intended to prove the need for a curriculum unit on globalization and diversity in elementary education classrooms to build empathetic global citizens of Alaskan students. It consists of three parts: a literature review on the importance of globalization, multicultural education, and social-emotional learning in social studies curricula; the creation and implementation of a curriculum unit based on teaching students the four perspectives- personal, academic, pluralistic, and global – outlined as necessary for excellence in social studies by the National Council of the Social Studies; and an ongoing analysis of the success of the curriculum unit including pre, during, and post assessments by the researcher. If found successful, the research will be presented to the Anchorage School District, the College of Education in the University of Alaska Anchorage, and the UAA Diversity Fair to take place in the spring.
The primary goal of this unit is to build compassionate students who can look at the experiences and perspectives of people of diverse backgrounds and with an open mind. There are four sub-goals set up by the researcher that are intended to lead to the success of this primary goal. First, the students must develop a personal perspective by exploring and assessing their own personal history and background to become award of the biases and misconceptions that affect their global perspective. Second, students much develop an academic perspective by researching and studying six demographics that affect diversity in their fellow human beings. Third, they form a pluralistic perspective by applying the information they have learned about the six demographics to how they see the people in their school and community. Finally, students use the first three perspectives to form a healthy, empathetic global perspective. By completing these four steps, it is hoped that the students will attain the ultimate goal of this unit, to become compassionate, democratic citizens.
Rachael Lehmkuhl (Natural Sciences and Liberal Studies)
Faculty Mentors: Don Spalinger, Biological Sciences, and Ann Jache, Liberal Studies
Detoxification and Elimination of α-pinene in North American Porcupines (Erethizon dorsatum) at the Alaska Zoo
Abstract: North American porcupines (Erethizon dorsatum) are known to consume high concentrations of chemical toxins, such as terpenes, which are produced by plants. These compounds are abundant in conifer needles and cambium which is commonly consumed by porcupines. Previous studies have found that eucalyptus feeding herbivores such as the koala, great glider, and ringtail possum have efficient oxidative pathways used to eliminate and detoxify terpenes (Boyle, 1999 & Pass, 2001). However, no studies have been performed on porcupines to see if they too have these efficient oxidative pathways for the terpene, α-pinene. In this study, α-pinene will be injected into the food of two porcupines at the Alaska Zoo. Quantitative analysis of the metabolites in the urine will be performed using gas and liquid chromatography. Glucuronic acid will be tested and measured to indicate the presence of additional detoxification pathways. The specific aim of the study is to find out whether increasing the dose of α-pinene will saturate the oxidation. This will determine (1) whether the oxidation pathway is the only pathway, (2) the rate at which the pathway is saturated (its kinetics), and (3) if the porcupine can further conjugate compounds using other pathways (such as conjugation) when the oxidation pathway is saturated. Understanding how porcupines detoxify and eliminate α-pinene will enhance comprehension of porcupine ability to survive on such a nutritionally limited diet. This knowledge can be used to develop further investigations of porcupine detoxification along with other mammals. Future research may be used to develop evidence-based practice and regulation regarding toxins in the environment.
SPRING 2008
Marcus Welker (Natural Sciences) and Kelcie Ralph (Economics)
Faculty Mentor: Mara Kimmel, Political Science
Abstract: Following suggestions by the Intergovernmental Panel on Climate Change (IPCC), communities are developing a mix of response strategies that combine policies with incentive-based approaches at all levels of government. Additional existing climate change literature suggests that cooperative local and sub-regional solutions are the most effective means to address this issue. Given that the United States lacks national policy initiatives on climate change, the emphasis on local response is a particularly exciting opportunity to craft the type of policy strategies for our community that are recommended by the IPCC. To this end, Anchorage would benefit immensely from reviewing the proactive steps taken by similarly sized communities in Hungary and Norway.
After the team completes their research, they will work to accomplish the project's second goal of creating a Climate Action Plan to propose to the Municipality of Anchorage. Currently, the MOA has not such Plan. Using the experiences of Tromso and Tatabanya, students will identify and work with community groups and city officials in Anchorage to draft a plan, and promote its adoption to local governing bodies.
FALL 2007
Kim Beckford (Liberal Studies)
Faculty Mentor: Ann Jache, Sociology
Abstract: This research project aims to answer the question: How can science education be improved for Alaska Native students? I will be working with the Imaginarium Science Discovery Center in Anchorage, Alaska to investigate this question through an evaluation of the newly-developed Yup'ik science curriculum. The mission of the Imaginarium is "to stimulate interest in and understanding of science and technology through exciting, inquiry-based, hands-on, minds-on exhibits and programs." Currently, The Imaginarium is piloting a Yup'ik science program to be delivered in five rural schools. Yuungnaqpiallerput: The Way We Genuinely Live science curriculum, funded by the National Science Foundation (NSF), aims to improve science understanding through the use of culturally relevant concepts and tools. With traditional uses of driftwood as the medium, the K-12 classes integrate Yup'ik language and ways of knowing with western science concepts. This project will evaluate the effectiveness of the curriculum delivered in order to improve the way that science concepts are taught.
Donald Ballard (Economics)
Faculty Mentor: Lance Howe, Economics
"A Study on Hybrid Allocation Mechanisms for Alaska Sheep Hunting Permits"
Abstract: The state of Alaska currently distributes permits for high demand sheep hunting areas using a lottery mechanism. Due to changing conditions and demographics within the state ordinary lotteries are becoming impractical due to their inherent inefficiencies. Adding an auction element to the current lottery system could improve the efficiency of sheep hunting permit distribution. This study investigates if such a hybrid system could improve permit distribution efficiency by insuring that permits go to the hunters who value them most while at the same time capturing a greater portion of the value of the permits.
The goal of this project is to gather field data that can be used to estimate a demand curve for sheet hunting permits. Such data could allow estimation of revenue and equilibrium prices for sheep hunting permits at auction. Equilibrium prices could then be used to calculate the optimum ratio of permits to auction out versus distribute in a lottery. Such prices would also be used to predict the feasibility and potential social impact of the implementing such a system.
SPRING 2007
Amanda Chriest (BS Geological Sciences)
Faculty Mentor: LeeAnn Munk, Geological Sciences
"Environmental Geochemistry of Metals Associated with Abandoned Gold Mines on Unga Island, Alaska: Developing an Understanding of Water Quality on Unga Tribal Lands"
Abstract: The Aleuts of Unga Island have lived a subsistence way of life for centuries and depend upon the quality of natural resources of the land and sea for nearly every need. There are two main streams feeding into Delarof Harbor on Unga Island that come into contact with water draining from the abandoned Apollo and Sitka gold mines. Metal sulfide and gold mines are a prominent anthropogenic source of metals to many environments on a global scale, although metals do occur naturally in bedrock. The gold deposits on Unga Island were formed from hydrothermal activity associated with intrusive and volcanic rocks. The weathering of these deposits may release toxic metals into the environment. The Unga Tribe has expressed concerns about quality of their water and the possibility of contamination in the streams that are associated with abandoned gold mines on Unga Island. This research will determine the source(s), transport, and fate of metals associated with the mineralized sites on Unga Island with a focus on the Apollo and Sitka gold mine sites. We will work in conjunction with the community partners from the Unga Tribe and the Aleutian Island Pribilof Association throughout the project.
Irina Danielsen (BFA)
Faculty Mentor:Kat Tomka, Art Department
"DOTPF: Spenard Building"
