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Alaska DEC. 2010. Addressing CC Impacts Part 2.Pdf
Appendix A: References – Draft Final Report January 27, 2010 APPENDIX A. REFERENCES Alaska Climate Impact Assessment Commission (ACIAC). 2008. Final Commission Report to the State of Alaska. 17 March. Available at http://www.housemajority.org/coms/cli/cli_finalreport_20080301.pdf. Alaska Climate Research Center (ACRC). 2009. Temperature change in Alaska. Available at http://climate.gi.alaska.edu/ClimTrends/Change/TempChange.html. Alaska Climate Research Center (ACRC). 2008. Alaska climatology. http://climate.gi.alaska.edu/Climate/index.html. Alaska Department of Labor and Workforce Development (ADLWD). 2009. Alaska Economic Trends. Available at: http://www.laborstats.alaska.gov Alaska Division of Agriculture (ADOA). 2009. Building a Sustainable Agriculture Industry. Available at: http://dnr.alaska.gov/ag/BuildingaSustainableAgricultureIndustryFINAL.pdf Alaska Division of Community and Regional Affairs (ADCRA). 2009. Alaska Economic Development Resource Guide. Available at: http://www.commerce.state.ak.us/dcra/edrg/EDRG.htm. Alaska Division of Community and Regional Affairs (ADCRA). 2009. Survey by the Alaska Division of Community and Regional Affairs. Available at http://community.adn.com/node/139348. Alaska Marine Conservation Council. N.d. Ocean acidification. http://www.akmarine.org/our-work/address-climate- change/ocean-acidification. Alaska Office of Economic Development (AOED). 2008. Alaska Economic Development Report. Available at: http://www.commerce.state.ak.us/oed/pub/AEPR_2007_Final.pdf. Alaska Rural Development Council. 1983. Alaska’s Agriculture and Forestry, No.3. A-00147, 1983. Alley, R.B., P. Clark, P. Huybrects, and I. Joughin. 2005. Ice sheet and sea-level changes. Science. 310(5747):456- 460. Anderson, P.J. and J.F. Piatt. 1999. Community reorganization in the Gulf of Alaska following ocean climate regime shift. -
Juliana Pegues Dissertation
INTERROGATING INTIMACIES: ASIAN AMERICAN AND NATIVE RELATIONS IN COLONIAL ALASKA A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL OF THE UNIVERSITY OF MINNESOTA BY JULIANA PEGUES IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY JIGNA DESAI, CO-ADVISOR ERIKA LEE, CO-ADVISOR AUGUST 2013 Copyright © 2013 by Juliana Pegues ACKNOWLEDGEMENTS Portions of an earlier version of Chapter 3 were published in “Rethinking Relations: Interracial Intimacies of Asian Men and Native Women in Alaskan Canneries,” Interventions: International Journal of Postcolonial Studies, 15, no. 1 (March 2013): 55-66; copyright Taylor & Francis Group; reprinted with permission of Taylor & Francis Group. A slightly different version of Chapter 4 will be published in “’Picture Man’: Shoki Kayamori and the Photography of Colonial Encounter in Alaska, 1912-1941,” College Literature: A Journal of Critical Literary Studies. Thank you to the editors and special edition editors of these journals. Many people have guided and supported me throughout my dissertation process, and I’m delighted to have the opportunity to recognize them. I am grateful to my committee, exemplary scholars who challenge me to deeply engage and critically think through my project. My advisors Erika Lee and Jigna Desai have been everything I could ask for and more, both phenomenal academics who motivate me to be a better scholar, teacher, parent, and community member. Erika is a formidable historian who has provided me with invaluable training, always asking the important “why?” of my research and project, especially my contributions to Asian American studies. Erika encourages me to “embrace my inner historian,” and I would like to state for the record that she inspires me time and time again to research and write important, compelling, and creative historical narratives. -
So They Understand
Utah State University DigitalCommons@USU All USU Press Publications USU Press 2002 So They Understand William Schneider Follow this and additional works at: https://digitalcommons.usu.edu/usupress_pubs Part of the Indigenous Studies Commons Recommended Citation Schneider, W. S. (2002). So they understand: Cultural issues in oral history. Logan: Utah State University Press. This Book is brought to you for free and open access by the USU Press at DigitalCommons@USU. It has been accepted for inclusion in All USU Press Publications by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. Understand.book.v1 9/30/02 11:11 AM Page i . so they understand . Cultural Issues in Oral History Understand.book.v1 9/30/02 11:11 AM Page ii Photo by Karen Brewster, July, 1996. “In between the lines is something special going on in their minds, and that has got to be brought to light, so they understand just exactly what is said.” —Chief Peter John, June, 1999 Understand.book.v1 9/30/02 11:11 AM Page iii . so they understand . Cultural Issues in Oral History William Schneider Documentation, Representation, Preservation, and Interpretation Illustrated with Stories from South Africa, Alaska, and the Yukon Utah State University Press Logan, Utah Understand.book.v1 9/30/02 11:11 AM Page iv Copyright © 2002 William Schneider All Rights Reserved Utah State University Press Logan, Utah All royalties, after expenses, from the sale of this book will be donated to support the Alaska Native Studies Program at the University of Alaska Fairbanks. Cover design: Richard Howe. -
Yakutat Tlingit and Wrangell-St. Elias National Park and Preserve: an Ethnographic Overview and Assessment
National Park Service U.S. Department of the Interior Wrangell-St. Elias National Park and Preserve Copper Center, Alaska Yakutat Tlingit and Wrangell-St. Elias National Park and Preserve: An Ethnographic Overview and Assessment Appendix A: Annotated Bibliography Compiled by Rachel Lahoff, Thomas Thornton, and Douglas Deur Portland State University Department of Anthropology And incorporating excerpts from D. Theodoratus, Hoonah Tlingit Use of Glacier Bay: Annotated Bibliography. August 2015 Wrangell-St. Elias National Park and Preserve PO Box 439/Mile 106.8 Richardson Highway Copper Center AK 99573 www.nps.gov/wrst Completed under Cooperative Agreement H8W0711000, Task Agreement J8W07100006, between Portland State University and the National Park Service, Wrangell-St. Elias National Park and Preserve. Introduction The following annotated bibliography was compiled as part of a project to develop an ethnographic overview and assessment for Yakutat Tlingit and Wrangell-St. Elias National Park and Preserve, which is available as a separate document. While this annotated bibliography is meant to serve as a guide for the research for the aforementioned ethnographic overview and assessment, it also serves as a standalone product that can be used as a resource for both agency and tribal representatives, as well as other individuals interested in researching the Wrangell-St. Elias lands, Yakutat Tlingit, historical narratives related to the region and a variety of other related topics. While the sources listed and annotated in this bibliography were reviewed specifically for references to Wrangell-St. Elias and Yakutat Tlingit, they were also reviewed for the purpose of developing a more general understanding of the cultural and historical context in which Yakutat Tlingit existed and evolved from the pre-contact era into the contemporary period. -
Traditional Ecological Knowledge of Tlingit People Concerning the Sockeye Salmon Fishery of the Dry Bay Area
TRADITIONAL ECOLOGICAL KNOWLEDGE OF TLINGIT PEOPLE CONCERNING THE SOCKEYE SALMON FISHERY OF THE DRY BAY AREA Judith Ramos and Rachel Mason Produced through a Cooperative Agreement between the Yakutat Tlingit Tribe, Yakutat, Alaska and the National Park Service, Alaska Regional Office and Wrangell-St. Elias National Park and Preserve 2004 TRADITIONAL ECOLOGICAL KNOWLEDGE OF TLINGIT PEOPLE CONCERNING THE SOCKEYE SALMON FISHERY OF THE DRY BAY AREA A COOPERATIVE AGREEMENT BETWEEN THE, DEPARTMENT OF THE INTERIOR, NATIONAL PARK SERVICE AND THE YAKUTAT TLINGIT TRIBE FISHERIES INFORMATION SERVICE (FIS) PROJECT 01-091 Judith Ramos Yakutat Tlingit Tribe P.O. Box 418 Yakutat, Alaska 99689 and Rachel Mason National Park Service 240 West 5th Avenue Anchorage, Alaska 99501 2004 Report Summary Title: Traditional Ecological Knowledge of Tlingit People Concerning the Sockeye Salmon Fishery of the Dry Bay Area, a Cooperative Agreement between the National Park Service and the Yakutat Tlingit Tribe. Study Number: FIS Project 01-091 Investigators/Affiliations: Judith Ramos, Yakutat Tlingit Tribe and Rachel Mason, National Park Service. Information Type: Traditional Ecological Knowledge Issue: The East Alsek River in Dry Bay has undergone a drastic decline in sockeye salmon return, affecting an important subsistence resource. A four-part multidisciplinary study combining western science and TEK has been designed to understand this decline and potentially remedy. This study is the first part of the larger study design and will gather TEK from the Yakutat – Dry Bay area (northern Southeast Alaska) on traditional practices utilized the Tlingit clans of Gunaxoo (Dry Bay). Study Cost: $25,000. Abstract: The Yakutat Tlingit Tribe and the National Park Service have collaborated to document Tlingit traditional ecological knowledge about salmon ecology and fisheries management in the Dry Bay/Alsek River Delta. -
The Annual Bilingual-Maticultural Education .11Ask
4OCUMENT'RESRME ED 209f' 039 RC 013 004 AUTHOR Pulu, Tupou I.:: Pope, Nary-L. TITLE Atautchilukta: Let Us All Cone Together. A Report of , ) '' the Annual Bilingual-MaticulturalEducation -%Conference (7thelinchorage, Alaska, February17-19, t '.1981). ,% INSTITUTION .11aska State DeptofEducationeviuneau. SPONS AGENCY Bureau of Elementary and. Secondary Education'. 4 , - (DHEW/OE), Washington, D.C.-Dial. of Bilingual , ,Education.. ., PUB DATE .- -81 . GRANT 4 _ G008002858 . .. 'NOTE 70p:: For related docui6nts,see ED \204 047 and RC . 013 002. Photor graphs will not se-produceclearly. 4,, f , EDRS, PRICE MF01/FC03 Plut Postage. bEtCRIPTORS ilaska'Natives; American IndianCulture;American Indfan Education; AiericanIndians;.AsIan Americans; *Bilingual Education; Cdmmunity Involvement; *Community Role; Cultural Activities; Elementary Secondary Education; Eskimos; *Ethtic Groups:- -,/- ,..- --Intercultural ProgramsetpulticuituralEdacation;' Parent Role; Program Development; Program Implementation; School Personnel; *Staff, Zoie;. Student Participation; Tribes; tWorkshopd , t IDENTIFIffiq, *Alaska; Cultural Arts - ABSTRACT - Sponsored by the Alaska Department Of Edudation and supported by 25 additional organiutions andschool districts, the Seventh Annual Bilinglial:.Multicuttural%EducationConference (1981) was a major activity of t4e Department,designed to _provide training assistance to all 'persons involved inbilingual-bicultural education prooramf. The ponference theme, "Let 'us All CompTogether," was useA to emphisize the important roles of parents,. elders,school epttsonnel, and'students in developing and implementingstrong bilingual-bicultutal-taucatiOnprograms in Alaska. Over 50 workstops -were offered to help'the ahove groups to participatemore fully in `bilingual education programs at the communityand school district levels. In additiot to titeiorishops and Addresses,there were 17 presentations of the arts of most of Alaska's .majorethnic groups. ,Those 'presentations intluded dances,songs, shows' of ethnic costuAes, and displays of various art forms. -
9-12 Social Studies
Social Studies Curriculum Grades 9-12 Juneau School District Board of Education Adopted May 10, 2016 Juneau School District Social Studies Curriculum, Grades 9-12 Committee ..................................................................................................................................................................................................................... 1 Introduction ................................................................................................................................................................................................................... 2 Social Studies K-12 Overview ........................................................................................................................................................................................ 8 High School Social Studies Courses ............................................................................................................................................................................. 10 GRADES 9-12: Alaska History – Required for Graduation ......................................................................................................................................... 11 Introduction: Perspectives on History ................................................................................................................................................................... 14 Key Concepts/Big Ideas: Different People and Stories have Different Perspectives and Knowledge about Local and State -