Registration and Call for Abstracts
2010 State of the Arctic Conference
16-19 March 2010
Miami, Florida

Abstract Submission Deadline: Monday, 14 December 2009

To submit an abstract, please go to:
http://soa.arcus.org/abstracts

To register, please go to:
http://soa.arcus.org/register

For questions about abstract submission, contact:
Judy Fahnestock, ARCUS
Email: judy@arcus.org

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Abstract submission and registration is now open for the 2010 State of the Arctic Conference!

The State of the Arctic Conference will be held 16-19 March 2010 at the Hyatt Regency Miami in Miami, Florida. The main goal of the conference is to review our understanding of the arctic system in a time of rapid environmental change. It will provide an open international forum for discussion of future research directions aimed toward a better understanding of the arctic system and its trajectory. Further information about the conference can be found at: http://soa.arcus.org

The Organizing Committee is inviting abstracts for oral parallel sessions and poster sessions. There are 18 session topics, organized under the main conference themes. The sessions have been structured to facilitate cross-disciplinary exchange and discussion. Each session is designed to incorporate abstracts from the social, physical, natural, and political sciences, and encourages multi- and cross-disciplinary submissions. Some abstracts might fit under more than one session--in such cases we encourage submission to the session that seems to offer the best fit. There is no cost for abstract submission.

The Organizing Committee and Session Chairs will refine the program and may change, create, or combine sessions, depending on the submitted abstracts. The Organizing Committee may also convene sessions on special focus topics, as appropriate. Abstracts will be reviewed as they are submitted, and authors will be notified of acceptance in January.

Abstract Submission Deadline: Monday, 14 December 2009

To submit an abstract, please go to:
http://soa.arcus.org/abstracts.

To register, please go to:
http://soa.arcus.org/register.

For questions about abstract submission, contact:
Judy Fahnestock, ARCUS
Email: judy@arcus.org

For more information, please contact:
Jessica Fries-Gaither, Project Director
Ohio State University
1929 Kenny Road, Suite 400
Columbus, OH 43210-1079
fries-gaither.1@osu.edu

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Beyond Penguins and Polar Bears-Peoples of the Arctic is an online magazine for K-5 educators.

Excerpt from October 2009 Issue 16:
"While the Arctic may seem bleak and inhospitable, indigenous people have successfully lived there for thousands of years. In this issue, learn how the Inuit of northern Canada, Inupiat of arctic Alaska, and Sami of northern Europe survive in a harsh environment. Discover lessons, informational text, and children's literature that introduce your students to these groups and their cultures. Learn how to promote metacognition, connect with other classrooms, and embrace your students' diversity through Culturally Responsive Teaching. "

For more information, visit the website:
http://beyondpenguins.nsdl.org/

For more information, please contact Glen Schuster, gschuster@us-satellite.net.

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There is an exceptional, no-fee opportunity for Alaska teachers to receive training and materials for SPRINTT.

1. Please apply/register
2. Take the online training (5-6 self-paced hours) and
3. Receive the materials.
4. Integrate SPRINTT into your curriculum

Start out by taking the TOUR at: http://www.us-satellite.net/sprintt Then "APPLY ONLINE" for this exciting no-fee curriculum program that is serving already 14 cities and villages in Alaska.

This offer for educators has a rolling admission and is available in December/January … Deadline to begin online training is January 5.

Glen Schuster, Project Director
NASA Endeavor Science Teaching Certificate Project
NSF-sponsored SPRINTT
U.S. Satellite Laboratory, Inc.
32 Elm Pl Rye, NY 10580
914.921.5920

http://www.us-satellite.net/


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We performed SPRINTT training at three sites in Alaska, with teacher participants from 14 cities or villages (mostly) all of whom are adopting the SPRINTT program in some way into instruction. Many will take it for graduate credit. Many more AK educators who serve AK native student populations will participate in the final training session online as the word spreads. This training with raw info below was onsite in Kotzebue last week where many flew in from remote villages --the others were in Anchorage and Fairbanks. A special moment for me was sharing the new book and investigations with a group of 24 Alaska Native students in the Grade 7 class in Kotzebue beginning the project. The intense focus they had spawned questions from each child. They were so concerned about their community and really liked the fact their input and indigenous ways of knowing is valued by others in the lower 48.
I highlighted one question below that I find interesting. I will share the new curriculum now-bound “book” with you. Maybe someday I can take you to a SPRINTT class in AK -Glen

What was the most important thing you learned in the training?

I learned that we can use the material we learned to help students learn through an interactive website.
The idea of leading students to strong data-based conclusions with step-by-step information and thoughtful questioning strategies.
How to implement the program into my science class
How to use the book and the website for SPRINTT.
How to use a great resource
Regionally relevant material and data. Friendly presentation and intuitive program.
That the integration of indigenous and classical scientific research is possible and makes these topics relevant to my students.
That this program exists.
Incorporating climate change into the curriculum here in the Arctic.
Learned about how the students are able to do their own research paper.

Please describe how you will use SPRINTT in your classroom. What curriculum/textbook information will you replace? What parts will be an 'add on' to your current curriculum?

I would like to use most if not all of the topics that SPRINTT covers. Students will learn much better though these interactive materials than simply using a textbook.
For 5th grade I'm looking forward to the Food Web investigation, but my explorations so far in the Changing Ice/Walrus investigation are definitely something I can use this year in 5th grade. We study food webs and weather in the 5th grade and these investigations could replace those areas of our curriculum.
I would use this the last couple of months in my class. It will replace my Physical Earth Science textbook.
I will use it and add on as I go.
I will use it as stand alone units
Smart board friendly thus presentation can be made to ‘whole’ class. Students met with Glen Schuster during their class period and were quickly motivated by the relevancy of the material.
I will not replace so much as just add to my curriculum and enhance the materials I all ready cover. I would also be interested in having my students use this materials and their research to create a technology based science fair project
I only teach biology classes. While most everything in this program is connected to biology it is not focused enough on specific state Grade Level Expectations for Life Sciences to be useful to me. That being said, I may use the sections on changes in the tree line and changes in food sources for reindeer to replace the ecology sections of my biology classes. I would implement huge portions of this program if I was teaching Earth Science.
I will use it in the Earth Science portion of my science curriculum.
I will be using the research paper aspect of the program. I will also be using some of the native perspectives and stories to incorporate into my language arts courses.

What was the best aspect of the training?

Learning that there is a good resource out there that our district approves that will get kids to learn. Kids love using their computers so they will love using this interactive webpage.
The best aspect of the training was being able to go into the program, explore on our own as both a student and as a teacher. The Phase I Classroom Activities manual looks like an excellent tool.
We walked through the entire Phase 1 of the curriculum.
Doing the student lesson on walrus and sea ice.
The co-relation between the book and the web site
Pace was good and material and intuitive and was up-to-date.
The diversity of the activities and the integrated indigenous perspective in the material.
It is very relevant to our area and our kids here on the coast of Alaska above the Arctic Circle.
The sharing of ideas with other teachers.
Learning of the incorporation of the native perspective.

Please rate your understanding of how to use authentic data in the classroom before and after the training. Notice the 7-9s!

Before SPRINTT Training = 5; After SPRINTT Training = 8
Before SPRINTT Training = 6; After SPRINTT Training = 9
Before SPRINTT Training = 5; After SPRINTT Training = 8
[No Answer Entered]
Before SPRINTT Training = 8; After SPRINTT Training = 9
Before SPRINTT Training = 6; After SPRINTT Training = 9
Before SPRINTT Training = 6; After SPRINTT Training = 8
Before SPRINTT Training = 7; After SPRINTT Training = 8
Before SPRINTT Training = 6; After SPRINTT Training = 7
Before SPRINTT Training = 4; After SPRINTT Training = 8

How do you see students' experiences with this curriculum helping them to understand 'real world issues'?

The real world issues are tied right into the lessons through the interview with local Alaskan people. It does not hit much more closer to home than that.
I think my 5th graders will gain a broader perspective of the global view and an appreciation of how the rest of the world is watching OUR region for important changes. Being native to the area of study, I think they might be too close to the situation to really appreciate how important it is to the whole planet. This will help them pull back and see the BIG picture.
The students are able to see maps and how the maps change over time to actually see the glaciers melting
By actually seeing how the data relates
Greatly improved
They will be immersed in these issues and see native perspectives on many of the issues which will allow them to take ownership for these topics now and later in their educational careers.
It seems like this program would be very good at teaching kids to look at data to derive meaning from it.
The exposure to the data may make them more aware of the process of climate change.
They will be able to learn about something about their own underground backyard. They will be able to better analyze and read graphs, data table.

Please share any other comments about the SPRINTT curricular materials or training.
Most of the interviews were conducted on St. Lawrence Island. Maybe expand and interview and interact with people from all over Alaska.
This is a user-friendly, easily accessible web resource that I'm looking forward to using with my students and sharing with my colleagues.
Very good presentation

Program is easy and intuitive with the added feature the material relevant to our future. Instructor was knowledgeable and could have taken more time to present the material if allowed. This training should focus on teachers that work at schools where there is an integrated science curriculum. Useful to me would be a list of biology specific lessons that are organized by both grade level and state Grade Level

For more information, please contact Professor Veronica Arbon, veronica.arbon@deakin.edu.au

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CALL FOR PAPERS

WINHEC JOURNAL 2010 Edition

The World Indigenous Nations Higher Education Consortium invites papers for the 2010 edition of the WINHEC Journal.

The WINHEC Journal is an online and printed publication dedicated to the exploration and advancement of issues related to Indigenous education, culture and language faced by WINHEC nations and members.

The 2010 edition will be published in printed and possibly online in August 2010. The theme of this edition is Indigenous Voices, Indigenous Research.

The deadline for Papers is June 15th 2010.

For more information, including the guidelines for Papers, please contact:

Professor Veronica Arbon
veronica.arbon@deakin.edu.au
2010 Editor
Institute of Koorie education
Deakin University
Geelong, Victoria, Australia

The previous editions can be reached online at http://www.win-hec.org

For more information and winners' essays, please visit:
http://www.nativeinsight.org/

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Native Insight Competition Winners' Ideas Going to DC Seven Native Writers to Split $70,000 & Showcase Native Innovation Alaska Federation of Natives (AFN) President Julie Kitka announced the names of seven Native Insight Competition winners, who will receive $10,000 each. Their ideas will be published in Native journals and magazines across the United States, including Alaska Newspapers, Indian Affairs, Native American Times, Native Sun and Native Legacy Magazine.

The Native Insight Winners', Finalists' and Semi-Finalists' ideas will also be shared with members of the Obama Administration. "The Native community has a tremendous amount of knowledge and insight to share. We were overwhelmed by the quality and diversity of the essays submitted, and we are looking forward to helping take these great ideas to the public and the Administration," said AFN President Julie Kitka.

Nearly 300 Native thinkers from across the nation submitted "Native Insight" essays about the economy and prospects for recovery. Women submitted 58 percent of the 280 eligible Native Insight entries, and men submitted 40 percent. Alaska Natives made up 32 percent of the applicant pool, with American Indians submitting 48 percent of the entries, and Native Hawaiians 16 percent.

The competition was open to Alaska Natives, Native Hawaiians and American Indians of all ages. The 500-1,600 word essays were due September 15, 2009. Essays addressed one or more of three writing prompts focused on how the Native community can support economic renewal, what it will take for the American economy to rebound and what the American leadership can do to jumpstart recovery. Visit http://www.nativeinsight.org to read the winning essays and learn more about this exciting competition.

AFN partnered with the National Congress of American Indians, the Office of Hawaiian Affairs and the Council for Native Hawaiian Advancement to reach Native communities across the nation.

For more information, please contact Richard Smiley, smileyr@nwrel.org

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Indian Education Policies in Five Northwest Region States

In this comprehensive effort to study Indian education policies, the report categorizes the policies of five Northwest Region states based on 13 key policies identified in the literature and describes the legal methods used to adopt them, such as statutes, regulations, and executive orders. The study found that six of the key policies had been adopted by all five states: adopting academic standards for teaching students about the history and culture of America's indigenous peoples, involving Native Americans on advisory boards, promoting Native American languages through teacher certification, allowing students to learn their native language as part of their education program, and providing tuition assistance for college-bound Native American students.

To access the report, please visit:
http://ies.ed.gov/ncee/edlabs/projects/project.asp?ProjectID=187

For more information, please contact Marilyn Sigman, msigman@alaska.edu

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If you are interested in promoting Alaskan marine and climate change literacy, join SeaNET, a new listserve and networking site for scientists, educators, science communicators, and Alaskan coastal community members. The Alaska Center for Ocean Sciences Education Excellence (COSEE) has launched SeaNET and will provide regular postings of Caught in the News Net, a round-up of Alaska ocean climate change news, resources, and calendar items related to science outreach and educational and professional training opportunities. Members of the networking site can create and participate in forums and sub-groups. To join the listserve, contact Marilyn Sigman, msigman@alaska.edu, or go to http://oceanseanet.ning.com to join the networking site. COSEE-Alaska is a National Science Foundation-funded program with a focus on outreach and education about Alaska ocean climate change from perspectives of science and Alaskan Native knowledge. More information and links to educational resources are available at http://www.coseealaska.net.

For more information, please visit:
http://portal3.aihec.org/SITES/NPNH/Pages/Default.aspx

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Native Peoples Native Homelands Climate Change Workshop II
An Indigenous Response to the Challenge

November 18–21, 2009
Mystic Lake Casino Hotel, Prior Lake, MN
On the homelands of the Shakopee Mdewakanton Sioux Community

Excerpt:

Co-Chairs: Dr. Dan Wildcat (Haskell Indian Nations University) &Winona LaDuke (Honor the Earth)

More than ten years ago, Indigenous peoples came together at the first Native Peoples/Native Homelands Climate Change Workshop with the urgent message that global warming would have the greatest impact on the world's peoples and cultures most closely tied to the land.

This fall, just a few weeks before world leaders meet in Copenhagen for climate change talks, Indigenous peoples will gather for a second Climate Change Workshop. At this critical juncture in history, we will come together to share climate change knowledge and current impacts, develop avenues for meaningful inclusion in policy and discuss proactive strategies for mitigation, adaptation and building resilience in our tribal communities.

Please join the National Aeronautics and Space Administration (NASA), the Nation's Tribal Colleges and Universities (TCUs), the American Indian Higher Education Consortium (AIHEC), Haskell Indian Nations University, Honor the Earth, Indigenous Environmental Network, and Intertribal Council on Utility Policy November 18–21, 2009 at the Mystic Lake Casino Hotel on the land of the Shakopee Mdewakanton Sioux Community in Prior Lake, Minnesota for the Native Peoples and Native Homelands Climate Change Workshop II.

For more information, please contact Brenda Cox, anbkc@uaa.alaska.edu.

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University of Alaska Anchorage
School of Nursing
RRANN Program

UAA School of Nursing seeks an individual who will establish and maintain contact with prospective students interested in nursing as a career. Establish contact and maintain on-going supportive relationships with nursing students; assist them to effectively access and utilize resources that promote comfort, success and retention. Identify obstacles and work collaboratively with project staff to resolve issues that threaten student success and retention. Monitor student progress toward gaining admission to the clinical major. Work with project staff to establish procedures and eligibility guidelines for student stipends. Participate in setting, implementing and meeting project goals. Contribute to development of grant proposals. The Student Services Professional 1 position is part time, 10 months, and located in Fairbanks, AK. Posting #0058458

For more information: https://ww.uakjobs.com UAA is an AA/EO employer & educational intuition. Applications for employment are subject to public disclosure under the Alaska Public Records Act.

For more information, please contact Brenda Cox, anbkc@uaa.alaska.edu.