2024-03-29T15:21:26Zhttps://kuscholarworks.ku.edu/oai/requestoai:kuscholarworks.ku.edu:1808/310662021-01-09T09:00:47Zcom_1808_1815com_1808_13733com_1808_54col_1808_19344col_1808_13734
Alexander, Steven M.
Provencher, Jennifer F.
Henri, Dominique A.
Taylor, Jessica J.
Lloren, Jed Immanuel
Nanayakkara, Lushani
Johnson, Jay T.
Cooke, Steven J.
2021-01-08T19:14:34Z
2021-01-08T19:14:34Z
2019-11-14
Alexander, S.M., Provencher, J.F., Henri, D.A. et al. Bridging Indigenous and science-based knowledge in coastal and marine research, monitoring, and management in Canada. Environ Evid 8, 36 (2019). https://doi.org/10.1186/s13750-019-0181-3
http://hdl.handle.net/1808/31066
10.1186/s13750-019-0181-3
https://orcid.org/0000-0001-9285-879X
https://orcid.org/0000-0002-4972-2034
https://orcid.org/0000-0002-1280-1919
https://orcid.org/0000-0002-2080-6437
https://orcid.org/0000-0002-1925-9579
https://orcid.org/0000-0002-1651-9187
https://orcid.org/0000-0002-5407-0659
This work is licensed under a Creative Commons Attribution 4.0 International License.
Background
Drawing upon multiple types of knowledge (e.g., Indigenous knowledge, local knowledge, science-based knowledge) strengthens the evidence-base for policy advice, decision making, and environmental management. While the benefits of incorporating multiple types of knowledge in environmental research and management are many, doing so has remained a challenge. This systematic map examined the extent, range, and nature of the published literature (i.e., commercially published and grey) that seeks to respectively bridge Indigenous and science-based knowledge in coastal and marine research and management in Canada.
Methods
This systematic map applied standardized search terms across four databases focused on commercially published literature, carefully selected specialist websites, and two web-based search engines. In addition, reference sections of relevant review articles were cross-checked to identify articles that may not have been found using the search strategy. Search results were screened in two sequential stages; (1) at title and abstract; and (2) at full text following a published protocol. All case studies included were coded using a standard questionnaire. A narrative synthesis approach was used to identify trends in the evidence, knowledge gaps, and knowledge clusters.
Results
A total of 62 articles that spanned 71 Canadian case studies were included in the systematic map. Studies across the coastal and marine regions of Inuit Nunangat accounted for the majority of the studies. Whether the focus is on management and decision making or research and monitoring, the predominant ecological scale was at the species level, accounting for over two-thirds of the included studies. There were 24 distinct coastal and marine species of central focus across the studies. Nunavut had the greatest taxonomic coverage as studies conducted to date cover 13 different genera. The predominant methodology employed for combining and/or including Indigenous knowledge was case study design, which accounted for over half of the studies. Other methodologies employed for combining and/or including different ways of knowing included: (i) community-based participatory research; (ii) mixed methods; (iii) ethnography; and (iv) simulation modelling. There are a suite of methods utilized for documenting and translating Indigenous knowledge and an equally diverse tool box of methods used in the collection of scientific data. Over half of the case studies involved Indigenous knowledge systems of the Inuit, while another significant proportion involved Indigenous knowledge systems of First Nations, reflecting 21 unique nations. We found that demographics of knowledge holders were generally not reported in the articles reviewed.
Conclusions
The results of this systematic map provide key insights to inform and improve future research. First, a variety of methodologies and methods are used in these types of studies. Therefore, there is a need to consider in more detail how Indigenous and science-based knowledge systems can be respectively bridged across subjects while also recognizing specific place-based needs of Indigenous communities. Second, the work highlights the need to better report the demographics of knowledge holders. Further inquiry focused on the extent of knowledge co-production and assessing Indigenous participation across different stages of the research process would serve the research community well to improve future research and monitoring in support of, and to strengthen, evidence-based environmental management.
BMC
© The Author(s) 2019.
http://creativecommons.org/licenses/by/4.0/
openAccess
Coastal management
Indigenous knowledge systems
Integrative research
Marine management
Monitoring
Systematic map
Canada
Ecological research
Traditional ecological knowledge
Bridging Indigenous and science-based knowledge in coastal and marine research, monitoring, and management in Canada
Article
Johnson, Jay T.
Geography & Atmospheric Science
Scholarly/refereed, publisher version
This item meets KU Open Access policy criteria.
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2021-01-09 03:00:47.531
open access
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oai:kuscholarworks.ku.edu:1808/88082019-04-12T14:30:03Zcom_1808_7105com_1808_1815com_1808_5724com_1808_13733com_1808_54col_1808_7108col_1808_19344col_1808_8809col_1808_13734
Johnson, Jay T.
2012-03-19T18:22:10Z
2012-03-19T18:22:10Z
2008
Johnson, Jay T. 2008. Kitchen Table Discourse: negotiating the ‘Tricky Ground’ of Indigenous research. American Indian Culture and Research Journal 32 (3): 127-137.
http://hdl.handle.net/1808/8808
This is the publisher's version originally published in the American Indian Culture and Research Journal, volume 32, number 3, by the American Indian Studies Center at UCLA.
en
University of California
http://www.books.aisc.ucla.edu/toc/aicrjv32n3.html
Kitchen Table Discourse: Negotiating the “Tricky Ground” of Indigenous Research
Article
openAccess
Johnson, Jay T.
Geography
fullparticipation
Scholarly/refereed, publisher version
This item meets KU Open Access policy criteria.
ORIGINAL
V32-3-08Johnson.pdf
V32-3-08Johnson.pdf
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1808/8808
oai:kuscholarworks.ku.edu:1808/8808
2019-04-12 09:30:03.801
open access
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oai:kuscholarworks.ku.edu:1808/89522019-04-12T14:43:34Zcom_1808_7105com_1808_1815com_1808_5724com_1808_13733com_1808_54col_1808_7108col_1808_19344col_1808_8809col_1808_13734
Johnson, Jay T.
Hi‘iaka Working Group
2012-04-12T22:51:30Z
2012-04-12T22:51:30Z
2011-09
Johnson, Jay T. 2011. Indigenous Knowledges Driving Technological Innovation. AAPI Nexus: Asian Americans & Pacific Islanders Policy, Practice and Community 9 (1-2): 241-248.
http://hdl.handle.net/1808/8952
This is the published version, available from the publisher at http://www.aasc.ucla.edu/archives/nexusv9n1_2.asp .
This policy brief explores the use and expands the conversation on the ability of geospatial technologies to represent Indigenous cultural knowledge. Indigenous peoples’ use of geospatial
technologies has already proven to be a critical step for protecting tribal self-determination. However, the ontological frameworks and techniques of Western geospatial technologies differ from those of Indigenous cultures, which inevitably lead to mistranslation and misrepresentation when applied to cultural knowledge.
The authors advocate the creation of new technologies that are more conducive to Indigenous ontologies and epistemologies in an effort to break down the barriers to the expression and preservation of cultural heritage and cultural survival.
UCLA Asian American Studies Center Press
http://www.aasc.ucla.edu/aascpress/nexus9_1_2_full.pdf
Indigenous Knowledges Driving Technological Innovation
Article
openAccess
Johnson, Jay T.
Geography
Global Indigenous Nations
fullparticipation
Scholarly/refereed, publisher version
This item meets KU Open Access policy criteria.
LICENSE
license.txt
license.txt
text/plain
2569
https://kuscholarworks.ku.edu/bitstream/1808/8952/2/license.txt
c51a2a8181b7df93e55a9d6314ced7e1
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oai:kuscholarworks.ku.edu:1808/137442022-07-18T20:29:38Zcom_1808_7105com_1808_1815com_1808_54com_1808_13733col_1808_7108col_1808_19344col_1808_15276col_1808_13734
Johnson, Jay T.
Louis, Renee Pualani
Kliskey, Andrew
2014-05-27T16:36:07Z
2014-05-27T16:36:07Z
2014-05-27
Johnson, Jay T, Renee Pualani Louis, and Andrew Kliskey. Weaving Indigenous and Sustainability Sciences: Diversifying our Methods (WIS2DOM) Workshop, sponsored by the National Science Foundation (2014).
http://hdl.handle.net/1808/13744
The report is organized into five sections:
Part I outlines the strengths and limitations of sustainability science in sustaining resilient landscapes; provides a brief introduction to the development of sustainability science over the past two decades; addresses the
strengths identified by participants (a transdisciplinary approach, systems framework, scientific method and
measurement); as well as the weaknesses (politics of science, economics of sustainability management, scalar
applications of sustainability science).
Part II identifies the strengths and limitations of Indigenous science in sustaining resilient landscapes; provides a brief introduction to the development of Indigenous science within the academy over the past two decades;
address the strengths identified by participants (deep-spatial knowledge, long-term observations, an ethos of reciprocal appropriation); as well as the weaknesses (issues related to translation, finding common ground).
Part III explores successful collaborations between Indigenous and sustainability sciences in sustaining resilient landscapes; relevant theoretical work on Indigenous science and traditional ecological knowledge are referenced
alongside participants’ contributions.
Part IV discusses protocols necessary for successful collaborations between Indigenous and sustainability sciences in sustaining resilient landscapes; participant discussions regarding research protocols, principles and practices are described.
Part V contains recommendations to Indigenous and sustainability scientists as well as to funding agencies,
including NSF, for fostering collaboration between Indigenous communities and scholars and sustainability scientists, encouraging Indigenous community research leadership with an emphasis on mentoring future Indigenous scholars, and further discussions and research into appropriate research principles, protocols, and practices in order to aid collaborations.
This report summarizes the findings of the February 13-16, 2013 workshop, entitled Weaving Indigenous and Sustainability Sciences to Diversify our Methods (WIS2DOM), held in Olympia, Washington at The Evergreen State University’s Longhouse. The workshop was funded by an NSF grant from the Arctic Social Sciences Program to Drs.
Jay T. Johnson and Renee Pualani Louis, University of Kansas; and Andrew Kliskey, University of Alaska-Anchorage. The purpose of the workshop was to challenge key thinkers in the areas of Indigenous and sustainability
sciences to cultivate mutually conducive and appropriate principles, protocols, and practices that address our common concern to sustain resilient landscapes in the midst of rapid environmental change.
The WIS2DOM workshop brought together an internationally diverse set of Indigenous academics and community
scholars with non-Indigenous academics interested in advancing this discussion. Workshop participants were asked to address the following four questions in their short papers and workshop deliberations:
1. What are the strengths of these two paradigms of science in sustaining resilient landscapes?
2. What are the limitations of these two paradigms of science in successfully sustaining resilient landscapes?
3. How can these two paradigms collaborate in their efforts toward sustaining resilient landscapes?
4. What protocols will aid in the collaboration of these two paradigms toward sustaining resilient
landscapes?
National Science Foundation
en_US
Indigenous Studies
Sustainable landscapes
Weaving Indigenous and Sustainability Sciences: Diversifying our Methods (WIS2DOM) Workshop
Technical Report
openAccess
na
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oai:kuscholarworks.ku.edu:1808/321482021-10-14T08:02:56Zcom_1808_1815com_1808_13733com_1808_54col_1808_19344col_1808_13734
Johnson, Jay T.
2021-10-13T18:34:43Z
2021-10-13T18:34:43Z
2021-08-25
Johnson, J.T. (2021). Mentoring Our Own Native Scientists: 2021 MOONS Workshop Report. Lawrence, Kansas, September 19-21, 2018. The Center for Indigenous Research, Science, and Technology. KU ScholarWorks: http://hdl.handle.net/1808/32148
http://hdl.handle.net/1808/32148
The Mentoring Our Own Native Scientists (MOONS) workshop took place from September 19-21, 2018 at Haskell Indian Nations University (HINU). The purpose of the MOONS workshop was to discuss the many challenges Native students face along the academic path toward advanced STEM degrees, and possible solutions, such as mentorship and alliance building. There were 37 participants in the MOONS workshop who represented 25 institutions, of which 11 were minority serving institutions and three were international. There were 12 guest speakers, including four speakers from KU and HINU, three speakers from Hawaiʻi, and one from New Zealand. Additionally, three student associates assisted with notetaking and the recording of sessions.
The MOONS workshop was structured through a framework of identified challenges that prevent Native students from applying for, and completing STEM graduate degrees, and discussions that analyze potential solutions. The MOONS workshop participants identified and engaged in a discussion of four (4) challenge-based questions:
1. How to prepare Native undergraduates for graduate study?
2. What goes into developing and running an Indigenous student mentoring network?
3. How to assist non-Native and Native faculty in becoming advocates and mentors for Native students?
4. How to work with ‘gatekeepers’ within academia and to build alliances with Native organizations?
The discussions and findings from the workshop were compiled in to the MOONS Report, which includes recommendations for the four (4) challenge-based questions.
The goal of the MOONS workshop was to inform the Facilitating Indigenous Research, Science, and Technology (FIRST) Network of scholars, and other Native scientists, currently working on these issues with innovative ideas to aid in these efforts. The FIRST Network is an interdisciplinary group of Native scholars all working at the intersection of Indigenous and Western scientific traditions to explore how Indigenous communities are utilizing both traditions to meet their research needs, particularly regarding their efforts to sustain resilient ecosystems. The overall goal of this Network is to develop strategies for meeting the research needs of Indigenous communities, including the capacity to lead their own research initiatives.
National Science Foundation (RCN: Facilitating Indigenous Research, Science, and Technology, PLR-1417767)
University of Kansas
Haskell Indian Nations University
University of Missouri
First Alaskans Institute.
University of Kansas, The Center for Indigenous Research, Science, and Technology
Copyright 2021 The Center for Indigenous Research, Science, and Technology
openAccess
Indigenous Studies
Mentoring
Mentoring Our Own Native Scientists: 2021 MOONS Workshop Report
Technical Report
Johnson, Jay T.
Geography
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oai:kuscholarworks.ku.edu:1808/173802019-04-12T14:39:45Zcom_1808_7105com_1808_1815com_1808_13733com_1808_54col_1808_7108col_1808_19344col_1808_13734
Whyte, Kyle Powys
Brewer, Joseph P., II
Johnson, Jay T.
2015-04-10T22:18:17Z
2015-04-10T22:18:17Z
2015-04-02
Whyte, Kyle Powys, Joseph P. Brewer II, Jay T. Johnson. 2015. Weaving Indigenous science, protocols and sustainability science. Sustainability Science 37 (5): 691-700.
http://hdl.handle.net/1808/17380
10.1007/s11625-015-0296-6
This is the author's accepted manuscript, made available with the permission of the publisher.
The proceedings of the National Science Foundation supported WIS2DOM workshop state that sustainability scientists must respect the “protocols” of practitioners of Indigenous sciences if the practitioners of the two knowledge systems are to learn from each other. Indigenous persons at the workshop described protocols as referring to attitudes about how to approach the world that are inseparable from how people approach scientific inquiry; they used the terms caretaking and stewardship to characterize protocols in their Indigenous communities and nations. Yet sustainability scientists may be rather mystified by the idea of protocols as a necessary dimension of scientific inquiry. Moreover, the terms stewardship and caretaking are seldom used in sustainability science. In this case report, the authors seek to elaborate on some possible meanings of protocols for sustainability scientists who may be unaccustomed to talking about stewardship and caretaking in relation to scientific inquiry. To do so, the authors describe cases of Indigenous protocols in action in relation to scientific inquiry in two Indigenous-led sustainability initiatives in the Great Lakes/Midwest North American region. We claim that each case expresses concepts of stewardship and caretaking to describe protocols in which humans approach the world with the attitude of respectful partners in genealogical relationships of interconnected humans, non-human beings, entities and collectives who have reciprocal responsibilities to one another. We conclude with a discussion of the implications of Indigenous protocols for future dialog between practitioners of sustainability and Indigenous sciences.
National Science Foundation
Springer
Environmental Management
Climate Change Management and Policy
Environmental Economics
Landscape Ecology
Sustainable Development
Public Health
Traditional ecological knowledge
Indigenous science
Reciprocity
Guardianship
Caretaking
Stewardship
Sustainability science
Meskawki
Anishinaabe
Ethics
Weaving Indigenous science, protocols and sustainability science
Article
openAccess
Brewer, Joseph P.
Johnson, Jay T.
Environmental Studies
Geography
Scholarly/refereed, author accepted manuscript
This item meets KU Open Access policy criteria.
TEXT
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open access
KU ScholarWorks
lib-it-server-appl-support@ku.edu
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oai:kuscholarworks.ku.edu:1808/158522019-04-12T14:32:38Zcom_1808_7105com_1808_1815com_1808_13733com_1808_54col_1808_7108col_1808_19344col_1808_13734
Johnson, Jay T.
Louis, Renee Pualani
Pramono, Albertus Hadi
2014-11-25T16:11:14Z
2014-11-25T16:11:14Z
2005-01-01
Johnson, Jay T.; Louis, Renee Pualani; Pramono, Albertus Hadi. (2005). "Facing the Future: Encouraging Critical Cartographic Literacies In Indigenous Communities." ACME: An International E-Journal of Critical Geographies, 4(1):80-98. http://www.acme-journal.org/volume4-1.html
1492-9732
http://hdl.handle.net/1808/15852
This is the publisher's version, also available electronically from http://www.acme-journal.org/volume4-1.html.
As Indigenous academics researching and participating with various mapping initiatives, we have began to perceive that while many Indigenous communities have a long history of using Western cartographic techniques, including GIS, in their efforts to establish land claims, map culturally important sites and protect community resources, they were not critically aware of the science with which they are engaged. We have established our goal to assist and encourage the development of a critical literacy in cartography within Indigenous communities. We use the term literacy not to imply an ability to read and write, rather we are engaging the part of the word’s etymology which recognizes having competence in a system of knowledge. Western cartography is a complex knowledge system with a long history, much of its last 500 years being involved in furthering the colonial exploits of European crowns. Using the work of Paulo Freire (2000) on critical consciousness as a foundation, we have taken this concept a step further to describe a critical cartographic literacy which recognizes that as J. B. Harley states, “[m]aps are never value-free images… [c]artography can be ‘a form of knowledge and a form of power’ (1988).” Our article explores our development of a critical cartographic consciousness in order to aid Indigenous communities in how they engage with one of the most prevalent informational technologies currently in use in many of these communities’ modern cartography/GIS.
University of British Columbia, Okanagan
http://www.acme-journal.org/volume4-1.html
Facing the Future: Encouraging Critical Cartographic Literacies In Indigenous Communities
Article
openAccess
Johnson, Jay T.
Geography
Scholarly/refereed, publisher version
This item does not meet KU Open Access policy criteria.
ORIGINAL
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JohnsonJ_ACME_4(1)80.pdf.txt
JohnsonJ_ACME_4(1)80.pdf.txt
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Johnson, Jay T.
Brewer, Joseph P., II
Nelson, Melissa K.
Palmer, Mark H.
Louis, Renee Pualani
2023-06-05T23:41:28Z
2023-06-05T23:41:28Z
2023-05-23
Johnson, J. T., Brewer, J. P., Nelson, M. K., Palmer, M. H., & Louis, R. P. (2023). Indigenous research sovereignties: Sparking the deeper conversations we need. Environment and Planning F, 2(1-2). https://doi.org/10.1177/26349825231163149
https://hdl.handle.net/1808/34269
10.1177/26349825231163149
https://orcid.org/0000-0003-2502-2719
This article is part of the Environment and Planning F: Philosophy, Theory, Models, Methods and Practice special issue on ‘Indigenous Research Sovereignty’, edited by Jay T. Johnson, Joseph P. Brewer II., Melissa K. Nelson, Mark H. Palmer, and Renee Pualani Louis.
This article seeks to spark a conversation and further debate through the 15 papers and 3 commentaries comprising this special issue entitled “Indigenous Research Sovereignty.” By inviting the authors to publish in this special edition and address Indigenous Research Sovereignty from a variety of viewpoints, we have brought together a collection that inspires, transforms, and expands on the ways in which Indigenous and non-Indigenous researchers are engaging with Indigenous communities to address the research agendas of communities across the globe. Through our work together over the past 8 years, the editorial team have identified eight themes within this broad concept of Indigenous Research Sovereignty. This article provides an introduction to those eight themes in the broadest strokes, while the papers and commentaries explore and refine them with significant depth. We seek to spark a conversation, we do not intend to provide answers to any of the dilemma facing Indigenous communities as they engage, or choose not to engage, in research. Our primary goal is to express an all-encompassing concern for the protection of Indigenous Communities’ inherent rights and knowledges.
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The guest editors acknowledge financial support for the FIRST Network by the United States National Science Foundation through grant number 1417767.
Sage
Copyright 2023, The Authors. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
http://creativecommons.org/licenses/by-nc/4.0/
openAccess
Indigenous methods
Indigenous research
Indigenous geographies
Indigenous research sovereignties: Sparking the deeper conversations we need
Article
Johnson, Jay T.
Geographic & Atmospheric Science
Scholarly/refereed, publisher version
This item meets KU Open Access policy criteria.
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Johnson, Jay T.
Brewer, Joseph P., II
Nelson, Melissa K.
Palmer, Mark H.
Louis, Renee Pualani
2023-06-05T23:25:39Z
2023-06-05T23:25:39Z
2023
https://hdl.handle.net/1808/34268
https://orcid.org/0000-0003-2502-2719
This is the 2023 special issue about Indigenous Research Sovereignty published in the journal Environment and Planning F: Philosophy, Theory, Models, Methods, and Practice, volume 2, numbers 1-2. It was edited by Jay T. Johnson, Joseph P. Brewer II, Melissa K. Nelson, Mark H. Palmer and Renee Pualani Louis.
Sage
https://journals.sagepub.com/home/epf
Copyright 2023, The Authors. All articles in the issue are licensed with Creative Commons licenses, though the licenses vary. Please check the title page of each article to see the license for that article.
openAccess
Indigenous research
Environment and Planning F: Special issue on Indigenous Research Sovereignty
Edited volume
Johnson, Jay T.
Geographic & Atmospheric Science
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oai:kuscholarworks.ku.edu:1808/191972023-06-07T18:27:39Zcom_1808_1815com_1808_13733com_1808_54col_1808_19344col_1808_13734
Vanderveen, Cornelis J.
Stearns, Leigh A.
Johnson, Jesse
Csatho, Beata
2015-12-16T16:25:30Z
2015-12-16T16:25:30Z
2014-12
Veen, C. J. Van Der, L. A. Stearns, J. Johnson, and B. Csatho. "Flow Dynamics of Byrd Glacier, East Antarctica." Journal of Glaciology 60.224 (2014): 1053-064. http://dx.doi.org/10.3189/2014JoG14J052
http://hdl.handle.net/1808/19197
10.3189/2014JoG14J052
This is the published version. Copyright 2014
Force-balance calculations on Byrd Glacier, East Antarctica, reveal large spatial variations in the along-flow component of driving stress with corresponding sticky spots that are stationary over time. On the large scale, flow resistance is partitioned between basal (∼80%) and lateral (∼20%) drag. Ice flow is due mostly to basal sliding and concentrated vertical shear in the basal ice layers, indicating the bed is at or close to the pressure-melting temperature. There is a significant component of driving stress in the across-flow direction resulting in nonzero basal drag in that direction. This is an unrealistic result and we propose that there are spatial variations of bed features resulting in small-scale flow disturbances. The grounding line of Byrd Glacier is located in a region where the bed slopes upward. Nevertheless, despite a 10% increase in ice discharge between December 2005 and February 2007, following drainage of two subglacial lakes in the catchment area, the position of the grounding line has not retreated significantly and the glacier has decelerated since then. During the speed-up event, partitioning of flow resistance did not change, suggesting the increase in velocity was caused by a temporary decrease in basal effective pressure.
International Glaciological Society
ANTARCTIC GLACIOLOGY
GLACIER FLOW
ICE DYNAMICS
Flow dynamics of Byrd Glacier, East Antarctica
Article
openAccess
Vanderveen, Cornelis J.
Geography & Atmospheric Scienc
Scholarly/refereed, publisher version
This item meets KU Open Access policy criteria.
LICENSE
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1808/19197
oai:kuscholarworks.ku.edu:1808/19197
2023-06-07 13:27:39.347
open access
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