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8791 NAC Ann Rep Eng:9916 NAC Ann Rep Inuk Eng
ANNUAL REPORT MOVE FORWARD WITH US 2005-2006 Grise Fiord Resolute Nanisivik Pond Inlet Arctic Bay Clyde River Qikiqtarjuaq Cambridge Bay Igloolik Taloyoak Hall Beach Pangnirtung Gjoa Haven Kugluktuk Kugaaruk Iqaluit Repulse Bay Cape Dorset Kimmirut Baker Lake Coral Harbour Chesterfield Inlet Rankin Inlet Whale Cove Arviat Sanikiluaq Head Office Campus Locations Community Learning Centre Nunavut Research Institute Research Centres On the Cover: Stephanie Taptuna, Office Administration Certificate Program. Letter of Transmittal am pleased to forward the Annual Report for Nunavut Arctic College (NAC) for The Board understands the vital role Nunavut Arctic College plays in the Ithe period July 1st 2005 – June 30th, 2006. This report includes copies of the development of Nunavut and is committed to providing the leadership needed College’s financial statements, as well as highlights of activities and to ensure the College provides quality post-secondary training in a fiscally accomplishments during the year. responsible manner. This year’s report shows that Nunavut Arctic College is in a much stronger The Board of Governors of Nunavut Arctic College looks forward to financial position than in previous years and, as a result, the deficit accumulated continuing to work with you as we prepare the College for the future. Thank you from previous years has been eliminated. Increased demand for programs by for the support you have provided Nunavut Arctic College over the past year. government and industry kept staff at the Regional Campuses and Learning Centers throughout Nunavut busy during the 2005-2006 academic year. Sincerely, Partnerships with the Regional Inuit Organizations made it possible to offer employment related programs in communities in every region. -
Inuit Students' Experiences of Postsecondary Education
Qallunaaliaqtut: Inuit Students’ Experiences of Postsecondary Education QALLUNAALIAQTUT: INUIT STUDENTS’ EXPERIENCES OF POSTSECONDARY EDUCATION IN THE SOUTH THIERRY RODON Université Laval FRANCIS LÉVESQUE Université du Québec en Abitibi-Témiscamingue SHEENA KENNEDY DALSEG Carleton University ABSTRACT. The purpose of this study was to learn from the experiences of post- secondary Inuit students from Canada. Through surveys, interviews, and focus groups, we realized that despite the challenges associated with pursuing post- secondary education in the South, most respondents perceived their experience to be positive. Lack of access to sufficient and equitable funding was perceived by respondents to be a significant barrier, as was the lack of readily available information for prospective students from Inuit Nunangat. We conclude with a brief discussion of possible actions for improving access to university education in Inuit Nunangat, notably that governments should not only focus on training and should develop programs that reflect Inuit students’ needs and aspirations. QALLUNAALIAQTUT: L’EXPÉRIENCE DES ÉTUDIANTS INUITS DANS LES ÉTABLISSEMENTS POSTSECONDAIRES DU SUD RÉSUMÉ. L’objectif de cette étude est de mieux comprendre l’expérience des étu- diants inuits du Canada. Au moyen d’enquêtes, d’entrevues et de groupe focus, on constate qu’en dépit des défis importants rencontrés par ces étudiants, leur expérience est globalement positive. Les participants ont toutefois noté que le manque de financement et le manque d’information sur les études postsecon- daires étaient les obstacles les plus importants. En conclusion, on explore les actions qui permettraient d’améliorer l’accès aux études postsecondaires dans l’Inuit Nunangat, en insistant notamment sur le fait que l’on ne doit pas se concentrer uniquement sur les programmes professionnels, mais que l’on doit aussi répondre aux besoins et aspirations des étudiants inuits. -
Analysis of Aboriginal Health Careers Education and Training Opportunities
ANALYSIS OF ABORIGINAL HEALTH CAREERS EDUCATION AND TRAINING OPPORTUNITIES January 2003 TABLE OF CONTENTS GLOSSARY OF TERMS AND ACRONYMS 4 EXECUTIVE SUMMARY 6 SECTION 1 INTRODUCTION: THE WHY AND HOW OF THE SCAN 7 Scope and Purpose 8 Methodology 9 SECTION 2 ISSUES SURROUNDING ABORIGINAL HEALTH CAREERS The Aboriginal Population and the Labour Force 10 SECTION 3 EXPLAINING LOW EDUCATIONAL ATTAINMENT 12 Aboriginal students’ schooling experience 13 Aboriginal children and the public school system 16 Aboriginal schools 20 SECTION 4 IMPROVING THE EDUCATION OF ABORIGINAL CHILDREN AND ADULTS Indian and Northern Affairs Canada and the education of Aboriginal Children 23 The Aboriginal Education Enhancements Program 24 The Emergence and Growth of Aboriginal Education Institutes 26 SECTION 5 ABORIGINAL HEALTH STATUS 32 SECTION 6 ABORIGINAL PEOPLE AND THE HEALTH PROFESSIONS Personnel shortages in Aboriginal communities 37 Concurrent use of Indigenous medicine 38 Cultural clash 39 Communications difficulties 39 SECTION 7 FINANCIAL CHALLENGES 41 1 SECTION 8 ABORIGINAL RECRUITMENT STRATEGIES IN POST-SECONDARY INSTITUTIONS 45 Designated seats 46 Aboriginal student centers and liaison officers 47 Introductory programs for Aboriginal high school students 50 Supportive environments 51 Access programs 52 Partnership programs 55 SECTION 9 THE NEED FOR OCCUPATIONAL STANDARDS AND ACCREDITATION IN THE PARA-PROFESSIONS 57 SECTION 10 IDENTIFICATION OF PROGRAMMING GAPS 59 Potential next steps for NAHO’s Object 4 Working Group 61 BIBLIOGRAPHY 62 ENDNOTES 70 2 TO THE READER – A NOTE CONCERNING TERMINOLOGY Terms used in the entries for programs and schools are those used by the institutions in question, whether the terms are accurate or outdated. A sincere attempt was made to determine if each institution’s programs and services were inclusive of all Aboriginal Peoples (Inuit, Métis and First Nations) or designed to meet the specific needs of a specific community or nation. -
1. Executive Summary
1. Executive Summary Introduction This report provides results from a study undertaken by Aarluk Consulting Inc. to evaluate the campus-based and community-based Nunavut Teacher Education Program (NTEP/CTEP). This evaluation was conducted for Nunavut Arctic College (NAC). Evaluation Profile The evaluation research was overseen by a Steering Committee consisting of representatives of the Nunavut Department of Education, Nunavut Arctic College and Nunavut Tunngavik Inc. This study was primarily qualitative in nature with research activities that included a literature and file review; interviews in English and Inuktitut with thirty one key respondents including Government of Nunavut (GN) officials, NTEP and NAC staff, students, union officials and Inuit organizations involved in the program; surveys of school principals (13 of 42 responded) and five focus group with DEA chairs (24 respondents), and regional school operations staff (5 respondents). Focus groups with a panel of experts chosen by the Steering Committee and students had been planned, but did not happen due to conflicting schedules. However, 5 of the 6 members of the panel of experts were interviewed individually. Limitations on the research included the fact that the number of students surveyed was statistically too small to make generalizations about student perspectives in general, 3 Nunavut respondents were unavailable during the scheduled interviewing period and that there was little historical data on the results and impacts of the program making it difficult to provide trend analysis of NTEP performance indicators. The Nunavut Teacher Education Program The Nunavut Teacher Education Program began in 1979 as the Eastern Arctic Teacher Education Program (EATEP). An affiliation was established with McGill University soon after (in 1981). -
NWT/NU Spills Working Agreement
NORTHWEST TERRITORIES–NUNAVUT SPILLS WORKING AGREEMENT Updated October 2014 This page intentionally left blank. TABLE OF CONTENTS Section Content Page Cover Front Cover 1 Cover Inside Front Cover 2 Introductory Table of Contents 3 Introductory Record of Amendments 3 1. Introduction/Purpose/Goals 4 2. Parties to the Agreement 5 3. Letter of Agreement 6 - Background 6 - Lead Agency Designation and Contact 6 - Lead Agency Responsibilities 6 - General 7 4. Signatures of Parties to the Agreement 8 5. Glossary of Terms 9 Table 1A Lead Agency Designation for Spills in the NT and NU 10 Table 1B Lead Agency Designation for NT Airport Spills 14 Table 1C Lead Agency Designation for NU Airport Spills 14 Table 1D Territorial Roads and Highways in the NT 15 Table 1E Territorial Roads in NU 15 Table 2 General Guidelines for Assessing Spill Significance and Spill File Closure 16 Table 3 Spill Line Contract and Operation 17 Appendix A Schedule 1 - Reportable Quantities for NT-NU Spills 18 Appendix B Spill Line Report Form 20 Appendix C Instructions for Completing the NT/NU Spill Report Form 21 Appendix D Environmental Emergencies Science Table (Science Table) 22 RECORD OF AMENDMENTS * No. Amendment Description Entered By / Date Approved By / Date 1 GNWT spills response structure changed on April 1. 2014 to reflect the changes of devolution. Departments of Industry Tourism and Investment and Lands were added to the NT/NU SWA 2 Environment Canada nationally restructured their spill response structure in 2012. 3 4 5 6 7 8 9 10 * Starting in 2015, the NT/NU SWA will be reviewed and updated annually during the Fall NT/NU Spills Working Group meeting. -
Promises and Challenges of Achieving Racial Equality in Legal Education in Canada
PROMISES AND CHALLENGES OF ACHIEVING RACIAL EQUALITY IN LEGAL EDUCATION IN CANADA Elizabeth Adjin-Tettey & Maneesha Deckha* This paper considers the challenges law school actors (students, faculty, ad- ministrators) face in countering the hegemonic whiteness of Canadian law schools. In examining both admissions policies as well as current dominant law school cul- tures, the authors reveal how Canadian law schools can act as sites of institutional racism and provide suggestions on how to meaningfully diversify law schools in order to create a more egalitarian society. Part I of the paper focuses on admis- sions policies. The authors discuss the need for affirmative action and analyze dif- ferent options for implementing racial balance in the admissions process. The pa- per also provides insights relating to the need for outreach and recruitment of racialized students as well as considers the way the racialization of poverty may impact attempts to achieve racial equality in legal education. Part II of the paper focuses on the cultural norms that permeate law schools and the difficulties they pose to racialized students and faculty. Specific problematic practices relating to academic support, curriculum content, classroom dynamics, pedagogy, evaluation and administration are identified and concrete steps that law schools can adopt in these areas to achieve greater racial balance are offered. The paper ends by high- lighting the importance of racial equality in legal education to the broader goal of achieving a socially just society. Le pr´esent article porte sur les d´efis que doivent relever les diff´erents acteurs des facult´es de droit (les etudiants,´ le corps professoral, les administrateurs) en ce qui a trait a` l’h´eg´emonie des Blancs au sein des facult´es de droit au Canada. -
Nunavut Arctic College, Or NAC, Is a Welcome Public Agency of the Government of A
YOUR FUTURE STARTS NOW. EMPOWERING NUNAVUMMIUT THROUGH POST-SECONDARY EDUCATION ACADEMIC CALENDAR 2019-2020 - VIEW BOOK Table of CONTENT’S Who we are About NAC Nunavut Arctic College, or NAC, is a welcome public agency of the Government of a. Message from NAC 05 Nunavut that was created through the Nunavut Arctic College Act on January b. Our Locations 06 1st, 1995 and services the largest Everything you c. Guide to Programs 08 post-secondary service region in Canada. need to be great is Our Programs already within you. What we do a. Our Programs 10 We help you b. Health & Wellness 16 The College responds to the adult and post-secondary educational needs of c. Trades & Technology 30 discover it. Nunavummiut through its President, d. Education, University & Inuit Studies 72 Board of Governors, and the Minister e. Business & Leadership 100 Responsible for Nunavut Arctic College. f. Community & Distance Learning 112 YOUR FUTURE HELLO... STARTS HERE! Message from NAC We are proud to We believe in everyone’s uniqueness, individuality, and gifts. Nunavut serve the people of Arctic College is aware of the potential in every learner and is committed Nunavut. to strengthening the people and the communities of Nunavut by providing life-long learning opportunities. OUR MISSION: To strengthen ABOUT US: The College responds the people and the communities of to the adult and post-secondary Nunavut by providing life-long learning educational needs of Nunavummiut opportunities for adult Nunavummiut through its President, Board by delivering high quality adult of Governors, and the Minister education programs developed with Responsible for Nunavut Arctic input from our partners throughout The College is comprised of the Arctic and Canada, and by making approximately 250 staff spread the benefits of Inuit traditional across all 25 communities of Nunavut. -
A Critical Exploration of Outsider Course Enrollment in Canadian Legal Education Natasha Bakht
Osgoode Hall Law Journal Volume 45, Number 4 (Winter 2007) Article 4 Law and Feminism Guest Editor: Mary Jane Mossman Counting Outsiders: A Critical Exploration of Outsider Course Enrollment in Canadian Legal Education Natasha Bakht Kim Brooks Gillian Calder Jennifer Koshan Sonia Lawrence Osgoode Hall Law School of York University, [email protected] See next page for additional authors Follow this and additional works at: http://digitalcommons.osgoode.yorku.ca/ohlj Part of the Legal Education Commons Special Issue Article Citation Information Bakht, Natasha; Brooks, Kim; Calder, Gillian; Koshan, Jennifer; Lawrence, Sonia; Mathen, Carissima; and Parkes, Debra. "Counting Outsiders: A Critical Exploration of Outsider Course Enrollment in Canadian Legal Education." Osgoode Hall Law Journal 45.4 (2007) : 667-732. http://digitalcommons.osgoode.yorku.ca/ohlj/vol45/iss4/4 This Special Issue Article is brought to you for free and open access by the Journals at Osgoode Digital Commons. It has been accepted for inclusion in Osgoode Hall Law Journal by an authorized editor of Osgoode Digital Commons. Counting Outsiders: A Critical Exploration of Outsider Course Enrollment in Canadian Legal Education Abstract In response to anecdotal concerns that student enrollment in "outsider" courses, and in particular feminist courses, is on the decline in Canadian law schools, the authors explore patterns of course enrollment at seven Canadian law schools. Articulating a definition of "outsider" that describes those who are members of groups historically lacking power in society, or traditionally outside the realms of fashioning, teaching, and adjudicating the law, the authors document the results of quantitative and qualitative surveys conducted at their respective schools to argue that outsider pedagogy remains a critical component of legal education. -
February 22, 2021
NUNAVUT HANSARD UNEDITED TRANSCRIPT MONDAY, FEBRUARY 22, 2021 IQALUIT, NUNAVUT Hansard is not a verbatim transcript of the debates of the House. It is a transcript in extenso. In the case of repetition or for a number of other reasons, such as more specific identification, it is acceptable to make changes so that anyone reading Hansard will get the meaning of what was said. Those who edit Hansard have an obligation to make a sentence more readable since there is a difference between the spoken and the written word. Debates, September 20, 1983, p. 27299. Beauchesne’s 6th edition, citation 55 Corrections: PLEASE RETURN ANY CORRECTIONS TO THE CLERK OR DEPUTY CLERK Legislative Assembly of Nunavut Speaker Hon. Paul Quassa (Aggu) Hon. David Akeeagok Joelie Kaernerk David Qamaniq (Quttiktuq) (Amittuq) (Tununiq) Deputy Premier; Minister of Economic Development and Transportation; Minister Pauloosie Keyootak Emiliano Qirngnuq of Human Resources (Uqqummiut) (Netsilik) Tony Akoak Hon. Lorne Kusugak Allan Rumbolt (Gjoa Haven) (Rankin Inlet South) (Hudson Bay) Deputy Chair, Committee of the Whole Minister of Health; Minister Deputy Speaker and Chair of the responsible for Seniors; Minister Committee of the Whole Pat Angnakak responsible for Suicide Prevention (Iqaluit-Niaqunnguu) Hon. Joe Savikataaq Deputy Chair, Committee of the Whole Adam Lightstone (Arviat South) (Iqaluit-Manirajak) Premier; Minister of Executive and Hon. Jeannie Ehaloak Intergovernmental Affairs; Minister of (Cambridge Bay) John Main Energy; Minister of Environment; Minister of Community and Government (Arviat North-Whale Cove) Minister responsible for Immigration; Services; Minister responsible for the Qulliq Minister responsible for Indigenous Hon. Margaret Nakashuk Energy Corporation Affairs; Minister responsible for the (Pangnirtung) Minister of Culture and Heritage; Utility Rates Review Council Hon. -
Tununiq-Does Not Face the Sun
Tununiq-Does Not Face the Sun “Tununiq” is the term used to describe the Pond Inlet area. Tununiq means that the community does not face the sun during the day. Bylot Island faces the sun and the temperature is much warmer than that of Pond Inlet. “The land that faces away from the sun” Nunavut Handbook. People of Pond Inlet often call themselves “Tununirmiut” and they are referred to as such by surrounding communities. Mittimatalik ( where Mittima is ) is the Inuktitut term for Pond Inlet. A person from Pond Inlet may be called “Mittimatalingmiutaq” ( place ) or “Tununirmiutaq” ( area ). A “Tununirmiutaq” may live anywhere in the Tununiq area, not necessarily in Pond Inlet. Arctic Bay is called ‘Tununirusiq’ in Inuktitut. Meaning “smaller” place that does not face the sun. Arctic Bay also faces away from the sun during the day. People living in and around Arctic Bay are also known as “ Tununirusirmiut”. The traditional name for Arctic Bay is “Ikpiarjuk” meaning pocket. There are three regions in Nunavut Territory: Qikiqtaaluk ( Baffin ), Qitirmiut (Kitikmeot), and Kivalliq (Keewatin ). Each region has its own named areas. Each of the area may contain one or more communities. Here are other areas in Nunavut that I’m aware of ( There are more): Amitturmiut Ahiarmiut Qairnirmiut Tariurmiut Akunnirmiut Uqqurmiut Quttikturmiut Tasiujarmiut Paallirmiut Akullirmiut Aivilingmiut Nattilingmiut Sikusiilarmiut Aggurmiut Qikiqtamiut Tununirmiut Tasiujarjuarmiut I can easily say that I’m Mittimatalingmiutaq ( from Pond Inlet ), Tununiq region, Nunavut territory on the North tip of Baffin Island in Canada. To make it short, I’m a proud Canadian Inuk. Elijah Tigullaraq QSO June 2010 . -
Canada's Arctic Marine Atlas
Lincoln Sea Hall Basin MARINE ATLAS ARCTIC CANADA’S GREENLAND Ellesmere Island Kane Basin Nares Strait N nd ansen Sou s d Axel n Sve Heiberg rdr a up Island l Ch ann North CANADA’S s el I Pea Water ry Ch a h nnel Massey t Sou Baffin e Amund nd ISR Boundary b Ringnes Bay Ellef Norwegian Coburg Island Grise Fiord a Ringnes Bay Island ARCTIC MARINE z Island EEZ Boundary Prince i Borden ARCTIC l Island Gustaf E Adolf Sea Maclea Jones n Str OCEAN n ait Sound ATLANTIC e Mackenzie Pe Ball nn antyn King Island y S e trait e S u trait it Devon Wel ATLAS Stra OCEAN Q Prince l Island Clyde River Queens in Bylot Patrick Hazen Byam gt Channel o Island Martin n Island Ch tr. Channel an Pond Inlet S Bathurst nel Qikiqtarjuaq liam A Island Eclipse ust Lancaster Sound in Cornwallis Sound Hecla Ch Fitzwil Island and an Griper nel ait Bay r Resolute t Melville Barrow Strait Arctic Bay S et P l Island r i Kel l n e c n e n Somerset Pangnirtung EEZ Boundary a R M'Clure Strait h Island e C g Baffin Island Brodeur y e r r n Peninsula t a P I Cumberland n Peel Sound l e Sound Viscount Stefansson t Melville Island Sound Prince Labrador of Wales Igloolik Prince Sea it Island Charles ra Hadley Bay Banks St s Island le a Island W Hall Beach f Beaufort o M'Clintock Gulf of Iqaluit e c n Frobisher Bay i Channel Resolution r Boothia Boothia Sea P Island Sachs Franklin Peninsula Committee Foxe Harbour Strait Bay Melville Peninsula Basin Kimmirut Taloyoak N UNAT Minto Inlet Victoria SIA VUT Makkovik Ulukhaktok Kugaaruk Foxe Island Hopedale Liverpool Amundsen Victoria King -
Changes in Snow, Ice and Permafrost Across Canada
CHAPTER 5 Changes in Snow, Ice, and Permafrost Across Canada CANADA’S CHANGING CLIMATE REPORT CANADA’S CHANGING CLIMATE REPORT 195 Authors Chris Derksen, Environment and Climate Change Canada David Burgess, Natural Resources Canada Claude Duguay, University of Waterloo Stephen Howell, Environment and Climate Change Canada Lawrence Mudryk, Environment and Climate Change Canada Sharon Smith, Natural Resources Canada Chad Thackeray, University of California at Los Angeles Megan Kirchmeier-Young, Environment and Climate Change Canada Acknowledgements Recommended citation: Derksen, C., Burgess, D., Duguay, C., Howell, S., Mudryk, L., Smith, S., Thackeray, C. and Kirchmeier-Young, M. (2019): Changes in snow, ice, and permafrost across Canada; Chapter 5 in Can- ada’s Changing Climate Report, (ed.) E. Bush and D.S. Lemmen; Govern- ment of Canada, Ottawa, Ontario, p.194–260. CANADA’S CHANGING CLIMATE REPORT 196 Chapter Table Of Contents DEFINITIONS CHAPTER KEY MESSAGES (BY SECTION) SUMMARY 5.1: Introduction 5.2: Snow cover 5.2.1: Observed changes in snow cover 5.2.2: Projected changes in snow cover 5.3: Sea ice 5.3.1: Observed changes in sea ice Box 5.1: The influence of human-induced climate change on extreme low Arctic sea ice extent in 2012 5.3.2: Projected changes in sea ice FAQ 5.1: Where will the last sea ice area be in the Arctic? 5.4: Glaciers and ice caps 5.4.1: Observed changes in glaciers and ice caps 5.4.2: Projected changes in glaciers and ice caps 5.5: Lake and river ice 5.5.1: Observed changes in lake and river ice 5.5.2: Projected changes in lake and river ice 5.6: Permafrost 5.6.1: Observed changes in permafrost 5.6.2: Projected changes in permafrost 5.7: Discussion This chapter presents evidence that snow, ice, and permafrost are changing across Canada because of increasing temperatures and changes in precipitation.