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Origin, Burial and Preservation of Late Pleistocene-Age Glacier Ice in Arctic
Origin, burial and preservation of late Pleistocene-age glacier ice in Arctic permafrost (Bylot Island, NU, Canada) Stephanie Coulombe1 2 3, Daniel Fortier 2 3 5, Denis Lacelle4, Mikhail Kanevskiy5, Yuri Shur5 6 1Polar Knowledge Canada, Cambridge Bay, X0B 0C0, Canada 5 2Department of Geography, Université de Montréal, Montréal, H2V 2B8, Canada 3Centre for Northern Studies, Université Laval, Quebec City, G1V 0A6, Canada 4Department of Geography, Environment and Geomatics, University of Ottawa, Ottawa, K1N 6N5, Canada 5Institute of Northern Engineering, University of Alaska Fairbanks, Fairbanks, 99775-5910, USA 6Department of Civil and Environmental Engineering, University of Alaska Fairbanks, Fairbanks, 99775-5960, USA 10 Correspondence to: Stephanie Coulombe ([email protected]) Over the past decades, observations of buried glacier ice exposed in coastal bluffs and headwalls of retrogressive thaw slumps of the Arctic indicate that considerable amounts of late Pleistocene glacier ice survived the deglaciation and are still preserved in permafrost. In exposures, relict glacier ice and intrasedimental ice often coexist and look alike but their genesis is strikingly different. This paper aims to present a detailed description and infer the origin of a massive ice body preserved in the permafrost 15 of Bylot Island (Nunavut). The massive ice exposure and core samples were described according to the cryostratigraphic approach, combining the analysis of permafrost cryofacies and cryostructures, ice crystallography, stable O-H isotopes and cation contents. The ice was clear to whitish in appearance with large crystals (cm) and small gas inclusions (mm) at crystal intersections, similar to observations of englacial ice facies commonly found on contemporary glaciers and ice sheets. -
Inuit People
Inuit People Most of these objects were made in the 19th century by the Inuit, whose name means ‘the people’. The Athabascans called their Inuit neighbours ‘Eskimo’ meaning ‘eaters of raw flesh’. The Inuit way of life was adapted to their harsh territory which stretched 6000 miles across the Arctic from the Bering Sea to Greenland. Carving 80 Chisel handle made from bone with a carved face and animal figures. Possibly from south Alaska, made before 1880. 81 Carrying strap made of hide with a carved stone toggle, made in the 19th century. 82 Smoking pipe made of ivory and decorated with whaling scenes. Made by the western Inuit in the late 19th century. 83 Ivory toggle carved in the form of a seal. Probably made by the western Inuit before 1854. 84 Ivory toggle carved in the form of a bear. Probably made by the western Inuit before 1854. Hunting 85 Snow goggles made of wood. Used in the snow like sun glasses to protect the eyes. Made by the central Inuit before 1831. 86 Bolas made of ivory balls and gut strips, from Cape Lisburn, Bering Strait, made before 1848. Thrown when hunting to entangle a bird or other quarry. 87 Harpoon head, probably for a seal harpoon. Made by the western Inuit in the 19th century. 88 Seal decoy made of wood with claws. It was Used to scratch the ice. The sound attracted seals to breathing holes. Probably made by the western Inuit in the late 19th century. 89 Bone scoop used for clearing seal breathing holes in the ice, made in the 19th century. -
Across Borders, for the Future: Torngat Mountains Caribou Herd Inuit
ACROSS BORDERS, FOR THE FUTURE: Torngat Mountains Caribou Herd Inuit Knowledge, Culture, and Values Study Prepared for the Nunatsiavut Government and Makivik Corporation, Parks Canada, and the Torngat Wildlife and Plants Co-Management Board - June 2014 This report may be cited as: Wilson KS, MW Basterfeld, C Furgal, T Sheldon, E Allen, the Communities of Nain and Kangiqsualujjuaq, and the Co-operative Management Board for the Torngat Mountains National Park. (2014). Torngat Mountains Caribou Herd Inuit Knowledge, Culture, and Values Study. Final Report to the Nunatsiavut Government, Makivik Corporation, Parks Canada, and the Torngat Wildlife and Plants Co-Management Board. Nain, NL. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise (except brief passages for purposes of review) without the prior permission of the authors. Inuit Knowledge is intellectual property. All Inuit Knowledge is protected by international intellectual property rights of Indigenous peoples. As such, participants of the Torngat Mountains Caribou Herd Inuit Knowledge, Culture, and Values Study reserve the right to use and make public parts of their Inuit Knowledge as they deem appropriate. Use of Inuit Knowledge by any party other than hunters and Elders of Nunavik and Nunatsiavut does not infer comprehensive understanding of the knowledge, nor does it infer implicit support for activities or projects in which this knowledge is used in print, visual, electronic, or other media. Cover photo provided by and used with permission from Rodd Laing. All other photos provided by the lead author. -
Snow Goggles and Limiting Sunlight
MESS E N G E R S NOW G O ggl ES Y R U A ND L IMITIN G S UN L I G HT C R E M TO N M I S S I O L E S S O N O V E RV I E W GRADE LEVEL L ESSON S UMMARY 5 - 8 Although different kinds of radiation are helpful to human activities, too much of it can be harmful. The purpose of this lesson is to illustrate the use DURATION of the scientific method to solve problems of too much radiation. By studying 1-2 hours ancient solutions to the issue of excessive sunlight on human vision, we can better understand the process of designing solutions to similar problems for spacecraft, such as the MESSENGER mission to Mercury. Students build ESSENTIAL QUESTION snow goggles similar to those used by the Inuit people. The goggles are How can the scientific method be used to solve designed to block unwanted light, while increasing the viewer’s ability to different kinds of prob- see in a bright region. Students also create their own version of the goggles lems? to improve upon existing designs. Students compare the process used to invent snow goggles with that employed by the MESSENGER mission Lesson 2 of designers. As a result, they discover that the basic principles of using the Grades 5-8 Component scientific method for solving problems are the same, regardless of whether of Staying Cool the exact solution to the problem is the same. O BJECTIVES Students will be able to: ▼ Construct snow goggles to examine an ancient solution to the problem of excess sunlight. -
Tuesday: Igloo Topic Why Can’T Penguins and Polar Bears Be Let’S Learn How to Build an Igloo Neighbours?
Monday: Inuit Snow Goggles Reception Spring Term 1 Week 5 Tuesday: Igloo Topic Why can’t penguins and Polar Bears be Let’s learn how to build an igloo Neighbours? https://www.youtube.com/watch?v=R-x5QOSqP3E The Arctic is not only cold, but the snow is also blinding. To prevent snow glare, the Inuit created snow goggles. The goggles were This week we are learning about Inuits. What would it be like to stay in an igloo? Use junk typically made out of bone or wood, and contain modelling to make an igloo. It could be large enough a slit across the eyes, just large enough to see Please complete one lesson per day. Please upload for your teddies to sit in or you could make one big through. Have a go at making some use card onto Tapestry and title it e.g. enough for you to sit in! and cut slits for the eyes. Wednesday:Inuksuk Thursday: Art Friday: PE Artist- Ted Harrison Winter Workout Watch Miss Ely’s lesson on Tapestry. Inuksuk means "a thing that can act in the place of a human being". They were used by Inuits to communicate many things such as https://www.youtube.com/watch?v=buZMJAWbY1s the best way to travel, best fishing areas, Get warm with this winter work out. You can warn of dangerous places, to show where make your own exercises up too! food is stored, to remember people or Ted Harrison was a British- Canadian artist who events, and to help hunt caribou. Have a go created colourful landscape paintings. -
Caribou (Barren-Ground Population) Rangifer Tarandus
COSEWIC Assessment and Status Report on the Caribou Rangifer tarandus Barren-ground population in Canada THREATENED 2016 COSEWIC status reports are working documents used in assigning the status of wildlife species suspected of being at risk. This report may be cited as follows: COSEWIC. 2016. COSEWIC assessment and status report on the Caribou Rangifer tarandus, Barren-ground population, in Canada. Committee on the Status of Endangered Wildlife in Canada. Ottawa. xiii + 123 pp. (http://www.registrelep-sararegistry.gc.ca/default.asp?lang=en&n=24F7211B-1). Production note: COSEWIC would like to acknowledge Anne Gunn, Kim Poole, and Don Russell for writing the status report on Caribou (Rangifer tarandus), Barren-ground population, in Canada, prepared under contract with Environment Canada. This report was overseen and edited by Justina Ray, Co-chair of the COSEWIC Terrestrial Mammals Specialist Subcommittee, with the support of the members of the Terrestrial Mammals Specialist Subcommittee. For additional copies contact: COSEWIC Secretariat c/o Canadian Wildlife Service Environment and Climate Change Canada Ottawa, ON K1A 0H3 Tel.: 819-938-4125 Fax: 819-938-3984 E-mail: [email protected] http://www.cosewic.gc.ca Également disponible en français sous le titre Ếvaluation et Rapport de situation du COSEPAC sur le Caribou (Rangifer tarandus), population de la toundra, au Canada. Cover illustration/photo: Caribou — Photo by A. Gunn. Her Majesty the Queen in Right of Canada, 2016. Catalogue No. CW69-14/746-2017E-PDF ISBN 978-0-660-07782-6 COSEWIC Assessment Summary Assessment Summary – November 2016 Common name Caribou - Barren-ground population Scientific name Rangifer tarandus Status Threatened Reason for designation Members of this population give birth on the open arctic tundra, and most subpopulations (herds) winter in vast subarctic forests. -
Smithsonian at the Poles Contributions to International Polar Year Science
A Selection from Smithsonian at the Poles Contributions to International Polar Year Science Igor Krupnik, Michael A. Lang, and Scott E. Miller Editors A Smithsonian Contribution to Knowledge WASHINGTON, D.C. 2009 This proceedings volume of the Smithsonian at the Poles symposium, sponsored by and convened at the Smithsonian Institution on 3–4 May 2007, is published as part of the International Polar Year 2007–2008, which is sponsored by the International Council for Science (ICSU) and the World Meteorological Organization (WMO). Published by Smithsonian Institution Scholarly Press P.O. Box 37012 MRC 957 Washington, D.C. 20013-7012 www.scholarlypress.si.edu Text and images in this publication may be protected by copyright and other restrictions or owned by individuals and entities other than, and in addition to, the Smithsonian Institution. Fair use of copyrighted material includes the use of protected materials for personal, educational, or noncommercial purposes. Users must cite author and source of content, must not alter or modify content, and must comply with all other terms or restrictions that may be applicable. Cover design: Piper F. Wallis Cover images: (top left) Wave-sculpted iceberg in Svalbard, Norway (Photo by Laurie M. Penland); (top right) Smithsonian Scientifi c Diving Offi cer Michael A. Lang prepares to exit from ice dive (Photo by Adam G. Marsh); (main) Kongsfjorden, Svalbard, Norway (Photo by Laurie M. Penland). Library of Congress Cataloging-in-Publication Data Smithsonian at the poles : contributions to International Polar Year science / Igor Krupnik, Michael A. Lang, and Scott E. Miller, editors. p. cm. ISBN 978-0-9788460-1-5 (pbk. -
Proquest Dissertations
UNIVERSITY OF CALGARY The Role of Fur Trade Technologies in Adult Learning: A Study of Selected Inuvialuit Ancestors at Cape Krusenstern, NWT (Nunavut), Canada 1935-1947 by David Michael Button A THESIS SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE DOCTOR OF EDUCATION GRADUATE DIVISION OF EDUCATIONAL RESEARCH CALGARY, ALBERTA August 2008 © David Button 2008 Library and Bibliotheque et 1*1 Archives Canada Archives Canada Published Heritage Direction du Branch Patrimoine de I'edition 395 Wellington Street 395, rue Wellington Ottawa ON K1A0N4 Ottawa ON K1A0N4 Canada Canada Your file Votre reference ISBN: 978-0-494-44376-7 Our file Notre reference ISBN: 978-0-494-44376-7 NOTICE: AVIS: The author has granted a non L'auteur a accorde une licence non exclusive exclusive license allowing Library permettant a la Bibliotheque et Archives and Archives Canada to reproduce, Canada de reproduire, publier, archiver, publish, archive, preserve, conserve, sauvegarder, conserver, transmettre au public communicate to the public by par telecommunication ou par Plntemet, prefer, telecommunication or on the Internet, distribuer et vendre des theses partout dans loan, distribute and sell theses le monde, a des fins commerciales ou autres, worldwide, for commercial or non sur support microforme, papier, electronique commercial purposes, in microform, et/ou autres formats. paper, electronic and/or any other formats. The author retains copyright L'auteur conserve la propriete du droit d'auteur ownership and moral rights in et des droits moraux qui protege cette these. this thesis. Neither the thesis Ni la these ni des extraits substantiels de nor substantial extracts from it celle-ci ne doivent etre imprimes ou autrement may be printed or otherwise reproduits sans son autorisation. -
WHO ARE the INUIT? a Conversation with Qauyisaq “Kowesa” Etitiq
WHO ARE THE INUIT? A conversation with Qauyisaq “Kowesa” Etitiq Elementary Teachers’ Federation of Ontario Elementary Teachers' Federation of Ontario (ETFO) 136 Isabella Street, Toronto, ON M4Y 0B5 416-962-3836 or 1-888-838-3836 etfo.ca ETFOprovincialoffice @ETFOeducators @ETFOeducators Copyright © July 2020 by ETFO ETFO EQUITY STATEMENT It is the goal of the Elementary Teachers’ Federation of Ontario to work with others to create schools, communities and a society free from all forms of individual and systemic discrimination. To further this goal, ETFO defines equity as fairness achieved through proactive measures which result in equality, promote diversity and foster respect and dignity for all. ETFO HUMAN RIGHTS STATEMENT The Elementary Teachers’ Federation of Ontario is committed to: • providing an environment for members that is free from harassment and discrimination at all provincial or local Federation sponsored activities; • fostering the goodwill and trust necessary to protect the rights of all individuals within the organization; • neither tolerating nor condoning behaviour that undermines the dignity or self-esteem of individuals or the integrity of relationships; and • promoting mutual respect, understanding and co-operation as the basis of interaction among all members. Harassment and discrimination on the basis of a prohibited ground are violations of the Ontario Human Rights Code and are illegal. The Elementary Teachers’ Federation of Ontario will not tolerate any form of harassment or discrimination, as defined by the Ontario Human Rights Code, at provincial or local Federation sponsored activities. ETFO LAND ACKNOWLEDGEMENT In the spirit of Truth and Reconciliation, the Elementary Teachers’ Federation of Ontario acknowledges that we are gathered today on the customary and traditional lands of the Indigenous Peoples of this territory. -
NTI IIBA for Conservation Areas Cultural Heritage and Interpretative
NTI IIBA for Phase I: Cultural Heritage Resources Conservation Areas Report Cultural Heritage Area: McConnell River and Interpretative Migratory Bird Sanctuary Materials Study Prepared for Nunavut Tunngavik Inc. 1 May 2011 This Cultural Heritage Report: McConnell River Migratory Bird Sanctuary (Arviat) is part of a set of studies and a database produced for Nunavut Tunngavik Inc. as part of the project: NTI IIBA for Conservation Areas, Cultural Resources Inventory and Interpretative Materials Study Inquiries concerning this project and the report should be addressed to: David Kunuk Director of Implementation Nunavut Tunngavik Inc. 3rd Floor, Igluvut Bldg. P.O. Box 638 Iqaluit, Nunavut X0A 0H0 E: [email protected] T: (867) 975‐4900 Project Manager, Consulting Team: Julie Harris Contentworks Inc. 137 Second Avenue, Suite 1 Ottawa, ON K1S 2H4 Tel: (613) 730‐4059 Email: [email protected] Cultural Heritage Report: McConnell River Migratory Bird Sanctuary (Arviat) Authors: Philip Goldring, Consultant: Historian and Heritage/Place Names Specialist (primary author) Julie Harris, Contentworks Inc.: Heritage Specialist and Historian Nicole Brandon, Consultant: Archaeologist Luke Suluk, Consultant: Inuit Cultural Specialist/Archaeologist Frances Okatsiak, Consultant: Collections Researcher Note on Place Names: The current official names of places are used here except in direct quotations from historical documents. Throughout the document Arviat refers to the settlement established in the 1950s and previously known as Eskimo Point. Names of -
The Arctic and Taiga Ecozone of Canada
THE CANADIAN ATLAS ONLINE NUNAVUT – GRADE 6 The Arctic and Taiga Ecozone of Canada Lesson Overview Students explore the various sub regions of the Arctic and Taiga ecozone, identifying specific physical and human characteristics of each. Grade Level Junior high (Grades 7-9); could be modified for high school as an introduction to a more in depth lesson in General Science, Biology, Environmental Science or Northern Studies. Time Required 90 min. (plus extra time if extension activities are attempted) Curriculum Connection • Nunavut – Inuuqatigiit/Piniaqtavut Integrated Program • Gr. 7 LAND: Canada’s Natural Resources and Canadian Geography Units • Gr. 8 COMMUNITY: Circumpolar Peoples Now Unit • Gr. 9 COMMUNITY: Young Northerners & Choice of Lifestyle • LAND: Responsibilities on the Land Link to Canadian National Geography Standards Essential Elements #1 (Grades 6-8) - The World in Spatial Terms • Distribution of major human and physical features at country and global scales • Expanding mental maps Essential Elements #2 (Grades 6-8) - Places and Regions • Physical and human characteristics of places and regions in Canada and the world Essential Elements #3 (Grades 6-8) - Physical Systems • Ecozones (major ecological communities such as boreal forest, polar regions, grasslands, wetlands and desert) Essential Elements #4 (Grades 6-8) - Human Systems (brief coverage) • Population density, distribution and growth rates Geographic Skill #2 (Grades 6-8) - Acquiring Geographic Information • Use maps to collect and/or compile geographic information Geographic Skill# 3 (Grades 6-8) - Organizing Geographic Information • Prepare various forms of graphs, tables and charts to organize and display geographic information • Integrate various types of materials to organize geographic information The Canadian Atlas The main resource for this lesson is the printed version of The Canadian Atlas: Our Nation, Environment and People (2004), more specifically the thematic pages entitled, The Far North: Arctic and Taiga, pg. -
Ecozones of Canada
Unit 3 Part 1 Pgs. 100- 109 • An introduction to Ecozones • - 15 terrestrial , or land regions. • - 5 marine ,or ocean regions. 1 Activity 1.Look at the map on p. 100 of your text. (a)What is the name of the ecozone you live in? (b)What image comes to mind when you think about that ecozone? 2 Ecozones 3 1. Ecozones • Marine • Terrestrial – Pacific – Arctic Cordillera – Arctic Archipelago – Northern Arctic – Arctic Basin – Southern Arctic – Northwest Atlantic – Taiga Plains – Atlantic – Taiga Shield – Taiga Cordillera – Hudson Plains – Boreal Plains – Boreal Shield – Boreal Cordillera – Pacific Maritime – Montane Cordillera – Prairies – Atlantic Maritime – Mixedwood Plains 4 2. Glossary Terms • Define the 2 terms below using the glossary. • Ecozones • Biodiversity 5 3.What is an Ecozone? • Ecozones are multifactor regions that are based upon a combination of natural and human characteristics. 6 4.The Characteristics of an Ecozone pg.102 • Landscape – Geology – Landforms – Climate – Soil – Water • Natural Vegetation • Wildlife • People 7 5. People Affect Ecozones p.104 • People can affect nature in significant ways. • Human activity often accelerates the pace of change in the environment, which causes stress on the environment. This can lead to serious and sometimes irreversible damage • Examples of damage: – Smoggy air, polluted water, disappearing forests and animals, collapse of fisheries. 8 6. Biodiversity pg.105 • Ecozones vary in shape and size which leads to them varying in biodiversity. • - Biodiversity means that there is a large variety of living things contained in each ecozone. 9 • Complete Handout #1 10 7.Where we live - Glossary Words (p.106) • Use the glossary to define the following terms: • Habitat • Ecology • Terrestrial Ecozone • Marine Ecozone • Boundary • Transition Zone 11 • Ecozones are vast in size, and so contain many smaller ecosystems.