Nunavut News Aug. 26 Edition

ᐃᓄᒃᑐᑦ ᐃᓕᓐᓂᐊᕈᑎᓕᐅᖅᑕᐅᓯᒪᔪᑦ ᐋᖅᑭᒃᓯᒪᓕᖅᐳᑦ ᓄᓇᓕᖕᓂ ᖃᐅᔨᓴᖅᑕᐅᓂᖏᓐᓄᑦ ᑕᒪᑐᒪᓂ ᐊᕐᕌᒎᔪᒥ "ᐅᕙᓃᓯᒪᑐᐃᓐᓇᖅᐳᒍᑦ ᐊᕐᕌᒍᓄᑦ 20-ᓄᑦ ᐊᒻᒪ ᐊᓯᖏᑦ ᐱᓕᕆᔾᔪᓯᐅᔪᑦ ᐅᕙᓃᓯᒪᓪᓗᑎᒃ ᐊᕐᕌᒍᓄᑦ 200-ᓄᑦ": ᐃᓕᓐᓂᐊᕈᑎᓕᐅᖅᑕᐅᓯᒪᔪᑦ ᑐᑭᒧᐊᒃᑎᑦᑎᔨ

MONDAY, AUGUST 26, 2019

Volume 74 Issue 17

$.95 (plus GST)

Inuit in charge as feds fund addictions centre

Field test for Inuktut Curriculum to enter classroom on trial basis after years of study and inertia

EDUCATION SPECIAL EDITION: Cape Dorset promotes hands-on learning

photo courtesy of Claude Constantineau

Teachers enhance leadership skills

Publication mail Contract #40012157

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71605 00200

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Back to school to benefit Nunavut

'I feel like I'm making a difference'

"Early childhood Inuktut resources are key to keeping our language alive."

– Minister of Education David Joanasie on Inuktut learning resources now available for child care facilities, page 15.

2 nunavutnews.com, Monday, August 26, 2019

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nunavutnews.com, Monday, August 26, 2019 3

kNKu W?9oxJ5, N[Z/su, xsZy 26, 2019

Did we get it wrong?

Nunavut News is committed to getting facts and names right. With that goes a commitment to acknowledge mistakes and run corrections. If you spot an error in Nunavut News/North, call (867) 9795990 and ask to speak to an editor, or email editorial@nnsl.com. We'll get a correction or clarification in as soon as we can.

education special feature

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ᑭᙵᕐᓂ ᐃᓕᓐᓂᐊᖅᑏᑦ ᐃᑲᔪᖃᑕᐅᕗᑦ ᐃᒡᓗᕋᓛᓕᐅᕐᓂᕐᒧᑦ ᐋᒍᔅᑎ ᐱᒋᐊᕐᓂᖓᓂ ᐃᓚᒋᔭᐅᓪᓗᓂ ᓄᑖᒥᒃ ᓄᓇᒥᒃ ᐊᒻᒪ ᓄᓇᓕᖕᓂ ᓯᕗᓕᐅᖅᑎᐅᓂᕐᒧᑦ ᐱᓕᕆᐊᖑᔪᒥ. ᓯᕗᓂᐊᓂ, ᓴᐅᒥᖕᒥ, ᒪᓄᒥᑭᓚᒃ ᐋᓯᕙᒃ, ᔮᓐ ᕼᐊᐃᕗᑦ ᐊᒻᒪ ᐱᐊᓐ ᓴᐃᓚ. ᑐᓄᐊᓂ, ᓴᐅᒥᖕᒥ, ᓵᓚᒨᓂ ᐊᓲᓇ, ᓘᓯᐊᓐ ᓅᓗᒃ, ᓲᓯ ᓴᐃᓚ, ᓄᕗᐊᓕᐊ ᐊᓪᓚ ᐊᒻᒪ ᐊᐃᓴᑭ ᓵ.

NEWS Briefs ᐱᒋᐊᓕᓵᖅᑐᓄᑦ ᓱᕈᓯᕐᓄᑦ ᐊᓕᐊᓇᐃᒍᓱᖕᓂᖅ ᕿᑭᖅᑕᓂ ᐃᓄᐃᑦ ᑲᑐᔾᔨᖃᑎᒌᖑᔪᓂ ᐊᒻᒪ ᓄᓇᕗᒻᒥ ᒐᕙᒪᒃᑯᓐᓂ

ᓄᓇᕗᑦ ᓱᕈᓯᕐᓂ ᐸᐃᕆᕝᕕᐅᔪᓂ ᓄᓇᕗᓕᒫᒥ ᐱᕙᓪᓕᐊᕗᑦ ᓄᑖᓂᑦ ᐃᓄᒃᑐᑦ ᐃᑲᔪᕈᑎᒃᓴᓂ ᑕᒪᑐᒪᓂ ᐊᐅᔭᐅᔪᒥ ᐊᒻᒪ ᐅᑭᐊᒃᓵᒥᑦ, ᖁᔭᓐᓇᒦᒃ ᐱᓕᕆᖃᑎᒌᖕᓂᐅᔪᒥ ᐅᑯᓇᓂ ᕿᑭᖅᑕᓂ ᐃᓄᐃᑦ ᑲᑐᔾᔨᖃᑎᒌᖑᔪᓂ (QIA) ᐊᒻᒪ ᓄᓇᕗᒻᒥ ᒐᕙᒪᒃᑯᓐᓂ. "ᐱᒋᐊᓕᓵᖅᑐᓄᑦ ᓱᕈᓯᕐᓄᑦ ᐃᓄᒃᑐᑦ ᐃᑲᔪᕈᑎᒃᓴᑦ ᐱᒻᒪᕆᐅᕗᑦ ᐅᖃᐅᓯᑦᑎᓐᓂ ᐆᒪᑎᑦᑏᓐᓇᕐᓂᕐᒧᑦ," ᐅᖃᓚᐅᖅᐳᖅ ᒥᓂᔅᑕ ᐃᓕᓐᓂᐊᕐᓂᓕᕆᔨᒃᑯᓐᓂ ᑕᐃᕕᑦ ᔪᐊᓇᓯ. ᐅᐱᕐᙶᒥ ᐃᑲᔪᕈᑎᒃᓴᑦ ᐴᖑᔪᑦ ᐃᓚᖃᖅᐳᑦ: ᓵᒧᑦ ᐋᖅᑭᒃᓱᒐᑦ; ᓇᑎᕐᒧᑦ ᐋᖅᑭᒃᓱᒐᑦ; ᐅᑭᐅᖅᑕᖅᑐᒥ ᓂᕐᔪᑎᓂᑦ ᐊᒡᒐᒥᐅᑕᓂᒃ ᐃᓄᙳᐊᓂᒃ; – ᓇᓄᖅ, ᐅᒥᖕᒪᒃ, ᑐᒃᑐ, ᐅᑲᓕᖅ ᐊᒻᒪ ᑎᕆᒐᓂᐊᖅ; ᐊᒡᒐᒥᐅᑕᓂᒃ ᐃᓄᙳᐊᓂ ᐅᓂᒃᑳᖅᑐᐊᑦ, ᓲᕐᓗ ᑐᒃᑑᑉ ᐃᖏᕐᕋᓂᖓ; ᐃ, ᐱ, ᑎ, ᑭ ᐱᙳᐊᕈᑎᑦ ᐸᑦᑕᐃᑦ; ᐊᔾᔨᓕᐅᖅᓯᒪᑦᑎᐊᖅᑐᓂ ᐅᖃᓕᒫᒐᕐᓂ ᑕᑯᒃᓴᐅᑎᑦᑎᔪᑦ ᐃᓄᐃᑦ ᐊᓐᓄᕌᖏᓐᓂ ᐊᒻᒪ ᓴᓂᒪᓂᖏᓐᓂ ᐊᒻᒪ ᐆᒃᑑᑎᒃᓴᓂ; ᕿᓂᖅᓴᕐᓂᕐᒧᑦ ᐊᒻᒪ ᓇᓂᓯᓂᕐᒧᑦ ᐅᖃᓕᒫᒐᑦ – ᖃᒧᓯᐅᕐᓂᖅ ᐊᒻᒪ ᐃᖃᓗᒐᓱᖕᓂᖅ ᐊᐅᔭᒃᑯᑦ; ᓄᑕᕋᓛᓄᑦ ᐊᒡᒐᒧᑦ ᐅᖃᐅᓯᕐᒥ ᐅᖃᓕᒫᒐᖅ; ᐊᒻᒪ ᖃᐅᑕᒫᒧᑦ ᖃᓄᐃᓕᐅᕈᑎᓂᑦ ᐸᑦᑕᖕᓂ. ᐃᑲᔪᕈᑎᒃᓴᐃᑦ ᑐᓐᓂᖅᓴᖅᑕᐅᕙᓪᓕᐊᕗᑦ 55-ᓄᑦ ᓚᐃᓴᓐᓯᓕᖕᓂ ᐸᐃᕆᕝᕕᓄᑦ, ᐃᓚᖃᖅᑐᒥ ᐃᓕᓐᓂᐊᕌᓂᒃᑳᖓᑕ ᐊᒻᒪ ᐃᓕᓐᓂᐊᓚᐅᙱᑎᓪᓗᒋᑦ ᐱᓕᕆᐊᖑᔪᓄᑦ.

Please see Early, page 15

ᓵᓚᒌᖃᑎᒌᒐᓱᐊᖅᑐᑦ ᖃᑦᑎᕆᔩᑦ ᓇᓗᓇᐃᖅᑕᐅᕗᑦ ᓵᓚᖃᖅᑏᓐᓇᐅᓂᖏᓐᓂ

ᐃᔅᑲᓱᓂ, ᓅᕙ ᔅᑰᓴ ᑲᑎᙵᓂᐅᔪᑦ ᓄᓇᕗᒻᒥ ᐃᓚᒋᔭᐅᖃᑕᐅᓚᐅᖅᐳᑦ 8-ᖑᔪᓂ ᐃᓯᖃᑕᐅᔪᓂ 30-ᖓᓂ ᐊᕐᕌᒍᑕᒫᒥ ᓄᓇᖃᖅᑳᖅᓯᒪᔪᓄᑦ ᖃᑦᑎᕆᔨᓄᑦ ᓵᓚᖃᕋᓱᐊᕐᓂᐅᔪᒥ ᐱᓕᕆᐊᖑᔪᒥ ᐃᔅᑲᓱᓂ, ᓅᕙ ᔅᑰᓴᒥ, ᐋᒍᔅᑎ 17-ᒥ. ᐊᒻᒪ ᑲᑎᙵᓂᐅᔪᑦ ᓄᓇᕗᒻᒥ ᐃᓚᒋᔭᐅᖃᑕᐅᓚᐅᖅᐳᑦ 8-ᖑᔪᓂ ᓵᓚᒃᓴᖅᑐᓂ ᖃᓄᐃᓐᓂᐅᔪᒥ. ᐋᖅᑭᒃᓱᐃᔨᐅᔪᑦ ᐃᓱᒪᓕᐅᕆᓚᐅᖅᐳᑦ ᑐᓂᓯᓂᕐᒥ ᐊᑐᓂ ᑲᑎᙵᓂᐅᔪᓄᑦ ᐅᔭᒥᖕᓂ ᑎᑎᕋᖅᓯᒪᓂᓕᖕᓂ, "ᓵᓚᒃᓴᖅᑏᓐᓇᐅᕗᒍᑦ." ᓵᓚᖃᕋᓱᐊᕐᓂᐅᔪᑦ ᖃᑦᑎᕆᔩᑦ ᓵᓚᖃᕋᓱᐊᓚᐅᖅᐳᑦ ᖃᔅᓯᒐᓚᖕᓂ ᖃᓄᐃᓐᓂᐅᔪᓄᑦ. ᐊᓐᓄᕌᒥᓂᒃ ᐊᑐᖅᖢᑎᒃ ᓱᒃᑲᓛᖑᓇᓱᐊᖅᖢᑎᒃ, ᐃᒧᓯᓪᓗᑎᒃ ᓱᓪᓗᑯᑖᓂᑦ, ᓱᒃᑲᓴᐅᑎᓪᓗᑎᒃ ᖃᑦᑕᕐᓂ ᑕᑖᖅᑐᓂ ᐃᒪᕐᒥᑦ, ᐊᒻᒪ ᑐᕌᒐᒃᓴᓂ ᑲᑕᒃᑎᑦᑎᓪᓗᑎᒃ ᖃᑦᑎᕈᑎᓄᑦ ᓱᓪᓗᑯᑖᓄᑦ, ᐊᓯᖏᓐᓂᓪᓗ ᐊᒃᓱᕈᕈᑕᐅᔪᓂᑦ.

Please see Competing, page 15

ᐊᖑᑦ ᓇᓂᓯᕗᖅ ᐅᖃᐅᓯᒃᓴᓕᐊᒥ ᐊᓕᒍᕐᒥ ᐊᕐᕌᒍᑦ 9-ᓂ ᐊᓂᒍᖅᑎᓪᓗᒍ

ᖁᕐᓗᖅᑐᖅ ᖁᕐᓗᖅᑑᑉ ᑕᐃᕕᑦ ᐲᑕ ᓄᐊᐴᒡ ᓇᓂᓯᓚᐅᖅᐳᖅ ᐊᓕᒍᕐᒥ ᐃᓗᓕᖃᖅᑐᒥ ᐅᖃᐅᓯᒃᓴᒥ ᐃᓕᔭᐅᓚᐅᖅᑐᒥ ᐃᒫᓗᖕᒧᑦ 2010-ᒥ. ᐊᓕᒍᖅ ᐃᖏᕐᕋᓂᖃᓚᐅᖅᐳᖅ ᐅᖓᓯᒃᑐᒻᒪᕆᐊᓗᖕᒧᑦ ᐊᕐᕌᒍᓄᑦ 9-ᓄᑦ, ᑎᑭᐅᑎᓪᓗᓂ ᓯᒡᔭᖓᓂ ᕼᐅᐱᑐᒃ ᐃᒪᖓᓐᓂ, 65 ᑭᓛᒥᑐᐸᓗᖕᓂ ᖁᕐᓗᖅᑑᑉ ᐅᐊᖕᓇᖓᓂ, ᓄᐊᐴᒡ ᑕᑯᓚᐅᖅᑕᖓᓂ ᐋᒍᔅᑎ 11-ᒥ. ᐅᑭᐅᓕᒃ-23-ᓂ ᐊᖁᓚᐅᖅᐳᖅ ᓯᒡᔭᖅᐸᓯᖓᒍᑦ ᐊᕝᕗᖅᖢᓂ ᓇᐹᖅᑐᕕᓂᕐᓂ ᓯᒡᔭᒦᑦᑐᓂ ᑕᖕᒫᖅᑎᓪᓗᒋᑦ ᑕᑯᒐᒥ ᐊᓕᒍᕐᒥ, ᐅᖃᐅᓯᐅᓪᓗᓂ ᐊᑖᑕᖓᑕ, ᔅᑖᓐᓕ ᑳᐱᓐᑕ. ᐃᖃᓗᓕᕆᔨᒃᑯᑦ ᐊᒻᒪ ᐃᒪᕐᒥᐅᑕᓕᕆᔨᒃᑯᑦ (DFO) ᐱᒋᐊᖅᑎᑦᑎᓚᐅᖅᐳᑦ ᐊᓕᒍᕐᒥ ᐃᖏᕐᕋᓂᖓᓂ ᐃᓚᒋᔭᐅᓪᓗᓂ ᐃᒪᒃᑰᖅᑎᑕᐅᓂᖓᓂ ᐱᓕᕆᐊᒃᓴᐅᔪᒥ ᔫᓂ 2010-ᒥ. ᐃᖃᓗᓕᕆᔨᒃᑯᑦ ᐊᒻᒪ ᐃᒪᕐᒥᐅᑕᓕᕆᔨᒃᑯᑦ ᑎᑎᕋᕐᕕᖓ ᑐᙵᕕᖃᖅᐳᖅ ᓯᑦᓂ, ᐳᕆᑎᔅ ᑲᓚᒻᐱᐊᒥ ᐃᓗᐊᓂ ᐊᓕᒍᕐᒥ ᓄᐅᐴᒡ ᓇᓂᓯᓚᐅᖅᐳᖅ ᐸᓂᖅᓯᒪᑦᑎᐊᖅᑐᒥ ᑎᑎᖅᑲᕐᒥ – ᐸᐸᑕᐅᑦᑎᐊᖅᑐᒥ ᓯᒥᖓᓐᓄᑦ ᐊᓕᒍᕐᒥ – ᑎᑎᕋᖅᑕᐅᓚᐅᖅᑐᒥ ᓯᑦᓂᒥ ᐃᓕᓐᓂᐊᖅᑎᒧᑦ ᐊᑎᓕᖕᒥ ᓗᐊᕋᒥ, ᐅᑭᐅᓕᒃ 11-ᓂ ᑕᐃᔅᓱᒪᓂ. ᑳᐱᓐᑕ ᐅᖃᓚᐅᖅᐳᖅ ᓄᐊᐴᒡ ᖃᐅᔨᒋᐊᕋᓱᒍᒪᔭᖓ ᓗᐊᕋ ᐅᑎᕈᓂ ᑕᖕᒫᕐᓂᕐᒧᑦ ᐊᐅᓪᓛᖅᓯᒪᓂᖓᓂ ᐅᖃᐅᑎᓇᓱᐊᕐᓗᓂᐅᒃ ᐅᖃᐅᓯᒃᓴᖓ ᓇᓂᔭᐅᓯᒪᓂᖓᓂ ᐊᕐᕌᒍᒐᓴᐅᓕᖅᑐᓂ.

Please see Man finds, page 15

photo courtesy of Claude Constantineau

Cape Dorset students help build a cabin in early August as part of a new Lands and Community Leadership Program. Front row, from left, Manumikilak Ashevak, John Hayward and Ben Saila. Back row, from left, Salamonie Ashoona, Lucien Noolook, Pauloosie Noolook, Susie Saila, Nuvualia Adla and Isaci Shaa.

Cape Dorset promotes hands-on learning Community launches Lands and Community Leadership program

by Derek Neary

Northern News Services

Kinngait/Cape Dorset

Youth in Cape Dorset are taking part in what is planned to be an annual program, assembling the first of hopefully many cabins that will be hauled out on the land to establish a cultural camp.

It's part of the introduction to a Lands and Community Leadership Program that the district education authority (DEA) and the elementary and secondary schools are launching with support from other partners.

Susie Saila, who is going into Grade 12 at Peter Pitseolak School this year, was among the students with a hammer in hand, pounding nails into the cabin. She said she enjoys working with her hands.

Asked what motivated her to get involved with the Lands and Community Leadership Program, she replied, “All I thought was, get the Inuit traditions back, and culture.”

Putting together the cabin not only teaches the students trades skills, it guides them in applying lessons they learn in a classroom, said Claude Constantineau, chair of the Cape Dorset DEA. He said there will be more of that style of education, such as going on a fishing trip that will put Inuit Qaujimajatuqangit, math and

science lessons into practice.

"It's different hands-on activities that's going to attract the interests of the students more than just sitting in the classroom going through a book," said Constantineau.

As another example, he mentioned qamutiit. Elementary students will learn lessons and hear stories about them. They will begin to draw them and use clay to create their own models of qamutiit. As the students advance to junior and senior high, they will study the materials required to build qamutiit and then begin to design and build the sleds.

"We'll take that sort of concept and apply that to everything," he said. "I would say we all learn better that way."

Ten of the high school students involved in the Lands and Community Leadership Program will travel to Stratford, Ont., to participate in a trades program there for a couple of weeks in October.

Over the next three or four years, the students will build a boys' cabin, a girls' cabin, a staff cabin and a larger structure that will serve as a cookhouse and meeting room, according to Constantineau. These buildings will ultimately form a cultural camp that will be accessible year-round.

"It's a long-term project," he said. "We're going a step at a time."

The camp's exact location was still being narrowed down as of earlier this month, but it will likely be 40 to 50 km from Cape Dorset, he said.

Teachers will have to make some adjustments by supplementing textbook lessons with more hands-on learning.

"It's the same material but you're just delivering it in a different way," Constantineau said.

The program, which aims to boost students' confidence and sense of self-reliance, will also foster leadership by having students attend hamlet council meetings to get an understanding of how municipal government works, learn about the Nunavut Agreement and go to business and trades fairs.

"We're trying to build community leaders," said Constantineau. "We are going through the process of getting it into the curriculum and being able to offer credits on it, but that's a work in progress."

EatFit and Embassy of Imagination, two healthy lifestyle programs based in Ontario, have played roles in developing the Lands and Community Leadership Program, Constantineau said. Both groups were in Cape Dorset this summer to host various activities involving art, hairstyling, cooking, fitness and nutrition.

4 nunavutnews.com, Monday, August 26, 2019

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education special feature

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Inuktut'We've curriculum set for field testing only really been here 20 years and other systems have been there for 200 years': curriculum director

by Michele LeTourneau Northern News Services

Nunavut

The Department of Education's curriculum development division will launch limited field testing for new Inuktitut curriculum elements after Christmas this school year.

Preparing to launch are Inuktut Language Arts 1 (ILA1) and Inuktut Language Arts 2 (ILA2) for kindergarten to Grade 6. The first is for students whose first language is Inuktut, and who are fluent, while the second is for students who are not fluent.

"We've asked regional school operations to give us schools in their region that they felt have really strong community Inuktut, and their schools have the teaching capacity for bilingual educators to be able to teach this as a first-language curriculum," said director of curriculum development Leigh Anne Willard, on the job since 2012 and in Nunavut since 2005.

Similarly, schools will be chosen to field test ILA2.

For that curriculum, the div-

fact FILE THE EXPERT WORKING GROUPS FOR CURRICULUM DEVELOPMENT ARE DIFFERENT FOR EACH SET, BUT GENERALLY INCLUDE THE FOLLOWING EXPERTISE:

• Teachers and educator representatives from all three regions of Nunavut • Staff from the student achievement and educator development divisions • Inhabit Education staff for facilitation; • Members from Inuit Uqausinginnik Taiguusiliuqtiit • Staff from Department of Culture and Heritage; • Department of Education curriculum coordinators • Elders from the curriculum Culture and Heritage team Source: Dept. of Education

ision has asked for schools in communities where there has either been severe language loss, where children and parents are speaking English as a first language, or there are children in the community that have moved to Nunavut without any Inuktut background. From January to May, these chosen schools will teach parts of the curriculum the division would like feedback on the most, or that they feel they would like to test out.

This phase is necessary because adults with expertise may think the curriculum works, but they need the teachers and students to verify that it does actually work, Willard explained. The team and the working groups will be working closely with teachers during that time.

"We focused on communication, which is a key objective of all language curriculum, doesn't matter what language it is. And we focused on it on purpose because Inuktut is very much an oral and visual language. Communication can happen through facial expressions. It can happen through some sign language, some body language. It can happen orally," Willard said.

"It's quite a different and probably a bigger task in Inuktut than it would be trying to focus in on English. Although we do focus on communication in English, it's not the same thing. This group has really been thoughtful about that, in that how is Inuktut different fundamentally than English or any other language.

"And what are the things that need to be focused in on in order to strengthen the language."

The expert working groups emphasized that educational Inuktut should be standardized, but they also emphasized a place should be made within the curriculum for strategies and assessments for local dialect.

The division will do both.

In 2020-2021, the new cur-

ᐊᖅᓴᕐᓃᑦ ᕿᑎᖅᐸᓯᐊᓂ ᐃᓕᓐᓂᐊᕐᕕᒃ (ᐃᖃᓗᐃᑦ) ᐃᓕᓴᐃᔨ ᑲᓕ ᒪᒃᓛᑎ, ᓴᐅᒥᖕᒥ, ᑎᒍᒥᐊᖅᐳᖅ ᐆᒃᑐᕋᐅᑎᐅᔪᒥ ᓄᓇᕗᒻᒥ ᐅᖃᓕᒫᕐᓂᕐᒧᑦ ᑲᑎᙵᓂᐅᔪᓂ ᓕᐅ ᐅᓴᒃ (ᑲᖏᖅᖠᓂᖅ) ᐃᓕᓴᐃᔨ ᒫᒡᒍᓕᑦ ᐅᑲᑦᓯᐊᖅ ᐊᒻᒪ ᕿᑭᖅᑕᖅ ᐃᓕᕼᐊᒃᕕᒃ (ᐅᖅᓱᖅᑑᖅ) ᐃᓕᓴᐃᔨ ᓗᕋᐃᓐ ᐳᕿᒃᓂᒃ ᐅᖃᐅᓯᖃᖅᑎᓪᓗᒋᑦ ᐸᕐᓇᒍᑕᐅᔪᓂ ᐊᑐᕐᓂᕐᒧᑦ ᐅᖃᓕᒫᒐᕐᓂ ᐃᓕᓐᓂᐊᖅᑎᓄᑦ.

photo courtesy Dept. of Education

Aqsarniit Middle School (Iqaluit) teacher Kelli McLarty, left, holds up an example of the Nunavummi Reading Series as Leo Ussak (Rankin Inlet) teacher Margaret Okatsiak and Qiqirtaq Ilihakvik (Gjoa Haven) teacher Lorraine Puqiqnak discuss strategies for using the books with students. riculum will be optional, but in the next school year schools will be expected to deliver it.

Curriculum development for ILA1 began in 2011, languished for a while as work was being done on the assessment side, but picked up again in 2014. Expert working groups are part of the process.

Vacancies in the curriculum division, as well as other divisions, slowed things down.

At one point there were three staff with the curriculum division; now there are 11. There are 10 more positions to fill.

Resumed in 2014 "We simply didn't have the capacity to carry on the earlier work, until about 2014 when we were able to staff up again," said Willard.

In 2016, Inhabit Education came on board.

The entire process includes: curriculum development, student and educator

resource development, assessment tool development, and field testing and educator training.

For assessment, Northern examples of what student learning looks like had to be developed.

"That's very different than curriculum that's done in many provinces and territories because it has that exemplar component. It really helps identify what to observe, what to expect from students, and to know if they are reaching expectations," said Willard.

"So we're not expecting the student to talk about trees, things that are southern-based, things that many wouldn't be that familiar with except on television."

Willard and Suzie Muckpah, the team lead for Uqausiliriniq, language arts, said once the division had the work done for ILA1, the ILA2 expert working group real-

ized they could complete their work far more quickly.

"When we started the ILA2 group, we started with a lot of ideas already written down. The ILA2 group gelled immediately, took it and ran with it, to a point where we moved much faster than we were expecting," said Willard.

After the working group gathers next week in Rankin Inlet, a draft of ILA2 curriculum will be sent over to Inhabit Education, then returned to the group.

"We're really going to have to boogie to do the field testing on ILA2 after Christmas," said Willard.

The division is also working on an ILA transitional curriculum, and an English as a second language curriculum. The intent for those is to ensure students are successful in meeting graduation requirements: English at a Grade 12 level.

Speedier results for Inuktut curriculum in other core subjects, such as math, social studies science and health, are now also possible with the Inuktut language arts foundation in place.

"We're filling in these positions now. Other core subjects have coordinators and they will use the same process as the Inuktut language arts," said Muckpah. "All subjects are going to be in the same format (and with the same supports) as the ILA." In addition, another working group, led by Inuit Uqausinginnik Taiguusiliuqtiit (IUT) has been working on vocabulary for the different core subjects, which will be in the language arts curriculum.

"Children are going to become familiar with that vocabulary in their language arts, but it will be used for writing the other core subjects areas," said Willard.

ᐃᓄᒃᑐᑦ ᐃᓕᓐᓂᐊᕈᑎᓕᐅᖅᑕᐅᓯᒪᔪᑦ ᐋᖅᑭᒃᓯᒪᓕᖅᐳᑦ ᓄᓇᓕᖕᓂ ᖃᐅᔨᓴᖅᑕᐅᓂᖏᓐᓄᑦ ᑕᒪᑐᒪᓂ ᐊᕐᕌᒎᔪᒥ ᐃᓕᓐᓂᐊᕐᓂᓕᕆᔨᒃᑯᑦ ᐃᓕᓐᓂᐊᕈᑎᓕᐅᖅᑕᐅᓯᒪᔪᓄᑦ ᐱᕙᓪᓕᐊᑎᑕᐅᓂᖓ ᐊᕕᒃᑐᖅᓯᒪᓂᐅᔪᑦ ᐱᒋᐊᖅᑎᑦᑎᓂᐊᖅᐳᑦ ᑭᒡᓕᓕᖕᒥ ᓄᓇᓕᖕᓂ ᖃᐅᔨᓴᖅᑕᐅᓂᖓᓂ ᓄᑖᓂ ᐃᓄᒃᑎᑐᑦ ᐃᓕᓐᓂᐊᕈᑎᓕᐅᖅᑕᐅᓯᒪᔪᓄᑦ ᐃᓚᖏᓐᓂ ᖁᕕᐊᓱᒡᕕᐅᕌᓂᒃᐸᑦ ᑕᒪᑐᒪᓂ ᐃᓕᓐᓂᐊᕐᓂᕐᒧᑦ ᐊᕐᕌᒎᔪᒥ. ᐸᕐᓇᒃᐸᓪᓕᐊᔪᑦ ᓴᖅᑭᑎᑦᑎᓂᕐᒧᑦ ᐃᓄᒃᑐᑦ ᐅᖃᐅᓯᕐᒥ ᐱᓕᕆᐊᖑᔪᒥ 1 (ILA1) ᐊᒻᒪ ᐃᓄᒃᑐᑦ ᐅᖃᐅᓯᕐᒥ ᐱᓕᕆᐊᖑᔪᒥ 2 (ILA2) ᐱᒋᐊᓕᓵᖅᑐᓂ ᖁᑦᑎᖕᓂᓕᕐᒧᑦ 6-ᒧᑦ. ᓯᕗᓪᓕᖅᐹᖅ ᐃᓕᓐᓂᐊᖅᑎᓄᑦ ᓯᕗᓪᓕᖅᐹᖓᓂ ᐅᖃᐅᓯᓕᖕᓂ ᐃᓄᒃᑑᔪᒥ, ᐊᒻᒪ ᐅᖃᕈᓐᓇᑦᑎᐊᖅᑐᓂ, ᒪᕐᕈᖓ ᐃᓕᓐᓂᐊᖅᑎᓄᑦ ᐅᖃᕈᓐᓇᑦᑎᐊᙱᑦᑐᓄᑦ. "ᐊᐱᕆᓯᒪᕗᒍᑦ ᐊᕕᒃᓯᒪᓂᐅᔪᓂ ᐃᓕᓐᓂᐊᕐᕕᓄᑦ ᐊᐅᓚᑕᐅᓂᐅᔪᓂ ᑐᓂᓯᓂᕐᒥ ᐃᓕᓐᓂᐊᕐᕕᓂᑦ ᐊᕕᒃᓯᒪᓂᖏᓐᓂ ᐃᒃᐱᒍᓱᒃᑐᓂ ᓴᙱᔪᒥᒃ ᓄᓇᓕᖕᓂ ᐃᓄᒃᑐᖃᖅᑐᓂ, ᐊᒻᒪ ᐃᓕᓐᓂᐊᕐᕕᖏᑦ ᐃᓕᓴᐃᔨᓂᒃ ᐱᔪᓐᓇᕐᓂᖃᖅᑐᓂ ᒪᕐᕉᖕᓂ ᐅᖃᐅᓯᓕᖕᓂ ᐃᓕᓴᐃᔨᓂᑦ ᐆᒥᖓ ᐃᓕᓐᓂᐊᖅᑎᑦᑎᔪᓐᓇᕋᔭᖅᑐᓂ ᓯᕗᓪᓕᐅᓗᓂ-ᐅᖃᐅᓯᕐᒧᑦ ᐃᓕᓐᓂᐊᕈᑎᓕᐅᖅᑕᐅᓯᒪᔪᓄᑦ," ᐅᖃᓚᐅᖅᐳᖅ ᑐᑭᒧᐊᒃᑎᑦᑎᔨ ᐃᓕᓐᓂᐊᕈᑎᓕᐅᖅᑕᐅᓯᒪᔪᓄᑦ ᐱᕙᓪᓕᐊᑎᑦᑎᓂᕐᒧᑦ ᓖ ᐋᓐ ᐅᐃᓗᑦ, ᐃᖅᑲᓇᐃᔭᖅᓯᒪᔪᖅ ᑕᐃᒪᙵᓂ 2012-ᒥ ᐊᒻᒪ ᓄᓇᕗᒻᒦᑦᑐᒥ

ᑕᐃᒪᙵᓂ 2005-ᒥ. ᑕᐃᒪᓐᓇᐸᓗᒃᑕᐅᖅ, ᐃᓕᓐᓂᐊᕐᕖᑦ ᓄᓇᓕᖕᓂ ᐅᖃᐅᓯᕐᒥ ᐊᓯᐅᔨᓯᒪᕐᔪᐊᖅᓯᒪᔪᓄᑦ ᓂᕈᐊᖅᑕᐅᔪᖃᕐᓂᐊᖅᐳᖅ ᖃᐅᔨᓴᕐᓂᕐᒧᑦ ᐃᓄᒃᑐᑦ ᐅᖃᐅᓯᕐᒥ ᐱᓕᕆᐊᖑᔪᒥ 2-ᒥ. ᑖᔅᓱᒧᖓ ᐃᓕᓐᓂᐊᕈᑎᓕᐅᖅᑕᐅᓯᒪᔪᓄᑦ, ᐊᕕᒃᓯᒪᓂᐅᔪᑦ ᐊᐱᕆᓯᒪᕗᑦ ᐃᓕᓐᓂᐊᕐᕕᓂ ᓄᓇᓕᖕᓂ ᐅᖃᐅᓯᕐᒥ ᐊᓯᐅᔨᓯᒪᕐᔪᐊᖅᓯᒪᔪᓄᑦ, ᓱᕈᓰᑦ ᐊᒻᒪ ᐊᖓᔪᖅᑳᑦ ᖃᓪᓗᓈᑎᑐᑦ ᐅᖃᓪᓚᒃᐸᒃᑐᓂ ᓯᕗᓪᓕᕆᔭᐅᓪᓗᓂ ᐅᖃᐅᓯᐅᓪᓗᓂ, ᐅᕝᕙᓘᓐᓃᑦ ᓱᕈᓯᖅᑕᖃᕈᓂ ᓄᓇᓕᖕᓂ ᓅᓯᒪᔪᓄᑦ ᓄᓇᕗᒻᒧᑦ ᐃᓄᒃᑐᑦ ᐃᓕᓐᓂᐊᖅᓯᒪᙱᑦᑐᓂ. ᔭᓄᐊᕆᒥ ᒪᐃᒧᑦ, ᑕᐃᒃᑯᐊ ᓂᕈᐊᖅᑕᐅᓯᒪᔪᑦ ᐃᓕᓐᓂᐊᕐᕖᑦ ᐃᓕᓐᓂᐊᖅᑎᑦᑎᓂᐊᖅᐳᑦ ᐃᓚᖏᓐᓂ ᐃᓕᓐᓂᐊᕈᑎᓕᐅᖅᑕᐅᓯᒪᔪᓂᑦ ᐊᕕᒃᓯᒪᓂᐅᔪᑦ ᑐᓴᖅᑎᑕᐅᓛᕈᒪᕗᑦ ᑕᒪᕐᒥᒐᓚᖕᓂ, ᐅᕝᕙᓘᓐᓃᑦ ᖃᐅᔨᓴᕈᒪᓇᔭᖅᑕᖏᓐᓂ. ᐅᓇ ᐱᓕᖅᑭᒃᑕᕐᓂᖅ ᐱᔭᕆᐊᖃᖅᐳᖅ ᐃᓐᓇᐃᑦ ᖃᐅᔨᒪᓂᕐᔪᐊᖃᖅᑐᓂ ᐃᓱᒪᑐᐃᓐᓇᕆᐊᖃᕐᒪᑕ ᐃᓕᓐᓂᐊᕈᑎᓕᐅᖅᑕᐅᓯᒪᔪᑦ ᐱᓕᕆᑦᑎᐊᕐᓂᖓᓂ, ᑭᓯᐊᓂ ᐃᓕᓴᐃᔨᓂᒃ ᐊᒻᒪ ᐃᓕᓐᓂᐊᖅᑎᓂᑦ ᓇᓗᓇᐃᖅᓯᔭᕆᐊᖃᖅᐳᑦ ᐱᓕᕆᑦᑎᐊᕈᓐᓇᕐᓂᖓᓂ, ᐅᐃᓗᑦ ᐅᓂᒃᑳᓚᐅᖅᐳᖅ. ᑲᑎᙵᓂᐅᔪᑦ ᐊᒻᒪ ᐱᓕᕆᖃᑎᒌᒃᑐᑦ ᑲᑎᙵᓂᐅᔪᑦ ᖃᓂᑦᑐᒥ ᐱᓕᕆᖃᑎᖃᕐᓂᐊᖅᐳᑦ ᐃᓕᓴᐃᔨᓂᒃ ᑕᒪᑐᒪᙵᑦ ᐱᓕᕆᓂᐅᔪᒥ.

"ᑕᐅᑐᒃᑕᑐᐊᖃᑲᐃᓐᓇᕐᓂᐊᖅᐳᒍᑦ ᐋᔩᖃᑎᒌᖕᓂᐅᔪᒥ, ᐱᒻᒪᕆᐅᓪᓗᓂ ᑐᕌᖅᑕᐅᓇᓱᐊᖅᑐᒥᑦ ᑕᒪᒃᑭᓄᑦ ᐅᖃᐅᓯᕐᓄᑦ ᐃᓕᓐᓂᐊᕈᑎᓕᐅᖅᑕᐅᓯᒪᔪᓄᑦ, ᐅᖃᐅᓯᖅ ᖃᓄᐃᑦᑑᓂᖓ ᐃᓱᒪᒋᓇᒍ. ᐊᒻᒪ ᑕᐅᑐᒃᑕᑐᐊᖃᑲᐃᓐᓇᕐᓂᐊᖅᐳᒍᑦ ᐱᔾᔪᑎᖃᖅᖢᑕ ᐃᓄᒃᑐᑦ ᐅᖃᐅᓯᒃᑰᕐᓂᐅᓂᖅᓴᐅᖕᒪᑦ ᐊᒻᒪ ᑕᐅᑦᑐᒃᑯᑦ ᐅᖃᐅᓯᐅᓪᓗᓂ. ᐋᔩᖃᑎᒌᖕᓂᖅ ᐱᓕᕆᐊᖑᔪᓐᓇᖅᐳᖅ ᑮᓇᒃᑯᑦ ᖃᓄᐃᓕᐅᕐᓂᐅᔪᒃᑯᑦ. ᐱᓕᕆᔪᓐᓇᕆᕗᖅ ᐃᓚᖓᒍᑦ ᐊᒡᒐᑎᒍᑦ ᐅᖃᐅᓯᐅᔪᓂ, ᐃᓚᖓᒍᑦ ᑎᒥᐅᑉ ᐅᖃᐅᓯᐅᔪᓂᑦ. ᐱᓕᕆᐊᖑᔪᓐᓇᖅᐳᖅ ᐅᖃᐅᓯᒃᑯᑦ," ᐅᐃᓗᑦ ᐅᖃᓚᐅᖅᐳᖅ. ᖃᐅᔨᒪᓂᖃᕐᔪᐊᖅᑐᓂ ᐱᓕᕆᖃᑎᒌᒃᑐᓂ ᑲᑎᙵᓂᐅᔪᑦ ᓇᓗᓇᐃᖅᓯᓚᐅᖅᐳᑦ ᐃᓕᓐᓂᐊᕈᑎᒃᓴᓂ ᐃᓄᒃᑐᑦ ᐊᔾᔨᒌᓕᖅᑎᓐᓇᓱᒃᑎᑕᐅᓪᓗᐊᖅᐳᑦ, ᑭᓯᐊᓂ ᓇᓗᓇᐃᖅᓯᒃᑲᓐᓂᓚᐅᖅᐳᑦ ᐃᓂᒃᓴᓕᐅᓪᓗᐊᕐᓂᖏᓐᓂ ᐃᓗᐊᓂ ᐃᓕᓐᓂᐊᕈᑎᓕᐅᖅᑕᐅᓯᒪᔪᓄᑦ ᐸᕐᓇᒍᑎᒃᓴᓂ ᐊᒻᒪ ᖃᐅᔨᓴᐃᓂᐅᔪᓂ ᓄᓇᓕᖕᓂ ᐅᖃᓪᓚᐅᓯᖏᓐᓄᑦ. ᐊᕕᒃᓯᒪᓂᐅᔪᑦ ᐱᓕᕆᓂᐊᖅᐳᖅ ᑕᒪᒃᑭᓂᑦ.

2020-2021-ᒥ, ᓄᑖᖅ ᐃᓕᓐᓂᐊᕈᑎᓕᐅᖅᑕᐅᓯᒪᔪᑦ ᐃᓱᒪᖅᓱᕈᑕᐅᓂᐊᖅᐳᑦ, ᑭᓯᐊᓂ ᒪᓕᖕᓂᐊᖅᑐᒥ ᐃᓕᓐᓂᐊᕐᓂᕐᒧᑦ ᐊᕐᕌᒍᖓᓂ ᐃᓕᓐᓂᐊᕐᕕᐅᔪᑦ ᓂᕆᐅᒋᔭᐅᓂᐊᖅᐳᑦ ᐃᓕᓐᓂᐊᖅᑎᑦᑎᓂᖏᓐᓂ ᑕᒪᑐᒪᙵᑦ.

nunavutnews.com, Monday, August 26, 2019 5

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education special feature

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Teachers enhance leadership skills 'We're leaders even outside the school. We have to be role models to the community, too,' says Arviat educator

by Derek Neary

Northern News Services

Iqaluit

Forty-three principals, assistantprincipals and teachers sacrificed a portion of their summer to build on their leadership qualities.

The educators gathered in Iqaluit for two weeks in July for the Certificate in Educational Leadership in Nunavut (CELN) program. They were immersed in various courses aimed at improving communication and relationships, language and literacy, collaborating with the community and more.

Newcomers to Nunavut learned about traditional Inuit leadership, culture and the territory's educational history, said Darlene Nuqingaq, a retired teacher and principal. She was co-instructor for two of the courses, one on transformational leadership and another on engaging Nunavut elders and community. In addition to hearing from experienced Nunavut teachers like Elisapee Karetak and Leeveena Nuyalia, the educators spent an afternoon at the Elders Qammaq, listening to elders' stories and gaining perspective on Nunavut's history.

"One woman said in the spring, around March – it was still cold, still dark – you would have to travel by dog team to wherever your spring/ summer camp was going to be and you're about to give birth to a baby.

You just have to stop on the trail

and build an iglu quickly and give birth to that little baby and then the next day you're on the trail again," said Nuqingaq. "An older woman said she can remember times when the rocks and the land became her friends because it was just her and her husband and her children. They didn't see other people regularly ...

I think it gives (young educators) insight."

One of the guest speakers during the courses – Olivia Chislett – urged educators to look beyond the behaviours of children because even a well-behaved child might be disguising inner pain, said Nuqingaq, who's been instructing leadership courses for close to two decades.

Catherine Eleheetook, a teacher in Gjoa Haven, said she found Chislett's presentation to be very powerful. Chislett recounted how she overcame her academic struggles and organized youth gatherings to empower them and to teach them throatsinging.

Eleheetook, who has taught for four years, said she would like to incorporate more cultural activities, literacy programs in her school and make greater use of the Inuit language.

Teacher Bridgette Aulatjut of Arviat, who's entering her third year in the profession, said she's striving to encourage others to cooperate to accomplish more.

"One of my goals is to focus

ᐃᓕᓴᐃᔩᑦ ᐃᓕᓐᓂᐊᖃᑕᐅᔪᓂ ᐃᓕᓐᓂᐊᕐᓂᓕᕆᔨᒃᑯᓐᓂ ᑕᒪᑐᒪᓂ ᓕᓐᑕ ᑲᕕᐅᒃ, ᒥᐊᕆ ᓇᑯᓛᒃ, ᕉᑕ ᐋᓕᒃᔅ ᓯᒃᓯᒃ, ᓯᐊᕋ ᑕᑯᓕᒃ, ᐱᐊᑦ ᔫᓕᐊᑦ ᐅᔭᕐᕋᐃ ᐊᒻᒪ ᑳᑎ ᔅᓅ.

photo courtesy of the Department of Education

Teachers enrolled in a reflective practice course offered through the Department of Education this summer in Iqaluit comprised: from left, Kelli McLarty, Angeline Koomuk, Linda Kaviok, Mary Nakoolak, Rhoda Paliak-Angootealuk, Kylie Curry, Nunia Anoee, Chelsea Landry, Nicola James, Alex Siksik, Sarah Takolik, Beth Sampson, Peggy Etunga, Lizzie Iblauk, Sarah Alooloo, Mary Kunuk, Claude Pike, Juliet Uyarrai and Kathy Snow. on working with others to learn and gain more knowledge from each other and how to teach better," Aulatjut said. "We're leaders even outside the school. We have to be role models to the community, too."

Eleheetook and Aulatjut both had reservations about leaving their families behind to travel to Iqaluit,

Nutrition North subsidy rises for non-perishable goods Northern News Services

Nunavut The often criticized Nutrition North program has added an additional $1 per kilogram subsidy for non-perishable goods, such as macaroni, flour, butter and diapers transported by sealift.

That means a 10-kilogram bag of flour will cost Nunavummiut $10 less, a government spokesperson said.

The changes are effective immediately, but sealift deliveries that have already taken place are exempt.

Another development is that feminine hygiene products will be subsidized year-round at the highest level.

As well, a new Northern-based compliance review committee will be established in the coming months as a transparency measure for Nutrition North.

The government estimates it will spend $3 million annually to implement these new measures.

Yvonne Jones, parliamentary secretary to the Minister of Intergovernmental and Northern Affairs, made the announcement in Cambridge Bay on Wednesday.

Last December, the federal government revealed other increases to the subsidy rates and increased the foods eligible for greater subsidies. Yet Family Services Minister Elisapee Sheutiapik expressed, at the time, a longstanding concern that many Nunavummiut have often repeated: "We've been saying all along it's the retailers benefitting the most."

Attesting to the past failings of Nutrition North, the Canadian Medical Association found that food insecurity in Nunavut's 10 largest communities rose by 13.5 per cent during the transition to Nutrition North.

The federal government is still developing a

harvesters' support program, which is expected to be in place during the winter of 2019-2020, a federal spokesperson said Wednesday.

– Derek Neary

Kugluktuk power plant with 500-kilowatt solar capacity gets funding Kugluktuk Kugluktuk can proceed with plans for Nunavut's first new diesel power plant with 500-kilowatts of solar capacity as $20.5 million in federal funding was announced in Iqaluit on August 19.

Qulliq Energy Corporation is contributing $7.8 million towards the project.

It will entail replacement of the current power plant's entire building structure, and installation of a new heating and cooling system, fuel supply system, storage area, and waste management area, according to a news release from the federal government.

"This upgraded facility, with solar panels and fuel-efficient generators, will lessen the impact on the environment by using less fuel, being quieter, and reducing emissions," Kugluktuk Mayor Ryan Nivingalok stated.

Bruno Pereira, president and CEO of Qulliq Energy Corporation, added, "By prioritizing renewable energy system integration in the new Kugluktuk power plant, both solar and fuelefficient diesel systems will supply electricity to the community. Continued federal funding contributions will support QEC's move towards cleaner energy sources."

Kugluktuk's existing power plant was installed in 1968.

– Derek Neary

NEWS Briefs

ᐃᖅᑲᐅᒪᓂᕐᒧᑦ ᐆᒃᑐᕋᐃᓂᐅᔪᒥ ᐃᓕᓐᓂᐊᕐᓂᐅᔪᒥ ᐊᑐᐃᓐᓇᐅᑎᑕᐅᔪᒥ ᐊᐅᔭᐅᔪᒥ ᐃᖃᓗᖕᓂ ᐅᑯᐊᖑᓚᐅᖅᐳᑦ: ᓴᐅᒥᖕᒥ, ᑲᓕ ᒪᒃᓛᑎ, ᐋᓐᔨᓖᓐ ᑰᒧᒃ, ᐹᓕᐊᒃ-ᐊᖑᑎᐊᓗᒃ, ᑲᐃᓕ ᑰᕆ, ᓄᓂᐊ ᐊᓄᐃ, ᓯᐅᓪᓯ ᓛᓐᑐᕆ, ᓂᑯᓚ ᔭᐃᒻᔅ, ᓵᒻᑉᓴᓐ, ᐸᒋ ᐃᑦᑐᖓ, ᓕᓯ ᐃᑉᓚᐅᒃ, ᓯᐊᕋ ᐋᓗᓘ, ᒥᐊᕆ ᑯᓄᒃ, ᑯᓘᑦ ᐸᐃᒃ,

but they quickly came to appreciate the opportunity they were given.

"Before I came here I regretted coming here because my family were going out on the land. That's an every year thing for our family," said Eleheetook. "After taking these courses, I have no more regrets."

Nuqingaq praised the teachers

for voluntarily giving up part of their summer to strengthen their knowledge base.

"We had really rich, deep conversations, and transformation, I could see it in their journals," she said. "They want to be the best possible teacher they can be for their students."

6 nunavutnews.com, Monday, August 26, 2019

kNKu W?9oxJ5, N[Z/su, xsZy 26, 2019

nunavutnews.com, Monday, August 26, 2019 7

kNKu W?9oxJ5, N[Z/su, xsZy 26, 2019

education special feature

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Mastering the realm of business James T. Arreak wants to equip himself to be a resource for Nunavut, despite temporary hardship

by Derek Neary

Northern News Services

Iqaluit

James T. Arreak is attaining his master of business administration but it's coming at a price, literally.

He paid for his first semester fully out of his own pocket and only found limited financial support for the second semester at the Ivey School of Business in London, Ont. "If there's not the support or understanding from funding bodies for graduate work, then the numbers (of adults pursuing higher learning) are not going to be very good," said Arreak, adding that the executive masters program is an expensive proposition but one he's confident will bring returns in the future.

Arreak, who's in his 40s, goes back and forth between Iqaluit and London to manage his six courses in the intensive MBA program. He's doing it while holding down his job as interim executive director for the Nunavut Coalition of District Education Authorities. It all adds up to extreme demands on his time and it means his wife and six children will see little of him until he graduates in summer 2020.

"When I succeed, it's because of the support of my wife and my kids," he said.

During his second of three terms, Arreak will be absorbed in classes dealing with business leadership, operations, strategic analysis, sustainability and entrepreneurship.

He said he brings more practical

experience to his learning as an adult than he did while attending university in the 1980s and 1990s.

"I have to be focused," he said.

"When we go into class we're discussing not just theory but practical experience-related subject matter, case work."

Despite his two decades of business background, "it's very challenging," he admitted.

"You're getting into some hard math applications in a work scenario," he said. "You're supposed to perfectly define the relationship between the variables."

Why is he so driven? He believes these mathematical and business applications, along with data collection, could be pertinent to addressing Nunavut's deficits in homes, infrastructure and even mental health struggles, he said.

"On broad terms, I have a passion for Nunavut," he said. "I'm just basically trying to equip myself so I can be a resource to Nunavut, whether it's public, private or corporate ... obviously Nunavut is in a very unique situation and it needs a lot of people with experience to help transform it into something that reflects the population."

Arreak spent almost half of his first 23 years in business working independently as a consultant. He's also toiled for Nunavut Tunngavik Inc., the Government of Nunavut, the Nunavut Economic Forum, the Royal Bank and he ran some of Nunasi Corporation's businesses for a few years.

ᔭᐃᒥᓯ ᑕ. ᐋᕆᐊᖅ, ᓄᓇᖃᖅᑐᖅ ᐃᖃᓗᖕᓂ ᑭᓯᐊᓂ ᐱᕈᖅᓴᔭᐅᓯᒪᓪᓗᓂ ᒥᑦᑎᒪᑕᓕᖕᒥ, ᓇᖏᖅᐳᖅ ᓯᓚᑖᓂ ᐊᐃᕕ ᐃᓕᓐᓂᐊᕐᕕᖓᓂ ᓇᖕᒥᓂᖃᕐᓂᕐᒧᑦ ᐱᓇᖕᓇᕐᒥ ᓯᓚᑦᑐᖅᓴᕐᕕᒡᔪᐊᖓᓂ ᐃᓕᓐᓂᐊᕐᕕᖓᓂ ᓚᓐᑕᓐ, ᐋᓐᑎᐊᕆᐅᒥ. ᐋᕆᐊᖅ ᐱᓕᕆᕙᓪᓕᐊᓂᐊᓕᖅᐳᖅ ᒪᕐᕈᖓᓂ ᐱᖓᓱᓄᑦ ᐃᓕᓐᓂᐊᕐᓂᐅᔪᓂ ᐱᓇᓱᐊᖅᑎᓪᓗᒍ ᓯᓚᑦᑐᖅᓴᕐᕕᒡᔪᐊᒥ ᓯᕗᓂᐊᒍᑦ ᐃᓕᓐᓂᐊᕐᓂᕐᔪᐊᖑᔪᒥ ᓇᖕᒥᓂᖃᕐᓂᕐᒧᑦ ᐊᓪᓚᕝᕕᓕᕆᓂᕐᒧᑦ ᐃᓕᓴᕆᔭᐅᓂᐅᔪᒥ.

photo courtesy of James T. Arreak

James T. Arreak, who lives in Iqaluit but was raised in Pond Inlet, stands outside the Ivey School of Business on the Western University campus in London, Ont. Arreak is about to embark on his second of three semesters as he pursues his executive master of business administration degree.

While growing up in Pond Inlet, his parents strongly encouraged him to go to school. "(My mom) said education opens doors so you have to seek education," he said.

His father ran a convenience store, which didn't interest a young Arreak until he reached Grade 12. Then he warmed up to business as a potential livelihood. He went on to earn his business administration degree from

Trinity Western University in Langley B.C., after attending the University of Alberta for a few years.

"It equips you with analytical skills and things like that," he said of the business world.

8 nunavutnews.com, Monday, August 26, 2019

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kNKu W?9oxJ5, N[Z/su, xsZy 26, 2019

Editorial & Opinions wh mK5

COMMENTS AND VIEWS FROM NUNAVUT NEWS/NORTH AND LETTERS TO THE EDITOR

ᐃᓕᓴᐃᔩᑦ, ᒐᕙᒪᒃᑯᑦ ᐃᖅᑲᓇᐃᔭᖅᑏᑦ ᑐᕌᖅᑎᑦᑎᔭᕆᐊᖃᖅᐳᑦ ᐅᖃᐅᓯᕐᒧᑦ

ᐃᓕᓐᓂᐊᕐᓂᕐᒧᑦ ᐊᕐᕌᒍᖓ ᐱᒋᐊᖅᐸᓪᓕᐊᓕᖅᑎᓪᓗᒍ ᓄᓇᕗᒻᒥ, ᑕᐃᒪᑐᖅ ᐊᑦᑕᓇᙱᑦᑐᒥ ᐊᒻᒪ ᐱᓕᕆᑦᑎᐊᕈᓐᓇᖅᑐᒥ ᐊᕐᕌᒍᖃᕐᓂᐊᖅᐳᑦ ᑕᒪᒃᑭᔅᓯᐊᖑᔪᓄᑦ. ᐊᖁᑏᑦ, ᐃᔨᑎᑦ ᒪᑐᐃᖓᓗᒋᑦ ᐊᒻᒪ ᐃᒃᐱᒍᓱᑦᑎᐊᕐᓗᓯ ᐸᓯᓂᑦ ᐊᒻᒪ ᐱᓱᒃᑐᓄᑦ. ᓱᕈᓯᕗᑦ ᐊᓕᐊᓇᐃᒋᔭᖃᖅᑎᓪᓗᒋᑦ ᑭᖑᓪᓕᖅᐹᖑᔪᓂ ᐊᐅᔭᒥ ᑕᖕᒫᕐᓂᐅᔪᓂ ᐊᒻᒪ ᐅᖅᑰᔪᒥ, ᓯᕿᓂᖅᑐᒥ ᓯᓚᖓᓂ, ᐃᓛᒡᓕ ᐃᖃᓗᖕᓂ, ᓂᕆᐅᒍᓐᓇᖅᐳᑎᑦ ᐃᓕᓐᓂᐊᕆᐊᒃᑲᓐᓂᕐᓂᕐᒥ ᐸᕐᓇᒃᓯᒪᙱᓐᓂᕐᓂ. ᐊᒻᒪ ᓱᓕ, ᕿᑐᕐᙵᕗᑦ ᐅᑕᖅᑭᔪᓐᓇᙱᓚᑦ ᐃᓕᓐᓂᐊᕐᕆᐊᕐᓂᐊᕐᓂᖏᓐᓂ, ᑕᑯᔪᒪᖕᒪᑕ ᐃᓕᓴᐃᔨᒃᓴᒥᓂᑦ ᐊᒻᒪ ᐃᓕᑦᑎᔪᒪᓪᓗᑎᒃ. ᐃᓐᓇᕈᖅᐸᓪᓕᐊᓪᓗᑕ, ᐅᓇ ᖁᕕᐊᓐᓂᖅ ᐃᓚᓕᐅᔾᔨᕗᖅ ᐊᒃᓱᕉᓴᖕᓂᕐᒥ. ᓯᕗᓂᒃᓴᖅ ᑭᓱᒥᒃ ᑎᒍᒥᐊᖅᐸ ᒪᒃᑯᒃᑐᓂ ᐃᓐᓇᕐᓄᑦ? ᐃᓕᓐᓂᐊᕐᕕᕗᑦ ᐸᕐᓇᐃᓂᐊᖅᐸᑦ ᑲᒻᐸᓂᖏᓐᓄᑦ, ᒐᕙᒪᐅᙱᑦᑐᓂ ᐊᒻᒪ ᒐᕙᒪᐅᔪᓂ ᑎᒥᖁᑕᐅᔪᑦ ᐱᔪᒪᕐᔪᐊᖅᑐᓂ ᓄᓇᕗᒻᒥᐅᓂ – ᐃᓄᖕᓂ ᐱᓗᐊᖅᑐᒥ – ᓇᒃᓴᕐᓂᖏᓐᓂ ᐊᔪᙱᓐᓂᖏᓐᓂ ᐃᖅᑲᓇᐃᔭᕐᕕᖏᓐᓄᑦ? ᐃᓕᑦᑎᓂᐊᖅᐸᑦ ᐱᔭᕆᐊᓕᖕᒥᓂ ᖁᑦᑎᒃᑐᒥ ᐃᓕᓐᓂᐊᕐᕕᖕᒥ ᐊᒻᒪ ᓯᓚᑦᑐᖅᓴᕐᕕᖕᒥ ᐃᓱᓕᑦᑎᓂᖓᓐᓂ ᑎᑎᕋᖅᓯᒪᓗᓂ ᐱᔪᒪᕐᔪᐊᖅᑕᒥᓂ ᐃᖅᑲᓇᐃᔮᕆᓂᐊᖅᑕᒥᓂᑦ? ᐱᒋᐊᓕᓵᖅᑐᓄᑦ ᐃᓱᒫᓗᒋᙱᓚᖓ, ᐊᒻᒪ ᓱᓕ, ᓲᖃᐃᒻᒪ ᑕᐃᒪᐃᓲᖑᕗᒍᑦ ᐊᖓᔪᖅᑳᖑᓪᓗᑕ. ᕿᑐᕐᙵᐃᑦ ᓘᒃᑖᙳᕈᒪᒍᓂ, ᐃᓕᓴᐃᔨ, ᓴᓇᔭᐅᓯᒪᓂᐊᖅᑐᓂᒃ ᐋᖅᑭᒃᓱᐃᔨᐅᓪᓗᑎᒃ ᑎᑎᕋᐅᔭᖅᑏᑦ, ᓲᑭᔅᒥ ᖁᙱᐊᖅᑕᐅᕙᒃᑐᖅ, ᑕᕐᕆᔭᓕᐅᖅᑎᐅᓗᓂ, ᐃᖃᓗᒐᓱᒃᑎ ᐅᕝᕙᓘᓐᓃᑦ ᐊᒃᑕᐅᒻᒥ ᐊᖁᑎᐅᓗᓂ, ᓇᓚᐅᑉᐳᑎᑦ ᐃᓱᒪᓂᕐᒧᑦ ᓄᓇᕗᒻᒥ ᐃᓕᓐᓂᐊᕐᕕᐅᔪᑦ ᑐᓂᓯᔪᓐᓇᕐᒪᖔᑦ ᓈᒻᒪᒃᑐᒥ ᐊᕙᑎᐅᔪᒥ ᑖᒃᑯᓂᖓ ᐱᔭᐅᔪᒪᔪᓂ ᐱᓪᓚᕆᙳᖅᑎᑕᐅᓂᖓᓄᑦ. ᐱᓗᐊᖅᑐᒥ

ᖁᑦᑎᖕᓂᓖᑦ 1-ᒥ ᐱᙳᐊᖅᑎᓪᓗᒋᑦ ᐃᒻᒥᓄᑦᐋᓐᓂᖅᓯᓂᕐᒥ ᐱᙳᐊᕐᓂᐅᔪᓂ ᐃᓕᓐᓂᐊᕐᕕᐅᑉ ᓯᓚᒥ ᐱᙳᐊᕐᕕᖓᓐᓂ, ᓱᕈᓰᑦ ᐃᓱᒪᒋᔭᐅᙱᓚᑦ ᐅᕝᕙᓘᓐᓃᑦ ᐃᒥᐊᓗᖕᒧᑦ ᐃᓪᓕᐊᑉ ᐊᒃᑐᖅᑕᐅᓯᒪᓂᐅᔪᒥ ᖃᐅᔨᔭᐅᓯᒪᙱᑎᓪᓗᒍ, ᐊᒻᒪ ᐃᓕᓴᐃᔩᑦ ᐊᒃᓱᕉᓴᖃᑦᑕᖅᐳᑦ ᐱᓕᕆᓂᖏᓐᓂ ᐃᖅᑲᓇᐃᔮᒥᓂᑦ ᓈᒻᒪᙱᓗᐊᖅᑐᓂ ᐃᑲᔪᕈᑎᒃᓴᖃᕐᓇᑎᒃ ᐊᒻᒪ ᐃᑲᔪᖅᓱᐃᓂᐅᔪᒥ ᐃᓕᓐᓂᐊᕐᕕᖕᓄᑦ ᐱᓕᕆᔾᔪᓯᐅᔪᓄᑦ. ᓄᓇᕗᑦ ᐊᒥᓱᓂ ᐊᔪᙱᑦᑐᐊᓗᖕᓂ ᐊᒻᒪ ᐊᒃᓱᕈᖅᖢᑎᒃ ᐱᓕᕆᕙᒃᑐᓂ ᐃᓕᓴᐃᔨᓂᑦ ᐊᒻᒪ ᐃᑲᔪᖅᓱᐃᔨᐅᔪᓄᑦ ᐃᖅᑲᓇᐃᔭᖅᑎᓂᑦ, ᐊᒻᒪ ᐊᒃᓱᕈᕐᓂᖏᑦ ᐃᑲᔪᖅᓱᐃᓲᖑᕗᑦ ᐃᓕᓐᓂᐊᖅᑎᐅᑉ ᐱᓕᕆᑦᑎᐊᕈᓐᓇᕐᓂᖓᓂ. ᐃᓚᖏᑦ ᑎᑭᐅᑎᓯᒪᙱᑦᑐᖃᓲᖑᑎᓪᓗᒍ ᐊᑐᒐᒃᓴᐃᑦ ᐋᖅᑭᒃᑕᐅᓯᒪᓂᖏᑎᒍᑦ ᓂᕆᐅᒋᔭᐅᔪᓂ ᓄᓇᕗᒻᒥ ᐊᖓᔪᖅᑳᖑᔪᓄᑦ, ᐊᖏᓂᖅᓴᐅᔪᑦ ᐅᓗᕆᐊᓇᕈᑕᐅᔪᑦ ᐃᓕᓐᓂᐊᖅᑎᐅᑉ ᐱᓕᕆᑦᑎᐊᕈᓐᓇᕐᓂᖓᓂ ᐱᓕᕆᔾᔪᓯᖃᕐᓂᐅᔪᒥ. ᐃᓱᒫᓘᑎᒋᓛᕆᔭᕗᑦ ᐃᓗᐊᓃᑉᐳᖅ ᕿᓂᕐᓂᐅᔪᒥ ᓄᓇᕗᒻᒥ ᐃᓄᒃᑎᑐᑦ ᐅᖃᐅᓯᐅᓂᖓᓂ ᐃᓕᓴᐃᓂᐅᔪᒥ ᐃᓄᖕᓄᑦ ᐅᓄᕐᓂᖅᓴᐅᓂᖏᓐᓄᑦ ᑕᒪᒃᑭᓄᑦ ᖁᑦᑎᖕᓂᓕᖕᓄᑦ ᑭᒡᓕᐅᔪᓄᑦ. ᐃᓱᖃᙱᓚᖅ ᑕᑯᒃᓴᐅᓂᐅᔪᒥ ᐆᒧᖓ ᓱᓕᓂᐅᔪᒥ ᖃᐅᑕᒫᒥ ᐃᓅᓯᐅᔪᒥ ᓄᓇᕗᒻᒥ ᐃᓕᓐᓂᐊᕐᕕᐅᔪᓄᑦ, ᐊᒻᒪ ᐃᓄᒃᑎᑐᑦ ᑲᑕᒃᐸᓪᓕᐊᓃᑉᐳᖅ ᑕᒪᐃᑎᒍᑦ. ᖃᓄᐃᓕᖓᓂᕆᔭᖓ ᑕᐅᓄᙵᐅᕙᓪᓕᐊᖏᓐᓇᕐᓂᕐᒧᑦ ᐱᓕᕆᑦᑎᐊᕐᓂᐅᔪᒥ ᐊᐅᓚᑦᑎᓂᖃᕋᓱᐊᕐᓂᐅᔪᒥ ᑐᕌᒐᕆᔭᐅᔪᒥ – ᓄᖑᓴᐃᓂᕐᒧᑦ ᓄᓇᖃᖅᑳᖅᓯᒪᔪᓄᑦ ᐅᖃᐅᓯᖓᓐᓂ ᐊᒻᒪ ᐃᓕᖅᑯᓯᖓᓐᓂ. ᐱᔭᒃᓴᖃᕐᔪᐊᖅᐳᑦ ᓄᖅᑲᖅᑎᑦᑎᓂᕐᒧᑦ ᑖᔅᓱᒥᖓ ᑕᐃᒪᐃᑐᐃᓐᓇᕆᐊᓕᖕᒥ. ᐅᓪᓗᒥ ᐱᒋᐊᖅᐳᖅ ᐃᓕᓐᓂᐊᕐᕕᓂ ᓄᓇᕗᒻᒥ, ᐃᓕᓐᓂᐊᖅᑏᑦ

ᕿᓂᕆᐊᖃᖅᐳᑦ ᓇᖕᒥᓂᖅ ᐃᓄᐃᑦ ᐅᖃᐅᓯᖏᓐᓂ ᐱᕙᓪᓕᐊᑎᑕᐅᓂᖓᓂ. ᑕᒪᓐᓇ ᐃᓚᖃᖅᐳᖅ ᖃᓪᓗᓈᓂᑦ. ᐊᔭᐅᕆᓪᓗᐊᖅᑎᓪᓗᑕ ᑕᐃᒃᑯᓂᖓ ᓄᓇᖃᓚᐅᑲᖕᓂᐊᖅᑐᓂ ᐊᕐᕌᒍᒥ ᒪᕐᕉᖕᓂᓪᓘᓐᓃᑦ ᐃᓕᑦᑎᓂᖏᓐᓂ ᐅᖃᐅᓯᕐᒥ ᐊᒻᒪ ᐊᑐᕐᓗᒍ ᐃᓕᓐᓂᐊᕐᕕᐊᕈᓯᖏᓐᓂ, ᐊᑯᓂᐅᔪᒃᑯᑦ ᖃᓪᓗᓈᑦ ᐃᓕᓴᐃᔨᑦ ᐃᓱᒪᒃᓴᖅᓯᐅᕆᓪᓗᐊᖅᐳᑦ ᖃᓄᖅ ᐊᑐᕐᓂᖏᓐᓂ ᐊᑐᙱᓐᓂᖓᓂᓪᓘᓐᓃᑦ ᐃᓄᒃᑎᑐᒻᒥ ᐃᑲᔪᖅᓱᐃᕙᖕᓂᖓᓂ ᐃᓕᓐᓂᐊᖅᑎᖏᑕ ᐱᓕᕆᑦᑎᐊᕈᓐᓇᕐᓂᖏᓐᓂ ᐅᕝᕙᓘᓐᓃᑦ ᐱᓕᕆᑦᑎᐊᙱᓐᓂᖓᓐᓂ. ᓯᕗᓕᐅᖅᑎᖃᕆᐊᖃᕆᕗᑦ ᐊᐅᓚᑦᑎᔨᓂ ᐊᒻᒪ ᒐᕙᒪᒃᑯᑦ ᐃᖅᑲᓇᐃᔭᖅᑎᓂᑦ ᐃᓕᓐᓂᐊᕐᓂᓕᕆᔨᒃᑯᓐᓂ ᐃᓗᐊᓂ ᑕᑯᒃᓴᐅᑎᑦᑎᓂᕐᒥ ᐅᖃᐅᓯᖅ ᐱᓐᓇᕆᔭᐅᓂᖓᓂ ᑕᒪᒃᑭᓄᑦ ᐃᓚᐅᖃᑕᐅᔪᓄᑦ. ᓵᙵᕗᒍᑦ ᓄᑖᖑᔪᒥ ᓄᓇᕗᒻᒥ ᐅᑭᐅᖅᑕᖅᑐᒥ ᓯᓚᑦᑐᖅᓴᕐᕕᖕᒧᑦ ᐃᖃᓗᖕᓂ ᐊᒻᒪ ᑕᑯᓪᓗᑕ ᐱᓕᕆᓂᐊᕐᓂᕋᐃᔪᓂ ᐊᒻᒪ ᖁᕕᐊᓐᓂᐊᐅᔪᒥ ᐊᔭᐅᕆᔭᐅᔪᒥ ᐅᐸᒍᓐᓇᕐᓂᕐᒧᑦ ᑕᐃᒪᐃᑦᑐᒥ ᐃᓕᓐᓂᐊᕐᕕᐅᔪᒥ ᐊᒻᒪ ᐃᓕᑦᑎᓂᕐᒥ ᐊᔪᙱᓐᓂᐅᔪᒥ ᐊᑑᑎᖃᖅᑐᒥ ᖃᐅᒃᐸᒧᑦ ᓄᓇᕗᖓᓐᓂ. ᐱᒋᐊᓕᓵᖅᑐᓄᑦ ᐃᓕᓐᓂᐊᖅᑏᑦ ᐅᓪᓗᒥ ᖃᖓᑭᐊᖅ ᑕᑯᒋᐊᕐᓂᐊᖅᐳᑦ ᐃᒡᓗᕐᔪᐊᒧᑦ ᑐᓂᓯᓂᕐᒥ ᐃᓕᓐᓂᐊᕐᓂᐅᔪᒥ ᐱᔭᕆᐊᖃᖅᑕᒥᓂᑦ ᐃᓕᓴᐃᔨᙳᕐᓂᕐᒧᑦ, ᐃᓗᐊᖅᓴᐃᔨᒧᑦ, ᐆᒪᔪᓕᕆᔨᒧᑦ, ᒐᕙᒪᓂ ᐃᖅᑲᓇᐃᔭᖅᑎᐅᓂᕐᒧᑦ, ᐊᒻᒪ ᐊᒥᓱᒃᑲᓐᓂᕐᓂ. ᐱᓕᕆᑦᑎᐊᕈᓐᓇᕐᓂᑐᐊᕗᑦ ᐃᓅᖃᑎᒌᖑᓗᑕ ᐱᓕᕆᒍᑦᑕ ᐅᓪᓗᒥ ᐊᔪᕆᖅᓱᐃᓗᑕ ᐃᓕᓐᓂᐊᖅᑎᑦᑎᓐᓂ ᑕᐃᔅᓱᒧᖓ ᑐᕌᒐᒃᓴᐅᔪᒥ ᐃᑲᔪᖅᓱᐃᓂᒃᑯᑦ ᐃᓄᐃᑦ ᐅᖃᐅᓯᖓᓐᓂ ᐊᒻᒪ ᐃᓕᖅᑯᓯᖓᓐᓂ. ᐊᑐᕐᓂᖃᐅᑎᖃᖅᑐᐃᓐᓇᐅᕗᒍᑦ ᐱᓕᕆᔭᕆᐊᖃᖅᑕᑦᑎᓐᓂ ᐃᑲᔪᖅᓱᐃᓂᕐᒧᑦ ᐆᒧᖓ ᓯᕗᓂᒃᓴᐅᔪᒧᑦ.

Teachers, bureaucrats need to lead on language Northern News Services

As the school year begins across the territory, we wish a safe and productive year for all of you. Drivers, keep your eyes open and please respect buses and pedestrians.

As our children enjoy the last of summer camps and warm, sunny weather, at least in Iqaluit, you might expect that they're not ready to return to school. And yet, ours can't wait for school, as they are eager to meet their teachers and learn.

The older we get, the more this excitement gets mixed with stress.

What does the future hold for our young adults? Will our schools prepare them for the companies, NGOs and government bodies that so desperately want Nunavummiut – Inuit in particular – to bring their skills to their workplaces? Will they learn what they need to get the high school and college diplomas listed on their dream jobs?

It's not something kindergartners worry about, and yet, of course we do as parents. Whether your child wants to be a doctor, teacher, engineer, circus performer, movie star, fisherman, or garbage truck driver, you're right to wonder whether Nunavut's schools can provide the right environment to make those dreams a reality. Especially when

stop this likely scenario. It starts today in the schools of Nunavut, where students must be encourOUR CHILDREN'S FUTURE aged to speak their own language, WE SAY: and teachers must pursue their own ENCOURAGE INUIT LANGUAGE Inuit language development. This includes the southerners. While we should encourage those who will Grade 1s are playing self-harm stay for a year or two to learn the games on school playgrounds, chillanguage and use it in their classdren are ignored or worse because rooms, our long-term qallunaat fetal alcohol spectrum disorder goes teachers should also consider how undiagnosed, and teachers are chal- their use or non-use of Inuktitut conlenged to do their jobs with insuffitributes to their students' success or cient resources and supports across failure. They also need leadership the school system. from managers and bureaucrats Nunavut has many talented and within the Department of Education hard-working teachers and support to show that the language is valued staff, and their efforts contribute by all involved. to student success. While there are We look to the new Nunavut Arcsome who do not meet the stantic College campus in Iqaluit and dards expected of Nunavut parents, see the promise and excitement the greater risks to student success inspired by attending such a facility are systemic. and learning the skills relevant for Our greatest concern lies in the tomorrow's Nunavut. Kindergarten quest for a Nunavut where Inuktitut students today will one day look to is the language of instruction for the building to provide the educathe Inuit majority at all grade levels. tion they need to become teachers, There is no end in sight to this fact nurses, wildlife officers, government of daily life in Nunavut schools, and workers, and more.

Inuktitut is on the decline generally.

The only way we can succeed The result is a downward spiral with as a society is if we work today to the eventual success of the colonial shepherd our students to that goal mission – to destroy Indigenous lan- by supporting Inuit language and guage and culture. culture. We all have a role to play in There is so much work to do to advocating for this future.

THE ISSUE:

nunavutnews.com, Monday, August 26, 2019 9

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education special feature

Having an education Northern News Services

When we look at our workplace environment, we see that we are in high-tech mode and the learning process or education is key to entry and success in the workplace. This involves participation of children, parents and the educational institution.

For many months, if not years, we have been struggling to ensure affordable housing is available to a fast growing population in Nunavut.

As we discuss this volatile issue, we have learned that housing is not just a structure but is connected to everything about us. This is home, a safe place, our own space with a welcoming atmosphere. This is where we learn to share and to care about those around us. This is a good thought and we must continue to aspire to that place where all this is true and is happening.

Education is similar; we gather in large places where rooms have been identified for various types of instruction with a gymnasium to encourage physical fitness, cooperation and teamwork. Our instructors or teachers have gone through much training in equipping them with knowledge and skills in the delivery of information for the students to apply in their varied skill development and choice.

This also needs to have the encouragement of mom and dad and a proper home setting so that home work can be done in peace and quiet. Many years ago when I taught and tutored, I made some home visits and was able to engage the parents in some visits to the

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ᐱᓕᕆᐊᖑᔪᖅ ᐊᑦᑎᖅᓱᐃᓂᖅ: ᖃᐅᔨᒪᕕᓯᐅᒃ ᐃᓐᓇᑐᖃᖅᓯ?

IN MY View

MIKAN No. 3855413 S.J. ᐸᐃᓕ/ᐅᖃᓕᒫᒐᖃᕐᕕᒃ ᐊᒻᒪ ᑐᖅᑯᖅᑕᐅᕝᕕᒃ ᑲᓇᑕᒥ ᐊᔾᔨᖁᑎᖓ ᐃᓄᒃ ᐊᖑᑎ ᐊᒻᒪ ᓄᑲᑉᐱᐊᖅ ᐊᒡᔭᖅᓯᔪᑦ ᐃᖃᓗᖕᒥ ᑐᓂᔭᐅᔪᒃᓴᐅᑕᐅᔪᒥ ᓄᓇᓕᖕᓂ ᓘᒃᑖᖓᓐᓄᑦ ᐃᒡᓗᓕᒑᕐᔪᖕᒥ (ᐃᒡᓗᓕᒑᕐᔪᒃ), 1948. ᐃᑲᔪᕈᓐᓇᖅᐲᑦ ᓇᓗᓇᐃᖅᑕᐅᓇᓱᒃᑎᓪᓗᒋᑦ ᑕᒡᕙᓃᑐᑦ ᐊᔾᔨᖑᐊᕐᒦᑦᑐᑦ? ᐃᓚᒋᔭᐅᔪᖅ ᐱᓕᕆᐊᖑᔪᓄᑦ ᐊᑦᑎᖅᓱᐃᓂᕐᒧᑦ, ᑕᐃᓐᓇ ᐱᖓᓱᓂᒃ ᐅᖃᐅᓯᕐᓂᒃ ᐊᑐᖅᓱᓂ ᖃᕆᑕᐅᔭᒃᑯᑦ ᑕᑯᓂᐊᖅᑕᐅᕕᖓᑦ ᓴᓇᔭᐅᓯᒪᔪᖅ ᐃᓄᒃᑎᑐᑦ, ᖃᓪᓗᓇᑎᑐᑦ, ᐅᐃᕖᖅᑎᑐᓪᓗ ᑎᑎᕋᖅᓯᒪᓗᓂ, ᑐᕋᒐᖃᖅᐳᑦ ᐱᓕᕆᐊᖑᔪᑦ

Harry Maksagak is a Cambridge Bay resident and former underground miner at the Lupin gold mine. He has been married for 43 years and has five children, 28 grandchildren and four great-grandchildren.

classroom and to see what their children were being taught. This was one way of letting the children know that we cared about their learning and this helped them to try harder.

As we go from grade school to high school, we see that there are many choices in possible employment. Any field you choose needs skills, awareness, understanding, sciences, math, English and so on. There is that place of social structures as well and we have to know and realize that there are people in positions of authority and we should listen to them and follow their instructions.

As we draw closer to graduating from Grade 12, we should be looking and planning ahead for college and maybe university to give us the necessary added skills in our choice of work. We can learn about human behaviour, societal values, IQ principles, governmental structures and the list is interesting and enormous.

As we begin to plan for life ahead, it is always good to know that parents, teachers, peers and we ourselves go with confidence and assurance that we are moving forward.

ᓇᓗᓇᐃᔭᐃᕐᓂᕐᒥᒃ ᐃᓄᖕᓂᒃ ᐊᔾᔨᖑᐊᕐᓃᑐᓂᒃ ᑲᑎᖅᓱᖅᑕᐅᓯᒪᔪᓂᒃ ᐅᖃᓕᒫᒐᖃᕐᕕᖓᓐᓂ ᐊᒻᒪᓗ ᑐᖁᖅᓯᓯᒪᕕᖓᓐᓂ ᑎᑎᖃᑐᖃᕐᓂᒃ ᐊᔾᔨᕕᓂᕐᓂᒡᓗ ᑲᓇᑕᒥ, ᐋᑐᕚᒥ. ᓄᑕᑦ ᖃᐅᔨᒪᑎᑦᑎᔾᔪᑎᒃᓴᐃᑦ ᐃᓚᔭᐅᖃᑦᑕᖅᐳᑦ ᐊᔾᔨᖁᑎᕕᓂᖏᓐᓄᑦ ᐸᐸᑦᑎᕕᖕᒥ (ᖃᕆᑕᐅᔭᒃᑯᑦ ᑐᕌᕈᑎᓕᒃ www.collectionscanada.ca/inuit-ᒥᒃ). ᑕᑯᒋᐊᕐᓂᐊᖅᐸᐃᑦ. ᐊᑏᑐᖅ ᑐᔪᐃᓂᐊᖅᐳᑎᑦ ᑐᓴᖅᑎᑕᑦᑎᓗᑎᒃ ᐅᑯᓄᖓ ᐅᕙᓂ ᑐᕌᕈᑎᓕᖕᒥ photo@nnsl.com ᐅᕝᕙᓗᓐᓃᑦ ᑎᑎᖃᕐᓂᐊᕐᕕᖕᒧᑦ ᑐᔪᖅᑕᐅᓗᑎᒃ ᐅᕗᖓ Box 2820, Yellowknife, NT X1A 2R1

ᐃᓕᓐᓂᐊᖅᓯᒪᒋᐊᖃᕐᓂᖅ

ᐃᖅᑲᓇᐃᔭᕐᕕᒃᐳᑦ ᑕᑯᓐᓇᕐᓗᒍ, ᓇᓗᓇᖏᑉᐳᖅ ᖃᕆᑕᐅᔭᓕᕆᔨᓪᓚᕆᐅᓕᕐᓂᑦᑎᓐᓄᑦ ᑕᐃᒪᓐᓇᓗ ᐃᓕᓐᓂᐊᕐᓗᓂ ᐃᖅᑲᓇᐃᔭᒐᒃᓴᖅᑖᕐᓇᖅᐳᖅ ᑕᒪᒃᑯᓂᖓ. ᑕᒪᒃᑯᐊ ᐃᓚᐅᑎᑕᐅᓗᑎᒃ ᓱᕈᓯᑦ, ᐊᖓᔪᖅᑳᑦ, ᐃᓕᓐᓂᐊᕐᕕᓪᓗ. ᐊᑯᓂ ᑕᖅᑭᓂ, ᐊᕐᕌᒍᓂᐅᔪᒃᓴᐅᔪᕐᓗ, ᐃᒡᓗᑖᕈᒪᕙᒃᐳᒍᑦ ᐊᑭᓕᕈᓐᓇᖅᑕᑦᑎᓐᓂᒃ ᐱᕈᖅᐸᓪᓕᐊᑐᐃᓐᓇᖅᑎᓪᓗᒋᓪᓗ ᓄᓇᕗᒻᒥ. ᑕᒪᓐᓇ ᐅᖃᐅᓯᕆᓂᑦᑎᓐᓂ, ᐃᒡᓗᖃᕐᓂᖅ ᑕᐃᒪᓐᓇ ᐊᒃᑐᖅᑕᐅᔪᓐᓇᖅᑐᒥᒃ ᐃᒡᓗᒥᒃ ᐅᖃᐅᓯᖃᑐᐃᓐᓇᖏᑉᐳᖅ ᐊᒃᑐᐊᓂᖃᕐᒪᑦ ᐊᕙᑎᒥᐅᑕᑦᑎᓐᓄᑦ. ᐊᖏᕐᕋᖃᕐᓂᖅ, ᐅᓗᕆᐊᓇᖏᑦᑐᒦᓐᓂᖅ, ᐃᓂᒃᓴᖃᑦᓯᐊᖅᑎᑕᐅᓂᖅ ᑐᓐᖓᓇᖅᑐᒥᒃ. ᑕᒡᕙᖓᑦ ᐊᒥᖅᑳᕆᐅᓚᐅᖅᐳᒍᑦ ᑲᒪᑦᓯᐊᕐᓂᕐᒧᓪᓗ ᐅᔾᔨᕈᓱᓕᖅᖢᑕ ᐃᓅᖃᑎᑦᑎᓐᓂᒃ. ᑕᒪᓐᓇ ᐃᓱᒪᒃᓴᒃᓯᐊᖑᕗᖅ ᑕᐃᒪᓐᓇᐃᓕᐅᖏᓐᓇᕆᐊᖃᖅᐳᒍᓪᓗ ᓱᓕᓂᖏᓐᓄᑦ ᐊᑐᖅᑕᐅᓕᕐᓂᖏᓐᓄᓪᓗ. ᐃᓕᓐᓂᐊᕐᓂᖅ ᐊᔾᔨᒋᐸᓗᒃᐸᖓ; ᐃᓂᒃᓴᓕᐅᖅᐸᒃᐳᒍᑦ ᐃᒡᓗᑕᖃᖅᑐᓂᒃ ᓇᓗᓇᐃᓯᒪᓪᓗᑎᒃ ᐃᓕᓐᓂᐊᕐᕕᐅᓂᐊᕐᓂᖏᓐᓄᑦ ᐃᖃᐃᓕᓴᕐᕕᖃᖅᖢᑎᒡᓗ ᑲᔪᖏᖅᓴᐃᒍᑎᒃᓴᐃᑦ ᑎᒥᒧᑦ ᐋᖅᑭᐅᒪᑦᓯᐊᕆᐊᖃᕐᓂᕐᒥᒃ, ᑲᑐᔾᔨᖃᑎᒌᖕᓂᖅ ᐱᓕᕆᖃᑎᒌᒡᓂᕐᓗ. ᐃᓕᓴᐃᔨᕗᑦ ᐃᓕᓐᓂᐊᖅᑎᑎᔨᕗᓪᓗ ᐃᓕᓐᓂᐊᖅᓯᒪᑦᓯᐊᖅᐳᑦ ᐊᑯᓂ ᐅᑭᐅᓂ ᐃᓕᓐᓂᐊᖅᑎᑦᓯᔨᐅᖁᓪᓗᒋᑦ ᐃᓕᓐᓂᐊᖅᓯᒪᔭᒥᖕᓂᒃ ᐊᔪᙱᑕᒥᖕᓂᒡᓗ ᐃᓕᓐᓂᐊᖅᑎᓄᑦ ᖃᓄᑐᐃᓐᓇᖅ

ĪØùÕúò∆¿

Project naming: Do you know your elders?

ᕼᐊᐅᓕ ᒪᒃᓴᒐᖅ ᐃᖃᓗᒃᑑᑦᑎᐊᕐᒥᐅᑕᖅ ᐊᒻᒪᓗ ᐅᔭᕋᖕᓂᐊᕐᕕᖕᒥ ᓄᓇᐅᑦ ᐃᓗᐊᓂ ᐅᔭᕋᖕᓂᐊᖅᑎᐅᕙᓚᐅᖅᑐᖅ ᑕᐃᑲᓂ ᓗᐱᓐᑯᑦ ᒍᓗᓯᐅᕐᕕᕕᓂᖓᓂ. ᑖᓐᓇ ᑲᑎᑎᑕᐅᓯᒪᓕᖅᑐᖅ 43-ᓂᒃ ᐊᕐᕋᒍᓂᒃ, ᐊᒻᒪᓗ ᑕᓪᓕᒪᓂᒃ 5 ᕿᑐᖓᖃᖅᓱᓂ, 28-ᓂᒃ ᐃᕐᖑᑕᖃᖅᓱᓂ ᐊᒻᒪᓗ

ᓯᑕᒪᓂᒃ ᐊᒪᐅᖃᐅᓕᖅᓱᓂ.

ᐱᕙᓪᓕᐊᓂᖃᖁᓪᓗᒋᑦ ᓂᕈᐊᖅᓯᒪᓗᑎᒃ ᐱᒍᒪᔭᒥᖕᓂᒃ. ᑲᔪᖏᖅᓴᐃᒋᐊᖃᖅᐳᑦ ᐊᖓᔪᖅᑳᕆᔭᐅᔪᑦ ᑕᒪᕐᒥᒃ ᐊᖏᕐᕋᖃᑦᓯᐊᖅᑎᑦᓯᓗᑎᒃ ᐊᖏᕋᒥᖕᓂ ᐃᓕᓐᓂᐊᕈᑎᒥᖕᓂᒃ ᑲᒪᒋᔭᖃᖃᑦᑕᖁᓪᓗᒋᑦ ᓂᐱᖃᖏᑦᑐᒥ. ᐊᒥᓱᑦ ᐅᑭᐅᑦ ᖄᖏᖅᓯᒪᓕᖅᐳᑦ ᐃᓕᓐᓂᐊᖅᑎᑦᓯᕙᓚᐅᕋᒪ, ᐊᖏᕐᕋᕆᔭᐅᔪᓄᑦ ᐅᐸᖃᑦᑕᖅᖢᖓ ᐃᓚᖏᓪᓗ ᐊᖓᔪᖄᕆᔭᐅᔪᑦ ᐃᓚᐅᑎᑉᐸᓚᐅᖅᐸᒃᑲ ᐃᓕᓐᓂᐊᕐᕕᖕᒧᐊᖃᑦᑕᖁᓪᓗᒋᓪᓗ ᓄᑕᕋᖏᑦ ᖃᓄᐃᓕᐅᓕᕐᓂᖏᓐᓄᑦ ᖃᐅᔨᒋᐊᖃᑦᑕᕐᓗᑎᒃ ᐃᓕᓐᓂᐊᕈᑕᐅᔪᓂᒃ. ᑕᐃᒪᓐᓇ ᖃᐅᔨᑎᑦᓯᒐᑦᑕ ᓱᕈᓯᓂᒃ ᐃᓕᓐᓂᐊᕈᑎᖏᑦ ᐱᒻᒪᕆᐅᓂᖏᓐᓄᑦ ᐃᑲᔪᖃᑦᑕᖁᓪᓗᒋᓪᓗ ᐊᒃᓱᕈᓕᕌᖓᑕ ᐊᒃᓱᕈᕆᐊᒃᑲᓐᓂᖃᑦᑕᖁᓪᓗᒋᑦ. ᐃᓕᓐᓂᐊᓕᓵᕐᓂᑦᑎᓐᓂᑦ ᐃᓕᓐᓂᐊᕐᕕᒡᔪᐊᒧᐊᕐᓂᖏᓐᓂ, ᓂᕈᐊᒐᒃᓴᖃᖅᐳᑦ ᖃᓄᐃᑦᑐᓂᒃ ᐃᖅᑲᓇᐃᔭᒐᒃᓴᖅᑖᕈᒪᓂᕐᒧᑦ. ᑕᒪᒃᑯᐊ ᓂᕈᐊᖅᑕᐅᔪᑦ ᑕᒪᕐᒥᒃ ᐊᔪᖏᓐᓂᖃᕆᐊᖃᕈᑎᖃᖅᖢᑎᒃ, ᖃᐅᔨᒪᒋᐊᖃᖅᖢᑎᒡᓗ, ᑐᑭᓯᐅᒪᒋᐊᖃᖅᖢᑎᒡᓗ,

ᖃᒪᓂᑦᑎᐊᖅ/BAKER LAKE STREET talk with Catherine Mourot and Christopher Snow at Jonah Amitnaaq Secondary School

MIKAN No. 3855413 S.J. Bailey/Library and Archives Canada photo Inuk man and boy carrying Arctic char to deliver to local doctor in Chesterfield Inlet (Igluligaarjuk), 1948.

Can you help identify the people in this old photograph?

Project Naming is a trilingual Web exhibition and searchable photographic ᓱᓇᑐᐃᓐᓇᓕᕆᓂᕐᒧᑦ ᐃᓕᓐᓂᐊᕈᑎᓂᒃ, ᓈᓴᐅᑎᓕᕆᐅᑎᓂᒃ, ᖃᓪᓗᓇᐅᔭᕐᓂᕐᒥᒃ ᐊᓯᖏᓐᓂᒡᓗ. ᑕᐃᒪᓐᓇᓗ ᐃᓅᓯᖃᑎᒌᖕᓂᕐᒥᒃ ᖃᐅᔨᒪᒋᐊᖃᖅᖢᑕᓗ ᐊᖓᔪᖅᑲᐅᑎᖃᕐᒪᑦ ᓈᓚᖃᑦᑕᕐᓗᒋᑦ ᖃᓄᐃᓕᐅᕈᑎᒋᔭᐅᖁᔭᐅᔪᓪᓗ ᒪᓕᖃᑦᑕᕐᓗᒋᑦ. ᐃᓕᓐᓂᐊᕌᓂᒃᐸᓪᓕᐊᓪᓗᓂ ᒍᕇᑦ 12-ᒥᒃ, ᑕᑯᓐᓇᕆᐊᖃᖅᐳᒍᑦ ᐸᕐᓇᐅᑎᖃᕐᓗᑕᓗ ᓯᓚᑦᑐᖅᓴᕐᕕᖕᒧᑦ ᐃᓕᓐᓂᐊᕆᐊᕈᒪᓂᕐᒧᑦ ᐃᒻᒪᖄᓗ ᓯᓚᑦᑐᖅᓴᕐᕕᒡᔪᐊᒧᑦ ᐊᔪᙱᓴᕈᑎᖃᒃᑲᓐᓂᖃᖁᓪᓗᑕ

ᑭᓱᒥᒃ ᖁᕕᐊᓐᓂᖅᐹᖑᕕᑦ ᐊᑐᓛᕐᓂᕐᒧᑦ ᑕᒪᑐᒪᓂ ᐃᓕᓐᓂᐊᕐᓂᕐᒧᑦ ᐊᕐᕌᒍᖓᓐᓂ?

What are you looking forward to most this school year? ᐋᓐᑕᓂ ᑯᒃ "ᖁᕕᐊᑉᐳᖓ ᐱᓕᕆᓂᐊᕐᓂᕐᒧᑦ ᐃᓱᓕᑦᑎᓂᕐᒧᑦ."

Anthony Cook "I am looking forward to working towards graduation."

ᒫᑎᐅ ᐃᕝᕕᐅᒃ "ᖁᕕᐊᑉᐳᖓ ᐊᕿᔭᓛᕐᓂᕐᒧᑦ ᐃᖃᐃᓕᓴᕐᕕᖕᒥ."

Matthew Evviuk "I am looking forward to playing soccer in gym."

ᑯᕆᔅᑎᓐ ᐊᑦᑐᖓᓚ "ᖁᕕᐊᑉᐳᖓ ᐃᒡᓗᒧᑦ ᐱᙳᐊᕐᓂᕐᓄᑦ ᖃᓄᐃᓕᐅᕐᓂᐅᔪᓂ."

Christian Attungala "I am looking forward to House League activities." ᑭᐊᓐ ᐃᑭᓂᓕᒃ "ᖁᕕᐊᑉᐳᖓ ᑭᓱᓕᒫᓄᑦ ᐱᓕᕆᕙᒃᑕᑦᑎᓐᓂ ᓇᐃᓴᐅᓯᕆᓂᕐᒧᑦ."

Ken Ikinilik "I am looking forward to all the things we do in math."

database available in Inuktitut, English and French. The goal of this project is to identify Inuit in the photographic collections of Library and Archives Canada in Ottawa.

The new information is added to these historical photographs at (www.collectionscanada.ca/inuit). Come visit.

Please send submissions to photo@nnsl. com or mail to Box 2820, Yellowknife, NT, X1A 2R1. ᐃᖅᑲᓇᐃᔭᒐᒃᓴᕆᓂᐊᖅᑕᑦᑎᓐᓄᑦ. ᐃᓕᓐᓂᐊᕈᓐᓇᖅᐳᒍᑦ ᑭᒃᑯᑐᐃᓐᓇᐃᑦ ᖃᓄᐃᓕᐅᕈᓯᖃᕐᓂᖏᓐᓄᑦ, ᓱᓇᓂᒃ ᐃᑉᓕᕈᓱᖕᓂᖏᓐᓄᑦ, ᐃᓄᐃᑦ ᖃᐅᔨᒪᔭᑐᖃᖏᑦᑕ ᒪᓕᒐᖏᑦ, ᒐᕙᒪᒃᑯᑦ ᐋᖅᑭᐅᒪᓂᖏᑦ ᑲᒪᓇᖅᖢᓂᓗ ᑕᒪᓐᓇ ᐊᖏᔫᓪᓗᓂᓗ. ᐃᓅᓯᕐᒧᑦ ᐸᕐᓇᒃᐸᓪᓕᐊᓂᑦᑎᓐᓂ, ᐊᑲᐅᓂᖅᓴᐅᕗᖅ ᐊᖓᔪᖄᕗᑦ, ᐃᓕᓐᓂᐊᖅᑎᑎᔨᕗᑦ, ᐃᓕᓐᓂᐊᖃᑎᕗᓪᓗ ᐅᕙᒍᓪᓗ ᒪᑭᑕᑦᓯᐊᕆᐊᖃᖅᐳᒍᑦ ᖃᐅᔨᒪᑦᓯᐊᕐᓗᑕᓗ ᑲᔪᓯᕙᓪᓕᐊᓂᑦᑎᓐᓄᑦ ᓯᕗᒻᒧᑦ.

ᓂᑯᓚᔅ ᐸᑦᑐᖓᔭᒃ "ᖁᕕᐊᑉᐳᖓ ᑎᐊᕆ ᕚᒃᔅ ᐅᓪᓚᖕᓂᐅᓛᖅᑐᒥ."

Nicolas Pattungayak "I am looking forward to the Terry Fox Run."

ᑖᓂᐅᓪ ᑭᖑᓐᑯᑐᒃ "ᖁᕕᐊᑉᐳᖓ ᐅᖃᓕᒫᕐᓂᕐᒧᑦ ᐅᓂᒃᑳᖅᑐᐊᓂ ᐊᔪᙱᓐᓂᐅᔪᒥ ᑲᑎᙵᓂᐅᔪᒥ."

Daniel Kingunkotok "I am looking forward to reading stories in skills block."

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education special feature

êêΩËîΩÇéíÇÀî á·∆¿ÖÀî

'I feel like I'm making a difference' Inuktut curriculum development rewarding for former teacher Suzie Muckpah

by Michele LeTourneau Northern News Services

Arviat

Curriculum developer Suzie Muckpah, team lead for Uqausiliriniq (language arts), came to education as a classroom assistant in the early 1980s.

"I had a very good role model. My father was an ordained Anglican minister, and he was like a teacher. He worked with people and children, Sunday school, and I really liked that. It gave me a lot of joy to be working alongside him," said Muckpah.

She worked as a classroom assistant for several years.

"I noted there was limited Inuktitut curriculum resources," said Muckpah. "In the '70s, when I was in school, also very limited. I didn't understand English when I started school. I was struggling. It made me want to become a teacher. I wanted to teach Inuit children in my language, so they can understand what we are teaching."

As she taught, she tried to develop resources, hunting for

information, researching. She took courses, which culminated in taking the teacher education program. Then she began teaching in Arviat.

"Language has always been my passion. I'm originally from Pond Inlet and when we came here (Arviat) the dialect was very, very different. Back then there wasn't Inuktitut broadcasting, before IBC. The only Inuktut we could really hear from other communities was radio," said Muckpah.

"I didn't understand a word of Arviat dialect. It was like me learning English when I first went to school. So it became my passion. My father knew a lot of dialects and I wanted to be like him."

Muckpah also worked as a language coordinator, a viceprincipal and acting principal.

Then, in 1999, when Nunavut came into being, the curriculum division opened in Arviat.

She joined up and worked on social studies curriculum for five years.

Muckpah missed the kids, so she returned to teaching

for eight years.

"But I felt I was not complete in what I wanted to do. I wanted to help my people, my fellow Inuit. I was still hungry to get more information so I can help develop resources that we need in our schools," she said.

She returned to the curriculum division in 2012 as an Inuktitut language curriculum coordinator for kindergarten to Grade 6. Six months ago she moved into her current position.

Muckpah is not the only teacher in Nunavut who created her own resources. She says the resources created by others, which are very good, were used in the development of the new Inuktut Language Arts curriculum.

"We do share anything that works, any strategies that work, we use. And ideas that will help to improve our Inuktut program," she said. "So it's not like we're starting from scratch.

There are so many resources out there that were developed in the late '70s, '80s, '90s – NWT days – that the teach-

ᓲᓯ ᒪᒃᐸ, ᓯᕗᓂᐊᓂ ᓴᐅᒥᖕᒥ, ᑲᑎᙵᓂᐅᔫᑉ ᓯᕗᓕᐅᖅᑎᐅᕗᖅ ᐅᖃᐅᓯᓕᕆᓂᕐᒧᑦ (language arts) ᐃᓕᓐᓂᐊᕈᑎᓕᐅᖅᑕᐅᓯᒪᔪᓄᑦ ᐱᕙᓪᓕᐊᑎᑕᐅᓂᖓᓂ ᐃᓕᓐᓂᐊᕐᓂᓕᕆᔨᒃᑯᓐᓄᑦ. ᓯᕗᓂᐊᓂ, ᓴᐅᒥᖕᒥ: ᒪᒃᐸ, ᐊᑯᓂᐅᔪᒥ ᖃᒪᓂᑦᑐᐊᕐᒥ ᐃᓕᓴᐃᔨ ᐅᓗᐃᑦ ᐃᒃᓯᒃᑕᕐᔪᒃ ᐊᒻᒪ ᐊᐅᓚᑦᑎᔨᐅᓚᐅᑲᒃᑐᒥ ᐃᓕᓐᓂᐊᖅᑎᓄᑦ ᖃᐅᔨᓴᐃᓂᐅᔪᒥ ᐊᒻᒪ ᖃᐅᔨᓴᖅᑕᐅᓂᖓᓄᑦ (ᐸᖕᓂᖅᑑᖅ) ᓴᒥᒻ ᓯᐊᕆᕝ. ᑐᓄᐊᓂ, ᓴᐅᒥᖕᒥ: ᐊᑐᐊᒐᓄᑦ ᐊᐅᓚᑦᑎᔨ ᐃᓕᓐᓂᐊᕐᓂᓕᕆᔨᒃᑯᓐᓄᑦ ᒥᐊᕆ ᕿᓚᕝᕙᖅ ᐊᒻᒪ ᒥᐊᕆ ᐃᑦᑐᐊᙵᑦ, ᐸᖕᓂᖅᑑᒥ ᖃᐅᔨᓴᐃᓂᕐᒧᑦ ᐱᓕᕆᕝᕕᖓᓐᓂ.

photo courtesy Suzie Muckpah

Suzie Muckpah, front left, is the team lead for Uqausiliriniq (language arts) curriculum development for the Department of Education. She is seen with long-time Baker Lake teacher Uliut Iksiktarjuk and acting manager of student assessment and evaluation, Shamim Sharif. Back row from left are: Mary Kilabuk, policy manager with the Department of Education, and Mary Etuangat, who is with the Pangnirtung assessment department. ers have developed," Muckpah said.

Asked about how she feels about where the territory is now in terms of Inuktut-language instruction, Muckpah says Nunavut has come a long way.

"With the communities getting bigger and more technol-

ogy, there is more English out there. But if we continue to take pride in our Inuktut language, we're going to thrive. I believe that," she said.

"I've worked with elders in the past, who are no longer with us, who have always said if we want to keep our Inuktitut language strong, it has to start

from home. We have to speak it at home."

Muckpah says it's still hard to be away from teaching.

"But it's very rewarding to be able to contribute to something that is unique to Nunavut," she says about curriculum development. "I feel like I'm making a difference."

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news

Inuit to lead treatment plan ᓄĪØflî

'Together we will overcome trauma and addiction in Nunavut,' premier says at partnership announcement

By Michele LeTourneau Northern News Services

Iqaluit

During an emotional announcement event held in Iqaluit, Nunavut Tunngavik Inc., along with the federal and territorial governments, announced plans to built a territorial trauma and treatment centre in the capital.

The plan sees all three parties, called the Partnership on Health, committing millions to build a recovery centre. Funds are also committed for training, as well as costs to operate the centre, where treatment for addictions and trauma will take place.

The parties could not offer a specific timeline on when the recovery centre would open, but the centre already has an executive director and work has already begun.

When federal Minister of Indigenous Services Seamus O'Regan came to Iqaluit Aug. 19 to deliver the news the federal government is committing up to $47.5 million toward the centre, he was last on the roster of speakers.

This reversed the usual order of business for federal announcements in the territory, and signalled that not only was Nunavut's addiction and trauma treatment plan developed at home, it is led by Inuit.

Master of ceremonies Joanasie Akumalik opened the event by sharing the story of his own recovery in the early 1990s.

Nunavut Tunngavik Inc. (NTI)

president Aluki Kotierk, in Inuktitut, keep treating the symptoms. We have spoke of the hardships Inuit have to go to the root cause of social endured and how some Inuit turned issues," he said. "When we have the to drugs and alcohol. grand opening, that will be another "Because of our history, we have good day. We won't have to ship to work hard," she said, according to Nunavummiut out of the territory to the translation. get the treatment that they desperately To ensure that work takes place, want and desperately need." firmly based in Inuit knowSavikataaq recognized ledge and values, the Makithe dedication of regional giaqta Inuit Training Corand community health and poration, managed by NTI, wellness societies which is contributing $11.85 milcontributed to the vision. lion to train Inuit staff to "Without these organdeliver services in the mothizations, we would not be er tongue. That money will here today. Together we will go to Ilisaqsivik, who have overcome trauma and addicfor years forged the way in tion in Nunavut," he said. melding culturally-based Premier Joe The GN also committed healing programs with clin- Savikataaq millions to the plan, includical models, already certifying 30 per cent of capital ing many Inuit. costs for the centre.

Jakob Gearheard, who worked for Savikataaq signed the declaration years as Ilisaqsivik's executive direc- of intent on behalf of Minister of tor, has been hired as the recovery Health George Hickes, who was not centre's executive director. present at the announcement, along NTI had previously pledged $5 with O'Regan and Kotierk. million for the centre.

O'Regan, in making the federal "Inuit have expected this for many commitment, spoke of his own time years," said Kotierk. in an addictions centre for five weeks.

Premier Joe Savikataaq, placing "It changed my life for the better, this agreement achieved by the Nuna- much better. But it's hard, it's very vut Partnership Table on Health on hard. I would say the bravest thing par with the devolution agreement in I've ever done was ask for help ... A principle announced just days before, weight was lifted. I needed to get that said it was an important day for help right away," he said.

Nunavut.

"That's why this is such a great "We need an addiction and treat- day, because people will get better ment centre. It's needed. We can't as a result of this ... because it's in-

community."

O'Regan also noted times have changed, and getting help is no longer as stigmatized as it once was, as it's about getting better.

More than a centre The feasibility study for a residential addiction and trauma treatment centre was a commitment in Inuuusivut Anninaqtuq (United for Life), the 2017 to 2022 action plan for Nunavut's suicide prevention strategy, which received renewed attention and funding after a discretionary inquest into the high rate of suicide in the territory held in Iqaluit in late 2015.

Conducted by Iqaluit-based NVision, the feasibility study estimated the total price tag for a territorial treatment plan, including start-up costs and a budget for five years of implementation, at $102.5 million.

That includes developing and maintaining on-the-land healing camps, in addition to creating and maintaining a recovery centre in Iqaluit, and Inuit workforce development associated with community-based treatment and the made-in-Nunavut facility.

The recovery centre's cost is estimated at roughly $55 million, with an annual budget of $10,664,126.

Enhanced community services and on-the-land healing camps are estimated at $3.6 million annually, with each region receiving roughly a third.

To put these dollar figures in context, the overall costs of substance abuse in Nunavut have been rising, jumping from $68 million in 2007 to $96 million in 2014.

Treatment in Nunavut is envisioned as holistic, treatment tailored for those in need.

At the recovery centre, for example, a family-centred approach will be taken where needed, with a residential wing for families. Further, Iqaluit was chosen as the site for a centre because the Qikiqtani General Hospital would be in close proximity – all the better to help pregnant women who may be in need of treatment. A special unit is planned for them. A unit for youth is also planned.

Senator Dennis Patterson referred to the failed treatment centre in Apex, which the Government of the Northwest Territories, before division, attempted to establish.

"The problem was it was not driven by Inuit," he said, adding a team was brought in from the south.

"It was not culturally sensitive, it was not driven by Inuit. This is a new way forward."

The parties could not offer a specific timeline for when the recovery centre would open, but Minister of Health George Hickes said in February that if the feds announced funding in the spring, the earliest a building could be completed is 20222023 – 2024 is now the target date.

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Around Nunavut ∂´êÄ∏∂Ò ¥∂fl±´

Phone: (867) 979-5990

Early childhood fun in Inuktut from QIA and GN Nunavut Child care facilities across the territory are receiving new Inuktut resources this summer and fall, thanks to a partnership between the Qikiqtani Inuit Association (QIA) and the Government of Nunavut.

"Early childhood Inuktut resources are key to keeping our language alive," stated Education Minister David Joanasie.

"Children learn better when their learning tools reflect their environment, language and culture. These Nunavut-developed resources will certainly enable our young generations to preserve and strengthen their Inuit identity."

The spring resource boxes include: tray puzzles; floor puzzles; Arctic animal puppets – polar bear, muskox, caribou, rabbit and fox; puppet storybooks, such as Tuktu's Journey; i, pi, ti, ki playing cards; high-contrast books depicting Inuit clothing and shapes and patterns; a search-and-find book; sequence books – Making a Qamutiik and Fishing in the Summertime; a baby sign-language book; and daily activity cards.

"I am proud to share these early childhood education resources which reflect our language and culture," stated QIA president P.J. Akeeagok.

"These puzzles, toys, and books allow our children to learn, play, and imagine themselves in a world that celebrates our Inuk identity and mother tongue."

QIA and the Department of Education have each contributed $700,000 toward these early-childhood resources, with a commitment to $1.8 million over three years.

The resources are being distributed to 55 licensed facilities, including after-school and preschool programs.

– Michele LeTourneau

Competing firefighters all crowned champions Eskasoni, N.S. Team Nunavut was among eight entrants in the 30th annual National Aboriginal Firefighter Competition held in Eskasoni, N.S., on Aug. 17.

And Team Nunavut was among eight winners at the event.

Organizers decided to award each team medals inscribed, "We are all champions."

Jonathan Ningark, a 10-year veteran of the Kugaaruk volunteer fire department, said it wasn't the outcome he was expecting.

"It was a little different. I've got nothing to complain about but it caught me off guard," he said. "We did our best."

The competing firefighters did battle in several events. They donned their gear as quickly as possible, rolled hoses, raced with buckets full of water, and knocked down targets with hoses blasting, among other challenges.

Coming from a number of communities, the Nunavut participants only had three days to work together in Iqaluit prior to competing in Nova Scotia.

"We tried to point out our flaws and help improve each other," Ningark said of the preparation. "We help each other."

But not all things were equal. The self-contained breathing apparatuses that the Nunavut firefighters trained with in Iqaluit were not the same as the ones used in Nova Scotia, making it tricky to put them on.

"That caught us off guard," Ningark admitted.

It was Ningark's second competition, having been part of the event in Fort McKay, Alta., two years ago. He didn't get involved last year due to suffering a collapsed lung. He said he felt 100 per cent ready to go last week, although the heat in Nova Scotia – it was in the mid-20s – while wearing fire gear made it sweltering.

"There was a guy who jumped in the 45-gallon barrel (of water)," Ningark said. "That's how hot it was for him."

– Derek Neary

Gratitude for ambulance donations Iglulik A donated ambulance from the Region of Peel in Ontario was expected to arrive in Iglulik by sealift over the weekend.

If delivered on schedule, an open house will likely occur at the fire hall early this week so residents can see the emergency vehicle, said Greg Morash, Iglulik's senior administrative officer.

The hamlet is considering sending a small delegation to Brampton, Ont., in October to personally thank that municipality and its firefighters for donating the ambulance. The Region of Peel also sent retired emergency vehicles to Cape Dorset, Clyde River and Taloyoak this summer.

Morash said he's heard of other Ontario municipalities that are prepared to give used ambulances to the territory in 2020.

"I think you're going to see at least 10 more (Nunavut) communities on board with it next year," he predicted.

– Derek Neary

Email: editor@nunavutnews.com

Fax: (867) 979-6010

ᐃᓚᒋᔭᐅᔪᑦ ᑲᑎᙵᓂᐅᔪᓄᑦ ᓄᓇᕗᒻᒥ, ᓵᓚᖃᕋᓱᐊᖃᑕᐅᓚᐅᖅᑐᓂ ᑲᓇᑕᒥ ᓄᓇᖃᖅᑳᖅᓯᒪᔪᓄᑦ ᖃᑦᑎᕆᔨᕐᓄᑦ ᓵᓚᖃᕋᓱᐊᕐᓂᐅᔪᒥ ᐱᓕᕆᐊᖑᓚᐅᖅᑐᒥ ᐃᔅᑲᓱᓂ, ᓅᕙ ᔅᑯᓴᒥ ᐊᒍᔅᑎ 17-ᒥ ᐅᑯᐊᖑᓚᐅᖅᐳᑦ ᐳᕆᑎᓂ ᐊᒡᒐᖅ ᑲᖏᖅᖠᓂᕐᒥᐅᑕᖅ, ᐳᕋᐃᔭᓐ ᐅᑯᖅᑐᓐᓄᐊᖅ ᑕᓗᕐᔪᐊᕐᒥᐅᑕᖅ, ᔮᓕ ᐃᓄᒍ ᒥᑦᑎᒪᑕᓕᖕᒥᐅᑕᖅ, ᔮᓇᑕᓐ ᓂᖓᖅ ᑰᒑᕐᔪᖕᒥᐅᑕᖅ, ᕌᐳᑦ ᑰᓂᓘᓯ ᕿᑭᖅᑕᕐᔪᐊᕐᒥᐅᑕᖅ, ᕕᓐᓯᓐᑦ ᐃᓄᒃᐸᒃ ᖃᒪᓂᑦᑐᐊᕐᒥᐅᑕᖅ, ᐊᒻᒪ ᓴᐃᓚᓯ ᓇᐅᔪᒃ ᐸᖕᓂᖅᑑᕐᒥᐅᑕᖅ.

Man finds message in a bottle after nine years Kugluktuk Kugluktuk's David Peter Norberg has recovered a bottle containing a message that was placed in the ocean in 2010.

The bottle travelled a vast distance over those nine years, winding up on the shore of Hopitok Bay, approximately 65 km north of Kugluktuk, where Norberg spotted it on Aug. 11.

The 23-year-old was driving along the coast collecting driftwood for a fire while on a camping trip when he spotted the bottle, according to his father, Stanley Carpenter.

"I think it's pretty neat," said Carpenter. "I believe it's awesome."

The Department of Fisheries and Oceans (DFO) started the bottle on its journey as part of its Drift Bottle Project in June 2010. The DFO's office is based in Sidney, B.C., which is at the southern end of Vancouver Island.

"We use drift bottles to study ocean surface currents. A drift bottle is a very simple piece of scientific equipment, made up of an empty glass bottle with a watertight lid and a note inside it. The note explains how to make contact with the research project," the DFO's website explains. "Project participants throw these bottles over the side of ocean-going ships and note the 'drop' location of each bottle. When a bottle is found and reported to us, we add the location information to our database

The members of Team Nunavut, who competed at the National Aboriginal Firefighter Competition held in Eskasoni, N.S. on Aug. 17 were Brittany Aggark of Rankin Inlet, Bryan Ukuqtunnuaq of Taloyoak, Jollie Enoogoo of Pond Inlet, Jonathan Ningark of Kugaaruk, Robert Kuniliusee of Qikiqtarjuaq, Vincent Inukpak of Baker Lake, and Silasie Nauyuq of Pangnirtung. photo courtesy of the Government of Nunavut

for analysis."

The DFO also invited students to write messages that would be placed in the bottles. Within the glass Norberg found was a perfectly dry letter – preserved by a cork in the bottle – that was written by someone named Laura, age 11 at the time, who lived in Sidney.

"My hobbies are reading and writing. I have a huge bookcase at home. Unfortunately I read nearly all of the interesting ones," Laura's message reads in part. "Hopefully you will write back."

It turns out the message Norberg found was dropped into the Arctic Ocean by crew aboard the icebreaker Louis St. Laurent.

The bottle was released only 100 km from Kugluktuk, just southeast of Lady Franklin Point in October 2010, according to Humphrey Melling, a research scientist with the Department of Fisheries and Oceans (DFO), which oversees the Drift Bottle Project.

The DFO reports that only one in every 25 bottles is recovered. The others either sink, end up buried in sand, wash up in places where nobody visits, or leak enough that the note inside becomes illegible.

The unfound bottles eventually break down and become part of the marine environment, the DFO states.

Carpenter said Norberg's intention is to try to contact Laura after he returns from his camping trip to let her know that her message has been found all these years later.

– Derek Neary

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around Nunavut

ᓄkᓴNKusi

A bit of summer finally arrives UBLUKKUT. HIKUIKMIJUQ QUANA. NIPALIRAAQPAKTUQ IKALUKTUTIAK. HIQINIQ TAKUHAULIKMIJUQ. UMIAT TIKIKATTAKLIKMIYUT. IPAKHANI UMIAQJUAQ TIKITTUQ. QABLUNAT PIHUJAHUTIK IKALUKTUTIAMI. NUTAQQAT UTIKMIJUT ILIHAQTUT ILIHAIJIITLU. INUIN NAAMAINNAQTUT. AUDLAALUGAKTUT QAJAQKUT AHIAQMUN. TUKTUHIUKHUTIKLU IKALIUQHUTIKLU. NIGLAUMAN PAUNGNAHIUGNITTUT. Welcome to finally a wee bit of summer on Victoria Island after having lots of rain and winds. Weather changing makes it difficult for flowers to grow, and also those who went to mainland to camp and hunt did not see much berries this year. The ice has finally melted, making way for boaters and campers to travel to mainland. Everyone was so excited when the ice cleared the way to mainland. Once on mainland, Inuit are able to go hunting for caribou. Some have seen other wildlife also. A few fish this summer also. Hopefully campers can have a bit more time to harvest country food for families and their community.

School started on Friday, August 23, in Cambridge Bay for both Kullik Ilihakvik and Kiilinik High. Also we will see many adult students arriving for Nunavut Arctic College.

We welcome all our new students and teachers and staff to our wonderful and busy community of Cambridge Bay. On Friday, Aug. 16, 2019 the first cruise ship arrived, the MS Bremen, and approxi-

CAMBRIDGE BAY Tea Talk with Navalik Tologanak email: helent@qiniq.com

mately 125 passengers came ashore to tour our wonderful community. The hamlet arranged for tour guides and youth tour guides to show the tourists some historical and interesting places around Cambridge Bay. There was a craft fair set up at the community hall along with delicacies of northern cuisine made by Chef Andy and his staff of Qillaq Lodge. We hope they all enjoyed their stay onshore. There will be more cruise ships scheduled to stop in Cambridge Bay. Along with cruise ships, we will be expecting the much anticipated barges that were not able to sail to Cambridge Bay due to ice conditions. Many local businesses and residents who were expecting goods will be very, very happy to get their shipments finally! It will be just like Christmas for the residents of Cambridge Bay as they unload what they been expecting for two years now. So happy for our community.

The grand opening of the CHARS campus finally happened and a ribbon cutting ceremony was held with special guests attending, along with the Polar Knowledge Canada board of directors and CEO/President David Scott.

With CHARS we have had many scientists

Navalik Tologanak/NNSL photo

Here are founders of the Polar Bike Project, Tim and Ali Harper, all set to give away 125 bicycles to children in Cambridge Bay on August 18. A bike rodeo was a nice way to spend an afternoon with the kids of Cambridge Bay. The bikes were delivered courtesy of the Canadian Coast Guard and Buffalo Airways. From the bottom of our hearts we say a very big Quana for the donations of the gifts to the children of Cambridge Bay. visiting our community to do research work, explain to the residents of the kinds of work CHARS does on the nuna. We get scientists from around the world studying the land, wildlife, nuna, ice, snow, waters, and much more.

There is so much going on and our youth in

Cambridge Bay get to learn lots about science.

We hope you all are having a great summer as we got our summer late and finally getting some sunshine in Cambridge Bay. Be safe and enjoy what is left of our summer.

God Be With You Son.

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amazing on-the-land stories

ᒪᕇ ᓇᕿᑕᕐᕕᒃ

ᑲᔾᔮᕐᓇᖅᑐᓂᒃ ᓄᓇᒥ ᐅᓂᒃᑳᑦ

ᐃᒃᐱᐊᕐᔪᒃ

ᐸᓂᒐ ᕙᐃᐅᓕᑦ ᕿᓚᓗᒐᐅᑉ ᖄᖓᓂ ᐊᑖᑕᖓᑕ ᐱᓚᐅᖅᑕᖓᓂ ᐊᑭᐊᓂ (ᐃᒃᐱᐊᕐᔪᒃ).

ᐅᐃᓂ ᓰᑏᓇᖅ

ᖃᒪᓂᑦᑐᐊᖅ

ᐋᒍᔅᑎ 16 ᓇᓗᓇᐃᖅᓯᓚᐅᖅᐳᖅ ᐊᕐᕌᒍᓂ ᐱᖓᓱᓂ ᑕᐃᒪᙵᓂ ᐃᓚᒌᑎᒍᑦ ᓂᕆᔭᖅᑐᖅᓯᒪᑎᓪᓗᑕ, ᐅᓇ ᐊᔾᔨᐅᕗᖅ ᒫᑎᐅ ᑯᓇᖕᓇᑦ ᑕᐅᑐᒍᓐᓃᖅᓯᒪᓕᖅᑐᒥ ᐊᒥᓱᓄᑦ ᐊᕐᕌᒍᓄᑦ ᐅᖃᓪᓚᐅᓯᖃᑐᐃᓐᓇᕈᓐᓇᖅᓯᕗᖅ ᐃᓂᐅᔪᓂ ᐱᓱᒃᐸᓚᐅᖅᑕᒥᓂᑦ ᕿᒧᒃᓯᒃᑰᙱᒃᑯᓂ ᓄᓇᐃᓐᓇᕐᒥ! ᓇᒡᓕᒋᕙᕋ ᐊᑖᑕᐃᓐᓄᒐ.

WINNIE SEETEENAK Baker Lake

WINNER: MARIE NAQITARVIK My daughter Violet on top of the qilalugaq her father caught in Akia (Arctic Bay).

Arctic Bay

August 16 marked three years since our family picnic. Here is a picture of Matthew Kunangnat who is now blind for so many years now. Can only talk about places where he walked by foot if not by dog team out in the wilderness! Love my cool dad.

Our readers' best summer photos Do you have an amazing story from your adventures on the land? Tell us your story and show us your photos for a chance to win $100.

Each week, we will pick one story from those submitted to editor@nunavutnews.com, or by mail to Nunavut News, PO Box 28, Iqaluit,

NU, X0A 0H0. Entries will be placed on our Facebook page. The story and photo with the most combined likes and shares at the end of

the week wins.

This week's winner is Marie Naqitarvik.

Congratulations!

ᑕᑯᑎᓚᐅᖅᑎᒍᑦ ᓄᓇᒥ ᐊᔪᖏᑕᓯᓐᓂᒃ

ᐊᒃᓱᐊᓗᒃ ᑐᓴᕈᒥᓇᖅᑐᒥᒃ ᓄᓇᒥ ᐊᓯᕙᖅᓯᒪᓚᐅᕈᓯᕐᓄᑦ ᐅᓂᒃᑳᒃᓴᖃᖅᐲᑦ? ᐊᕙᑦᑎᓐᓄᑦ ᐅᓂᒃᑲᐅᓯᕆᔪᓐᓇᖅᑕᑎᑦ ᐊᔾᔨᖑᐊᖏᓐᓂᒃᓗ ᑕᑯᒃᓴᐅᑎᑦᑎᓗᑎᑦ ᐊᑭᓕᖅᑕᐅᔪᓐᓇᕋᕕᑦ $100ᓂᒃ. ᐱᓇᓱᐊᕈᓯᑕᒫᑦ, ᓂᕈᐊᖅᓯᖃᑦᑕᕐᓂᐊᖅᑐᒍᑦ ᐊᑕᐅᓯᕐᒥᒃ ᐅᓂᒃᑳᒥᒃ

ᑕᕙᓐ ᔭᖕ ᕿᒻᒥᕋ ᐸᓚ ᑎᓂᙵᑎᓪᓗᒍ ᓂᐊᖁᙳᑦ ᓯᒡᔭᖓᓂ.

ᑖᒃᑯᓇᖓᑦ ᑐᓂᔭᐅᓂᑯᓂᑦ editor@nunavutnews.com-ᑯᓐᓄᑦ ᓇᒃᓯᐅᔭᐅᓂᑯᓂᓘᓐᓃᑦ ᑎᑎᖅᑲᑎᒍᑦ ᐅᕗᖓ Nunavut News, PO Box 28, Iqaluit, NU, X0A 0H0. ᓇᒃᓯᐅᔭᐅᔪᑦ ᐅᓂᒃᑳᑦ ᓄᓇᕗᒥ ᐱᕙᓪᓕᐊᔪᓂ ᕖᔅᐳᒃᑯᑎᒍᑦ ᑐᕌᕐᕕᖓᓂ ᑕᑯᒃᓴᐅᑎᑕᐅᖃᑦᑕᕐᓂᐊᖅᑐᑦ.

ᓂᐊᖁᙳᑦ

ᓄᐊᒪᓐ ᑯᓄ

ᒥᑦᑎᒪᑕᓕᒃ

ᒪᐃ ᐱᖃᓐᓇᕆᔭᖏᓪᓗ ᑳᓴᑎ, ᓴᕙᓐ ᐊᒻᒪ ᑖᕐᓯ, ᐃᒻᒥᓂᒃ ᑕᑯᔪᓐᓇᕐᓂᐊᕐᒪᑕᒎᖅ ᐅᖃᓚᐅᖅᐳᑦ! ᐊᔾᔨᓕᐅᖅᑕᐅᔪᖅ ᐋᒍᔅᑎ 13-ᒥ ᑲᔾᔮᕐᓇᖅᑐᒥ ᓯᕿᓐᓂᑦᑎᐊᖅᑐᒥ ᐅᓪᓗᕐᒥ ᒥᑦᑎᒪᑕᓕᖕᒥ.

NORMAN KOONOO

DEVON YOUNG My dog Bella at low tide in Apex Beach.

ᐅᓂᒃᑳᖃᖅᑐᑦ ᐊᔾᔨᖑᐊᑦ ᓇᓕᐊᑐᐃᓐᓇᖅ ᐱᒃᑯᒥᒋᔭᐅᓂᖅᐹᑦ ᑕᐅᖅᓰᖅᑕᐅᒐᔪᖕᓂᖅᐹᓪᓗ ᐱᑎᑕᐅᓂᐊᕐᓂᐊᖅᑐᑦ! ᑕᒪᑐᒪᓂ ᐱᓇᓱᐊᕈᓯᑦᑎᓐᓂ ᐊᑭᓯᔪᖅ ᒪᕇ ᓇᕿᑕᕐᕕᒃ. ᖁᕕᐊᓱᒋᑦ!

Apex

Pond Inlet

May with her friends Cassidy, Chavon and Darcy, so they could see themselves they said! Taken August 13 on a beautiful sunny day in Pond Inlet.

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Sports & Recreation SPORTS HOTLINE • JAMES MCCARTHY Phone: (867) 873-4031 • Email: sports@nnsl.com • Fax: (867) 873-8507

Two wrestling medals for Nunavut ᐄᑮᓗᐊᒃ ᐊᕙᓚᒃ, ᓴᐅᒥᖕᒥ, ᓇᖏᖅᐳᖅ ᓇᖏᕐᕕᖕᒥ ᖃᑯᓪᓕᕐᒥ ᐅᔭᒥᖕᒥ ᓵᓚᖃᐅᓯᐊᕆᓚᐅᖅᑕᖓᓂ ᓄᑲᑉᐱᐊᕐᓄᑦ 54-ᑭᓕᒍᕌᒻᒥ ᐅᖁᒪᐃᓐᓂᓕᖕᓄᑦ ᐱᓇᖕᓇᕐᒥ ᑲᓇᑕᒥ ᐊᐅᔭᒃᑯᑦ ᐱᙳᐊᕐᓂᐅᔪᒥ Swift Current, ᓴᔅᑳᑦᓱᐊᓐᒥ ᐋᒍᔅᑎ 18-ᒥ. ᓇᖏᖃᑎᒋᔭᖓ ᓇᖏᕐᕕᖕᒥ ᐅᑯᐊᖑᕗᑦ ᔫᓯᕝ ᓚᓐᑎᓐ ᐋᓪᐴᑕᒥᐅᑕᖅ ᐊᒻᒪ ᓄᐊ ᓯᒻᕌᔅ ᓴᔅᑳᑦᓱᐊᓐᒥᐅᑕᖅ.

photos courtesy of 2019 Western Canada Summer Games

Eekeeluak Avalak, left, stands on the podium with the silver medal he won in the boys 54-kg weight class at the Western Canada Summer Games in Swift Current, Sask., on Aug. 18. With him on the podium are Josef Lundin of Alberta and Noah Zimroz of Saskatchewan.

by James McCarthy

Northern News Services

Swift Current, Sask.

Nunavut finished up its time at the Western Canada Summer Games on Aug. 18 by bringing back two medals to the territory, both in wrestling.

But Chris Crooks, head coach of the wrestling team, said it could have – and should have – been more.

Eekeeluak (Eekee) Avalak of Cambridge Bay and Neil Tulugajuk of Iglulik were the two podium finishers for Nunavut as Avalak captured silver in the boys 54-kg weight class while Tulugajuk won his bronze medal match in the boys 58-kg weight class.

Crooks said for his first foray into this Games, it was a success.

"It was the largest team we ever took to a wrestling event and they all did awesome," he said. "We were in a lot of finals and we maybe should have had one or two more medals but it was just a lack of experience. We were right there in the end but those other kids have had so much more time on the mats."

Avalak was expected to be the one sure thing when it came to the medals and he didn't disappoint although there was a bit of wonderment in his gold medal match against Josef Lundin of Alberta. Both wrestlers went into the final moments of the match tied on points, 12-12, or so they thought.

"The referee gave Eekee a point and the Alberta coach challenged it," said Crooks. "It was reviewed on video and the point was taken away."

That made the difference as Avalak ended up

losing by that single solitary point.

"You can't be upset with it because it's a rule and both sides get it," said Crooks. "It's just like any other sport that has a challenge system."

Crooks said had the Alberta side been wrong, they would have lost a point.

"I knew Eekee and his opponent would be close in experience," said Crooks. "They fought in the team duels and Eekee beat him by pinfall so we knew it would be a close final."

Tulugajuk, meanwhile, won his match by pinfall over Ethan Lefebvre of Manitoba and it was a turnaround of sorts as Tulugajuk was actually losing the match on points before getting the better of Lefebvre in the second round of the match.

Nunavut's medal count could have been as high as 10 by the time the Games were done as eight other wrestlers were in bronze medal matches of their own but came up short. Both the boys and girls teams together also finished fourth in the team duels which were held before the solo competition.

Wrestling was part of phase two of the Games; the event is split into two halves with each phase hosting a certain number of sports.

That meant the team was able to get in some extra training time before making the trip to Swift Current.

"We were in Jasper (Alta.) for a week-long camp and then we went to the University of Alberta for a few days to train with the Canada Summer Games team from Alberta," said Crooks. "That time was real good because some of our kids hadn't seen a wrestling mat

SPORTS Check

with James McCarthy

email: sports@nnsl.com

Fishing for dollars Ikaluktutiak/Cambridge Bay Fishing season is almost over in Cambridge Bay and that means it's time for a fishing derby.

The Cambridge Bay Fishing Derby Committee is hosting an

ᓃᔪᓪ ᑐᓗᒑᕐᔪᒃ ᐃᒡᓗᓕᖕᒥᐅᑕᖅ, ᑕᓕᖅᐱᖕᒥ, ᓇᖏᖃᑎᖃᖅᐳᖅ ᑖᓇᕙᓐ ᓂᐅᑐᐊᕝᒥ ᓴᔅᑳᑦᓱᐊᓐᒥᐅᑕᒥᒃ, ᓴᐅᒥᖕᒥ, ᐊᒻᒪ ᓵᓐ ᑳᓐᐅᐊᐃᒥ ᐋᓪᐴᑕᒥᐅᑕᒥᒃ ᓇᖏᕐᕕᖕᒥ ᐱᓚᐅᖅᑎᓪᓗᒋᑦ ᐅᔭᒥᖕᒥᓂᑦ ᓄᑲᑉᐱᐊᕐᓄᑦ 58-ᑭᓕᒍᕌᒻᒥ ᐅᖁᒪᐃᓐᓂᓕᖕᓄᑦ ᐱᓇᖕᓇᕐᒥ ᑲᓇᑕᒥ ᐊᐅᔭᒃᑯᑦ ᐱᙳᐊᕐᓂᐅᔪᒥ Swift Current, ᓴᔅᑳᑦᓱᐊᓐᒥ ᐋᒍᔅᑎ 18-ᒥ. ᑐᓗᒑᕐᔪᒃ ᓵᓚᖃᓚᐅᖅᐳᖅ ᑲᓐᓄᔭᕐᒥ ᓵᓚᖃᓚᐅᖅᑎᓪᓗᒍ ᐄᑕᓐ ᓕᕕᑉᕗᕆᒥ ᒫᓂᑑᐸᒥᐅᑕᒥᒃ.

Neil Tulugajuk of Iglulik, right, stands with Donovan Neudorf of Saskatchewan, left, and Sean Conway of Alberta on the podium after receiving their medals for the boys 58-kg weight class at the Western Canada Summer Games in Swift Current, Sask., on Aug. 18. Tulugajuk won bronze after beating Ethan Lefebvre of Manitoba. since January so getting those extra days in was key."

The one positive Crooks has going forward is that all 13 of the team members are eligible for the next slew of major competitions in the coming years, beginning with the Arctic Winter Games in Whitehorse this coming March.

There's also the North American Indigenous

end-of-season derby beginning Aug. 28. There will be cash prizes up for grabs for the longest fish, biggest fish by weight and the smallest fish overall. The derby will run until Aug. 30 and any fish caught can be weighed at the hamlet's department of healthy living building from 1 p.m. to 5 p.m. each day of the derby.

You can sign up by visiting the department's building.

The ice returns Iqaluit The mid-summer season at the Arnaitok Arena in Iqaluit is underway and that means ice is in.

Ice time returned on Aug. 21 and will run until Sept. 7. After that, the pre-season schedule will start up on Sept. 14 and run until Oct. 5.

Games in Halifax next July and the 2021 Canada Summer Games in Ontario and Crooks said he has simple goals for the near future.

"This is all part of a four-year plan I've set for everyone," he said. "The goal is to win a match or two at Canada Summer Games. We won't challenge the big provinces but maybe the Maritimes."

Booking times for the ice are open for any group or person and that can be done through the city's recreation department.

Last night for soccer Iqaluit The youth soccer camp hosted by Arctic Soccer in Iqaluit is about to come to a close at the end of this month.

The final night of camp will be on Aug. 30 at the Arctic Winter Games Arena and it's open to anyone between the ages of 10 to 17 with free registration happening at 7:15 p.m. in the arena lobby. Once that's over, the action begins at 8 p.m. and will go until 10 p.m.

Nunavut Moving and Services has sponsored the entire season to date.

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sports & recreation

Îé¯≤ú & ÄÎÖ∏ÙÄÕÍ≤Ò

Nunavut athletes bring the heat GAMES Feature

ᑕᑯᔭᒃᓴᐃᑦ Northern News Services

The second phase of the 2019 Western Canada Summer Games in Swift Current, Sask., saw Nunavut compete in wrestling and indoor volleyball.

ᓘᒃ ᑯᐊᓐᑦᐅᐊᐃᑦ ᐃᖃᓗᖕᓂᕐᒥᐅᑕᖅ ᐊᓇᐅᓯᕗᖅ ᐊᖅᓴᒥᒃ ᓄᑲᑉᐱᐊᕐᓄᑦ ᕚᓕᐹᓪᒥ ᖃᓄᐃᓕᐅᕐᓂᐅᔪᒥ ᐋᒍᔅᑎ 14-ᒥ.

ᑎᓕᓐ ᐱᐊᕆᐅ ᐃᖃᓗᖕᓂᕐᒥᐅᑕᖅ ᖄᖏᖅᓯᔪᓐᓇᙱᐊᕐᔪᒃᐳᖅ ᓄᖅᑲᖅᑎᑕᐅᓂᐅᔪᒥ ᓄᓇᑦᓯᐊᕐᒥ ᓴᐳᔾᔨᔨᐅᔪᒧᑦ ᓄᑲᑉᐱᐊᕐᓄᑦ ᕚᓕᐹᓪᒥ ᖃᓄᐃᓕᐅᕐᓂᐅᔪᒥ ᐋᒍᔅᑎ 14-ᒥ.

by 2019 Western Canada Summer Games Wrestling was the sport which copped the territory its two medals and here's some of the action from the second half of the Games.

– text by James McCarthy

ᐃᓚᓄᐊᕐ ᐅᓛᔪ ᐃᖃᓗᖕᓂᕐᒥᐅᑕᖅ (ᐊᐅᐸᖅᑐᒥ) ᐊᑦᑎᒃᓯᕐᔪᐊᖅᐳᖅ ᑐᓂᓯᓇᓱᐊᕐᓂᕐᒧᑦ ᐋᒻᐳᑉ ᒍᕋᐃᔭᒻ ᑲᖏᖅᖠᓂᕐᒥᐅᑕᖅ, ᓴᐅᒥᖕᒥ, ᐊᒻᒪ ᐄᒪ ᔫᓐᔅ ᑎᑭᕋᕐᔪᐊᕐᒥᐅᑕᖅ ᐅᑕᖅᑭᑎᓪᓗᒋᑦ ᖃᓄᐃᓐᓂᐅᔪᒥ ᓂᕕᐊᖅᓵᕐᓄ ᕚᓕᐹᓪᒥ ᖃᓄᐃᓕᐅᕐᓂᐅᔪᒥ ᐋᒍᔅᑎ 14-ᒥ.

Elenaor Oolayou of Iqaluit (in red) gets down low to attempt a pass as Amber Graham of Rankin Inlet, left, and Eema Jones of Whale Cove await the result during girls volleyball action on Aug. 14.

Luke Cornthwaite of Iqaluit serves during boys volleyball action on Aug. 14. ᓃᔪᓪ ᑐᓗᒑᕐᔪᒃ ᐃᒡᓗᓕᖕᒥᐅᑕᖅ ᐊᒡᒐᓂ ᐃᓴᒃᓯᒪᕙᖓ ᓵᓚᖃᕐᓂᕐᒧᑦ ᓵᓚᖃᓚᐅᖅᑎᓪᓗᒍ ᐋᑕᒻ ᓈᒡᓗᒥ ᓄᓇᑦᓯᐊᕐᒥ ᐅᓇᑕᙳᐊᖅᑎᓪᓗᒋᑦ ᐋᒍᔅᑎ 16-ᒥ.

Dillon Barrieau of Iqaluit can't quite get it past the block of a NWT defender during boys volleyball action on Aug. 14. ᐄᑮᓗᐊᒃ ᐊᕙᓚᒃ, ᐃᖃᓗᒃᑑᑦᑎᐊᕐᒥᐅᑕᖅ ᐊᑭᕋᖓᓂ, ᔫᓯᕝ ᓚᓐᑎᓐᒥ ᐋᓪᐴᑕᒥᐅᑕᖅ, ᐊᒃᓱᕈᖅᑎᑉᐸᖓ ᒎᓗᒥ ᐅᔭᒥᒃᑖᕋᓱᐊᕐᓂᕐᒧᑦ ᓵᓚᖃᕋᓱᐊᕐᓂᐅᔪᒥ ᐋᒍᔅᑎ 18-ᒥ.

Neil Tulugajuk of Iglulik has his hand raised in victory after beating Adam Naugler of the NWT during their match on Aug. 16.

Eekeeluak Avalak of Cambridge Bay has his opponent, Josef Lundin of Alberta, in trouble during the gold medal match on Aug. 18.

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sports & recreation

Invading the national scene SOFTBALL Feature

by Slo-Pitch National Rankin Inlet

Northern News Services

Coral Harbour's Salliq Invaders made it all the way to the championship game before falling to the Alberta Guns in the Coed E Division of the Slo-Pitch National (SPN) in Halifax, N.S., Aug. 5.

Salliq's run was one of the Kivalliq's finest performances at a national event.

ᑕᑯᔭᒃᓴᐃᑦ

Charlie Nakoolak of Coral Harbour's Salliq Invaders gets ready to tag one.

Josh Ningeongan of Coral Harbour's Salliq Invaders gives it everything he's got to beat the throw to first base during the championship game in the Coed E Division at the Slo-Pitch National (SPN) in Halifax, N.S., on Aug. 5.

Ian Nakoolak flips the ball to a teammate after getting the lead runner out during the national championship final.

Îé¯≤ú & ÄÎÖ∏ÙÄÕÍ≤Ò

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