Search

Basal gravel and sand mantling the bedrock floors of buried valleys throughout the Canadian Interior Plains, and conformably overlying proglacial lacustrine sediment, comprise the Empress Group. While previously conceptualized as stratigraphically equivalent deposits of preglacial rivers prior to the first and most extensive continental and montane glaciations, subsequent stratigraphic studies indicated that buried valley basal gravel must have been deposited between, or during, progressively more extensive continental glaciations and could not be stratigraphically equivalent throughout the buried valley network. However, in the general absence of formation-rank stratigraphic description of basal gravel units that might better inform the geologic history of the deposits, most workers simply consider Empress Group sediments time-transgressive. In this paper, we examine basal gravel at provincial and regional scales to understand its genesis and geologic history. At the provincial scale, we map basal gravel in three dimensions using a novel machine learning approach. At the regional scale, we formally define basal gravel formations at either end of the largest buried valley system in Alberta, which informs its glacial history and physiographic development and shows the importance of formation-rank stratigraphic description. Our results indicate that the buried valley network across Alberta is palimpsest in genesis and basal gravel units within it are chronostratigraphically intercalated between tills. We advocate that the Empress Group definition be extended across Alberta with modifications to improve its clarity and utility, and formally define the Old Fort, Unchaga, Ipiatik, and Winefred formations as part of the Empress Group. [ABSTRACT FROM AUTHOR]

The implementation of school reforms to advance reconciliation with Indigenous peoples provides an opportunity to explore what Canadians think is important in framing their identities and values. This paper draws on data from a survey of public perspectives on education for reconciliation activities in two Canadian provinces, Alberta and Saskatchewan. We consider the broader community context within which schools are located. By examining public perspectives, we are able to assess how curricular initiatives related to reconciliation are understood by community members, both as a priority in itself and in relation to other key curricular areas. Informed by critical race theory, our findings suggest that reconciliation is restricted to activities that do not involve extensive change to existing curricular and ideational frameworks. These perspectives exist alongside extensive opposition to reconciliation justified by claims that Indigenous experiences and perspectives are receiving undue attention relative to more pressing educational priorities. Our findings suggest that aims to transform dominant understandings about Canadian history and identity remain far from being fulfilled. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Earth Sciences is the property of Canadian Science Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article discusses a report commissioned by Alberta Municipalities, focusing on the challenges faced by local governments in the province. The report provides conceptual tools, principles, and restructuring suggestions to address issues like slower growth, constrained finances, and the impact of COVID-19 pandemic. It offers recommendations for improving local governance in metropolitan areas, regions outside metropolitan areas, and small, remote urban municipalities.