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The Late Triassic conodont species Mockina ex gr. carinata and Mockina ex gr. englandi were exceptionally prevalent among the marine fauna of the Panthalassan realm from the middle Norian through to the Rhaetian. Leading into the complete extinction of conodonts near the Triassic/Jurassic boundary, a significant turnover event occurred in conodont fauna across the Norian/Rhaetian boundary (NRB), with the pectiniform elements of common Rhaetian genera from Tethys exhibiting minimal or absent platforms. This intergeneric trend of platform reduction is not as evident in Panthalassa, where these genera are very rare, but morphometric analyses of M. ex gr. carinata and M. ex gr. englandi specimens from across the Canadian Cordillera demonstrate that comparable shifts in morphology occurred intraspecifically in Panthalassa across the NRB, confirming the global extent of these trends. Pectiniform elements of M. ex gr. carinata display a sequential reduction of platform width from the middle Norian to late Norian to Rhaetian, whereas pectiniform elements of M. ex gr. englandi display a reduction of platform width only from the late Norian to Rhaetian. Specimens of both species that have a mid-platform length to breadth ratio greater than 3:1 are restricted to the Rhaetian. Specimens from the Kennecott Point section on Haida Gwaii, British Columbia, demonstrate that this morphological shift occurred somewhat later than other biostratigraphic proxies for the NRB. The global trend of platform width reduction in many conodont pectiniform elements may reflect a change in primary diet away from hard food sources, perhaps suggesting some degree of carbonate biomineralization suppression beginning around the NRB. This interpretation would support CO2 outgassing as the causal mechanism of the environmental disturbance at the NRB and identify the NRB as a significant turning point for Late Triassic ecosystems, marking the beginning of a protracted, multiphase end-Triassic mass extinction.

Repairing the Holes in the Net was a 2-year, multilevel action research project designed to inform the development of culturally appropriate and gender-specific services for northern women who are homeless or marginally housed and who face mental health and substance use concerns. The study was designed to learn about the barriers and supports experienced by homeless women in the North when accessing mental health care, shelter, housing and other services; and to inform the work of northern service providers and policy advocates in a position to implement adjustments in their praxis. This article describes the trajectories of women's service access and their ideas for service improvement from 61 qualitative, semi-structured interviews conducted with homeless women in Whitehorse, Yukon (YT), Yellowknife, Northwest Territories (NT), and Iqualit, Nunavut (NU). Unresolved trauma, poverty and social exclusion, inability to find and maintain housing and ineffective services emerged as interconnected and multifaceted challenges related to women's service engagement. In the face of these challenges, women displayed significant resilience and resistance, and offered important ideas for service improvement. The 4 interconnected systemic challenges identified in the research, coupled with specific ideas for change cited by the resilient homeless women interviewed, offer points of entry to improve service policy and delivery. Implementing trauma-informed approaches emerged as a key example of how access to, and quality of, services could be improved for homeless women in the North.

This research involves the current educational challenges facing First Nation students of northern Canada through examination of two experiential and place-based educational programs presently being applied in both the public school system of the Yukon Territory (Experiential Programs in Whitehorse and surrounding communities) and in two Cree Nation reserve schools in northern Alberta (Community-Based Experiential Education Program in Kehewin and Cold Lake). These programs successfully utilize experiential and placed-based initiatives to address the lack of success and disengagement among Indigenous students by promoting a holistic form of education that values the importance of place and its cultural knowledge. The primary objective of this research is to discover which elements of experiential and place-based education lead to greater engagement of Indigenous students and improved educational outcomes. These two programs are practical applications of experiential education and critical theory as praxis. The programs were chosen as they represent an extensive cross-section of cultural groups (Yukon First Nations, Cree, and Dene), the schools' placement in the educational system (public vs. reserve schools), diversity of geographic location (Yukon and northern Alberta), and scope (diverse pedagogies and epistemologies).