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The Reserve Force of Canada comprises part-time members of the ARMED FORCES, whose role is to augment and support the Regular Force. Compulsory universal military service for early settlers eventually became part-time, volunteer soldiering.
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Reservoirs, as discussed here, do not include any type of subsurface reservoir structure that stores water, natural gas or oil.
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Réservoir Gouin, 1570 km2, elev 404 m, max length 102 km, average depth 5 m, is a collection of hundreds of small lakes containing innumerable islands in south-central Québec, equidistant from Ottawa, Montréal and Québec City.
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The Manicouagan Reservoir, 1,942 km2, elevation 360 m, is located in southeastern Quebec, about 140 km from the Labrador border. The second-largest natural lake in Quebec, it was created by a meteorite millions of years ago. The name “Manicouagan” is possibly of Innu origin and might mean “where there is bark” (for canoe making). The lake appears on Jonathan Carver’s map of Quebec (1776) as Lake Asturagamicook, and is shown to be drained by the Manicouagan or Black River.
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Residential schools were established by Christian churches and the federal government to assimilate Indigenous children into Euro-Canadian society.
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The map below indicates the location of many residential schools in Canada. Click on individual points to learn a school’s name, religious denomination, opening and closing dates, and any other names by which the school was known. This map does not reflect every residential school that operated in the country. It only includes schools listed in the Indian Residential School Settlement Agreement and a similar agreement reached for survivors of schools in Newfoundland and Labrador. This means that schools that operated without the support of the federal government — as in schools run by a province, a religious order, or both — are not included on this map. Day schools, where many Indigenous students experienced treatment similar to that described at residential schools, are also not included.
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In the early 1600s, Catholic nuns and priests established the first residential schools in Canada. In 1883, these schools began to receive funding from the federal government. That year, the Government of Canada officially authorized the creation of the residential school system. The main goal of the system was to assimilate Indigenous children into white, Christian society. (See also Inuit Experiences at Residential School and Métis Experiences at Residential School .) (This article is a plain-language summary of residential schools in Canada. If you are interested in reading about this topic in more depth, please see our full-length entry Residential Schools in Canada.)
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Anthony Richmond, in Global Apartheid (1994), suggests that refugees, racism and the new world order are integrally tied to social spatial segregation of peoples. The word apartheid literally means "aparthood" (neighbour-hood), that is, the separation of people into different areas.
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The Supreme Court of Canada (1996) held constitutionally valid the legislative provisions of the Residential Tenancies Act of Nova Scotia which empowered the director of residential letting to act as a mediator in order to settle differences between landlords and tenants.
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Residential schools were government-sponsored religious schools that many Indigenous children were forced to attend. They were established to assimilate Indigenous children into Euro-Canadian culture. Indigenous parents and children did not simply accept the residential-school system. Indigenous peoples fought against – and engaged with – the state, schools and other key players in the system. For the duration of the residential-school era, parents acted in the best interests of their children and communities. The children responded in ways that would allow them to survive.
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Resource management usually refers to the responsibility of governments to ensure that natural resources under their jurisdiction are used wisely or conserved.
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Natural-resource development has played a major role in Canada's economy and continues to be a focus of national concerns.
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Resource towns are small, isolated communities built around resource-based industries and transportation. They include mining towns, mill towns, railway towns and fishing villages. Resource development has long been a key factor in shaping the settlement and growth of communities. Some scholars have argued that all Canadian urban growth depends on the production of natural resources. (See also Staple Thesis.) Resource towns have been important agents in this production process. Because they depend on single industries, the economies of resource towns are often unstable.
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Since prehistoric times, the inhabitants of what is now Canada used vegetation and animals for food, clothing and shelter. They fashioned implements and ornaments from MINERALS and, after the arrival of Europeans, used furs for trading.
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Natural resources are aspects of the natural environment from which goods and services can be obtained and produced. They include air, sunlight, water, land, vegetation, animal life and geological resources. People can also value natural resources for their own sake or for their aesthetic qualities. Humans must manage natural resources to sustain the benefits they offer. Canada is among the most resource-rich countries in the world. Its large and varied natural resources are essential to its economies and cultures. But there are ongoing debates about how to use, share and manage natural resources. Click here for definitions of key terms used in this article. This is the full-length entry about natural resources in Canada. For a plain-language summary, please see Natural Resources in Canada (Plain-Language Summary).
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