Allocation Problems of the Russian Arctic on the Territory of the Republic of Sakha (Yakutia)

Zhukov M.A., Filippov V.V., Kadashova N.A., Krainov V.N., Telesnina V.M.

 

It is shown that at identification  of the Russian Federation Arctic Zone (RFAZ) despite the objective severity of the natural environment of the territories of some districts of the Republic of Sakha (Yakutia) or their parts  they were not attributed to the zone. The history of this issue is given in details. The specific attention is drawn to the implementation of a formal approach to defining the criteria which determine the territory of the RFAZ. For example, for some regions we see the application of geomorphological criterion of the rivers flow direction, but in case of the Republic of Sakha (Yakutia) the principle according to which the RFAZ should include municipal (formerly administrative) districts with access to the sea coast was applied.

When determining the RFAZ area it is suggested considering astronomical, economic, social, demographic, natural criteria and political realities, considerations of continuity and convenience of state government. It is recommended to apply the following leading criteria: connection of transport systems with the Arctic marine areas and ports located in lower reaches of the northern rivers; the line of the Arctic Circle reflecting the most specific factors in the Arctic with environmental negative impact on the human body and a number of bioclimatic factors. Bioclimatic factors include: the sum of average daily temperatures over the period with stable air temperature below 0°C; the duration of the period with temperature below minus 30°C; wet cooling wind index according to Hill; duration of the heating season; the depth of the permafrost thawing. Application of the integrated map offered by the authors will allow all the declared uluses (districts) of Sakha Republic to be included  into RZAF.  

 

Key words: Arctic zone area, criteria, bioclimatic factors, Arctic Circle, integrated map, uluses.

Science and Education, 2015, No.2, pp.7-15