Alberta School Counsellor Spring 2013

CounsellorSpring 2013

Publ

icat

ion

s m

ail

ag

reem

ent

#409

3451

0

ALBERTA SCHOOL

In this issueGENERATION kINd

pRAcTIcING whAT yOu pREAchhOT jObs | fOcus ON

Academic Upgrading Animal Health Technology Automotive Service Technician Fine Arts Music Physical Education Science Kinesiology Nursing Computing Science Engineering Social Work Business Administration Commerce Carpenter Commercial Beekeeping Continuing Education Drama Early Learning and Child Care Educational Assistant Fitness Leadership General Mechanic Harley-Davidson® Technician High School Equivalency Heavy Equipment Hospitality and Tourism Instrument Technician Education Millwright/Machinist Motorcycle Mechanic Music Of�ce Administration Computer Systems Technology Outdoor Power Equipment Technician Parts Technician Perioperative Nursing Plumber Power Engineering Steam�tter-Pipe�tter Transitional Vocational Unit Clerk Visual Arts Welder Academic Upgrading Animal Health Technology Automotive Service Technician University Transfer Education Fine Arts Music Physical Education Science Kinesiology Nursing Computing Science Engineering Social Work Business Administration Commerce Carpenter Commercial Beekeeping Continuing Education Drama Early Learning and Child Care Electrician/Power Systems Technician Fitness Leadershi Heavy Equipment Instrument Technician International Education Master of Social Work - Graduate Program Millwright/Machinist Music Nursing Computer SystemsTechnology Parts Technician Perioperative Nursing Plumber Power Engineering Steam�tter-Pipe�tter Unit Clerk Visual Arts Welder




UNIVERSITY TRANSFER AND COLLABORATIVE DEGREE PROGRAMS

Bachelor of ArtsBachelor of Commerce, Business Management,Bachelor of Education, Elementary & SecondaryBachelor of Fine ArtsBachelor of MusicBachelor of Physical EducationBachelor of Recreation, Sports & Tourism,Bachelor of ScienceBachelor of Science, Computing ScienceBachelor of Science, EngineeringBachelor of Science, KinesiologyBachelor of Science, Pre-ProfessionalBachelor of Social WorkMaster of Social Work

PRE-EMPLOYMENT TRADES PROGRAMSGeneral Mechanic Heavy Equipment Certificate Millwright/Machinist Outdoor Power Equipment Technician Parts & Materials Technician Welding

APPRENTICESHIP TRAINING IN 12 TRADES

UNIQUE PROGRAMS AT GPRC, FAIRVIEW CAMPUSAnimal Health TechnologyCommercial Beekeeping CertificateHarley-Davidson® TechnicianHeavy Equipment Service TechnologyPower Engineering CertificateTransition Vocational Certificate

CERTIFICATE & DIPLOMAActive Aging Fitness Practitioner*Business AdministrationComputer Systems TechnologyDramaEarly Learning and Child Care*Educational AssistantFitness Leadership – Personal Trainer SpecializationHospitality and TourismMusic Office AdministrationUnit ClerkVisual Arts

* Available online & classroom

Your Choice i n L e a r n i n g

g p r c . a b . c a

Your cho ice in lear n ing

[email protected]

Helping students Step Forward

into their futures

For more information: 780.644.6000 | [email protected] | www.norquest.ca

NorQuest College offers a range of workforce-relevant, post-secondary career programs in health, business and community studies, which lead to in-demand careers. NorQuest is also Alberta’s academic upgrading and ESL leader with well over 40 years’ experience preparing learners for post-secondary education and the demands of Alberta’s labour market. 95% of NorQuest grads find employment or continue their education, making it a great next step for any student.

We offer a mature learning environment, flexible deliveries and outstanding student services to support our students in reaching their educational goals.

Now accepting applications for Spring 2013 (start in May) and Fall 2013 (start in September) terms.

In this ISSUEGENERATION kINd CanadIan-baSed program rootS of empathy promoteS emotIonal lIteraCy worldwIde. . .........................................................................5

A dIffERENT kINd Of sTORy SupportIng StudentS wIth faSd ...................................................................... 8

pRAcTIcING whAT yOu pREAch takIng the tIme for Self-Care aS a CounSellor ................................. 10

wRITE-up alIS reSourCeS gIve StudentS work SearCh baSICS,

and toolS for CreatIng reSumé and Cover letterS ........................ 14

is published by Del communications inc.suite 300, 6 roslyn road

Winnipeg, manitoba canada r3l 0g5

www.delcommunications.com

President David Langstaff

Publisher Jason Stefanik

managing editor Carly Peters

[email protected]

sales managerDayna Oulion

advertising account executives Gary Barrington

Brian GerowRoss James

Martin Nault

Production services provided by: s.g. bennett marketing services

www.sgbennett.com

art DirectorKathy Cable

Design/layout Dana Jensen

advertising art Caitlyn Haier

cover image courtesy ofBow Valley College

© copyright 2013, Del communications inc. all rights reserved. the contents of this

pub lica tion may not be reproduced by any means, in whole or in part, without prior written consent of the publisher.

While every effort has been made to ensure the accuracy of the information contained herein and the reliability of the source, the publisher in no way guarantees nor war-rants the information and is not responsible for errors, omissions or statements made by advertisers. opinions and recommendations made by contributors or advertis-ers are not necessarily those of the publisher, its directors, officers or employees.

Publications mail agreement #40934510 return undeliverable

canadian addresses to: Del communications inc. suite 300, 6 roslyn road,

Winnipeg, manitoba canada r3l 0g5

email: [email protected]

PrinteD in canaDa 06/2013

CounsellorALBERTA SCHOOL

F O C U S O N

DELCommunications Inc.

JOBSHOT

hANds ON OBtaiN a ReSPeCteD HeaLtH CaRe CaReeR iN twO yeaRS

By BeCOMiNG a ReGiSteReD MaSSaGe tHeRaPiSt . .................11

ANswERING ThE cAll tHe JOuRNey uP tHe iNDuStRiaL eMeRGeNCy

ReSPONSe LaDDeR . ............................................................................. 12

bOw VAllEy cOllEGE..............................................................................16 cONcORdIA uNIVERsITy cOllEGE Of AlbERTA ..........................18NORquEsT cOllEGE ............................................................................... 20dIGITAl schOOl ........................................................................................ 21GRANdE pRAIRIE REGIONAl cOllEGE ...............................................22MOuNT ROyAl uNIVERsITy ................................................................. 24AcAdEMy Of lEARNING cAREER cOllEGE.....................................26cANAdIAN MENNONITE uNIVERsITy ................................................27AlbERTA INsTITuTE pMAc ...................................................................... 28cAlGARy flyING club ........................................................................... 30

Index to ADVERTISERSacademy of learning career college ........................................................................ 26alberta institute Pmac ..................................................................................................... 29alis employment .................................................................................................................. 15bow Valley college ......................................................................................................... obccalgary Flying club ............................................................................................................... 17canadian mennonite university ................................................................................... 27concordia university college of alberta ............................................................... ibcDigital school .......................................................................................................................... 21grande Prairie regional college ................................................................................. iFcla school of Hair Design & beauty school ............................................................ 24mount royal university .................................................................................................... 25norQuest college ..................................................................................................................3okanagan Valley college of massage therapy ........................................................5

Alberta School Counsellor / Spring 20134

Alberta School Counsellor / Spring 2013 5

• Studyfor2years-achieveanewcareer• Masterthecomplexitiesofthehumanbody• Instillandrestorehealthinyourclients• Friendly,respectfulcollegeenvironment• Uniqueinternshipprogram&studentclinic• Affordablecollege,walktoamenities• Liveinafourseasonrecreationparadise

www.ovcmt.com | toll free 1-800-701-8863

OKANAGAN VALLEY COLLEGE OF MASSAGE THERAPY | VERNON, BC

Photo creditPicture BC

sitting cross-legged around the green blanket, students at terrace ridge school eagerly await the arrival of baby alex and his parents, a most welcome addition to the grade 5 classroom. the children, who look upon the seven-month old as a sort of surrogate sibling, have been tracking the infant’s development throughout the school year as part of the roots of em-pathy (roe) program of which this tiny teacher holds the key.

“students absolutely love their time spent in roots of empathy, especially the family visits,” says barb reaney, cer-tified roe instructor/KPP and coordina-tor of the Family school liaison program for Wolf creek school Division (WcsD). “Feedback i have received indicates that both parents and school staff find it a very valuable program.”

over 300 students in the Wolf creek school Division participate annually in

GENERATION kINdCanadian-based program roots of empathy promotes emotional literacy worldwide

By Jillian Mitchell


the globally-acclaimed roots of empathy

program, a 27-week curriculum focused

on instilling a foundation of empathy

in school-aged children. the program

was first introduced into the division in

2008 as part of a bullying prevention

project.

“the focus on empathy is crucial as

it’s such a valuable trait to have. We felt

this program was so important that our

goal was to be able to offer it in the ma-

jority of our elementary schools in the

division and Wolf creek has successfully

sustained and grown the roe program

consistently for five years. that, in itself,

attests to the value placed on the pro-

gram,” says reaney.

roots of empathy, warmly referred to

as “canada’s olive branch to the world,”

is on a mission to change the world, child

by child. Developed by social entrepre-

neur mary gordon, the program fos-

ters caring, peaceful, and civil societies

through the development of empathy

in children and adults. to gordon’s de-

light, the program has been thoroughly

embraced worldwide with high-profile

endorsements from the World Health

organization and His Holiness the 14th

Dalai lama.

“When roots of empathy comes to

a school, it doesn’t just come to a class-

room; it comes to a community,” says the

inspiration for roots of empathy. “it’s

equally important for children to learn to

relate as it is to learn to read. a child’s

ability to understand their own emotions

and relate to others is really a picture of

their mental health.”

through guided observations, stu-

dents are able to make the connection

between their own emotional canvas

and that of their tiny teacher; they are

also able to describe their own tempera-

ment and that of their classmates – a

process gordon refers to as emotional

literacy. typically, the schools will most

often decide on a specific grade level

to introduce the program into, so that

eventually every student in the school

will have the opportunity to experience

the benefits of roe.

a major perk of the roe program,

says gordon, is that it can be well-inte-

grated into the current school curricu-

lum. Weekly activities in an array of sub-

jects, such as literature, mathematics,

arts and science, are facilitated with em-

pathy as the underlying theme. During

each session, roe-certified instructors,

who are typically guidance counsellors,

visit classrooms before and after each

family visit to prepare and reinforce

teachings using the specialized curricu-

lum available in four age-ranges (kinder-

garten, grades 1-3, 4-6, and 7-8) and bro-

ken into nine themes. each of the nine

themes is comprised of two lessons and

a family visit.

“guidance counsellors absolutely

make wonderful roots of empathy in-

structors,” gordon boasts. “they really

have the heartbeat of childhood. they

go right across all the grades; they see

the problems; they see the pain. they’re

able to take the temperature of what’s

happening in the school on any given

day. it’s a beautiful role.”


“In society, we generally measure what we treasure. Traditionally, schools have measured children’s competence in subject areas.

Roots of Empathy measures the affective side of children’s knowledge, understanding, and attitudes.”

– Mary Gordon, founder and president of Roots of Empathy

indeed, levels of aggression are nota-

bly reduced by raising social and emotion-

al competence and increasing empathy.

through roots of empathy, canada’s pre-

eminent anti-bullying program, research

indicates that the effect can last upwards

of three years (the organization is cur-

rently funding an additional study on the

effects of roe after six years).

“it changes classroom climates,” she

says of the 17-year-old program. “it chang-

es the internal climate of the child. When

empathy goes up, aggression goes down.

and the ability to understand the other

and their perspective – that’s the base of

conflict resolution right there.”

empathy has always been at the base

of the roe founder’s teachings. in 1996,

the then toronto school board adminis-

trator outlined the initial curriculum of

roots of empathy and began piloting the

program in toronto. Four short years later,

roe had become a national and interna-

tional organization. as of this year, roots

of empathy has reached over 500,000 of

the world’s children in every province of

canada, as well as in new Zealand, the

u.s., the isle of man, the republic of ire-

land, northern ireland, england, Wales,

scotland, and germany.

in 2008, national chief Phil Fontaine

and the assembly of First nations passed

a resolution to support roots of empathy

and seeds of empathy, a sister program

directed at children ages three to five, in

First nations schools across canada. and

in 2013, scotland was the first country

worldwide to deliver the internationally-

acclaimed, anti-bullying program in every

council area as an early years initiative.

to date, the province of alberta has

had much success with the program

since its launch in 2002. currently, there

are more than 85,000 roots children in

alberta – 86 per cent of whom reported

an increase in their awareness of bullying

(including calling people names, leaving

people out, and making fun of people).

sandy Vigrass, provincial manager for

roots of empathy-alberta, says that her

own progression into roe was a very

natural one. today, the former family re-

source centre executive director actively

– and wholeheartedly – promotes the

program throughout the province.

“We’re in urban; we’re in remote; we’re

in First nations communities. and we of-

fer the program in French and english,”

says Vigrass of the program’s many initia-

tives. “it’s a community collaborative and

we have great support in alberta, par-

ticularly from the Family and community

support services (Fcss).”

currently, Vigrass states there are 398

programs in the province for the 2013-

2014 school year, each with an average of

25 students per classroom.

“over the 11 years roe has been in al-

berta, we’ve progressively increased the

number of programs since our first year,

76 programs, but we’re just scratching the

surface of what’s possible,” Vigrass notes.

“the schools continue to make con-

scious decisions to include the program,

which enhances the social and emotional

learning of the children and ultimately

benefits their academic learning.”

For more information, or to be-

come involved in the program, please

visit the official roots of empathy

website, www.rootsofempathy.org, or

contact sandy Vigrass roe Provincial

manager for alberta at 403-410-3808 or

[email protected]. v

“it’s really cool to see the babies

grow. i like to watch them learn their

emotions and become more aware of

what’s around them.”

– Grade 5 student, Lacombe (aB)

“roots of empathy can teach the

world to love one another.”

– Grade 1 Student, Medicine Hat (aB)

“roots of empathy can teach the

world that if you care for everybody,

there will be a lot less outbreaks of

violence and a lot less wars.”

– Grade 3 student

“roots of empathy teaches you

about bullying and that you should

not be mean to people. i think that

everyone should have a chance to go to

roots of empathy.”

– Grade 5 student

“bullying is not okay because

everyone has feelings and we should

treat everyone the way that we would

want to be treated no matter what they

look like or where they are from.”

– Grade 4 student

“Having done this program as a

parent, i got to share my pride and joy

with incredibly excited and inquisitive

children. i have also had the roots

of empathy program in my class as

a teacher, and i got to witness the

excitement of the students each time

the baby and parent came in for a visit.

it is a valuable program for all those

involved.”

– Jenny Ronnie, ROe parent and

teacher at Mecca Glen School (aB)

“roots of empathy is the milk of

compassion.”

– His Holiness the 14th Dalai Lama


For many, the journey through parent-hood is anticipated to play out much like the plot of a storybook. the child arrives in the world, learns essential life skills through ongoing positive interac-tion with parents, attends school, grad-uates, pursues a career, finds love, and begins down a path that may include marriage and/or children – a somewhat generalized, yet often projected, plot of a nurturing narrative.

as one mother eloquently explains, parenting a child with Fetal alcohol spectrum Disorder (FasD) is reminis-cent, at times, of one of the “Choose your Own adventure” books she would read to her son, luke, a young boy with FasD. in the beginning, the journey seems straightforward, then suddenly three or four different paths and end-ings are presented.

navigating those twists and turns can be easier with the appropriate sup-port and tools, and that involves a com-plete understanding of the diagnosis. as the saying goes, it takes a village to raise a child, and that village includes parents, family, teachers, and other school staff who together represent a tailored team of care and guidance.

FasD is an umbrella term for a num-ber of related disorders caused by pre-natal exposure to alcohol. in canada, FasD is the leading cause of develop-mental delays among children, more than 3,000 babies are born each year

with FasD and more than 300,000 ca-

nadians are living with this condition.

“almost every day in alberta, a baby

is born who has been exposed to alco-

hol,” shares Denise milne, senior manag-

er of FasD initiatives at alberta Human

services. “that is why we need to con-

tinue sharing the message that no alco-

hol during pregnancy is best and ensure

we’re providing support to mothers who

need help to have healthy pregnancies.”

the faces of FasD are endearing and

affectionate, and these individuals re-

quire tailored supports and services to

best meet their needs, particularly during

school age and adolescence.

in similar fashion, chris Farquharson,

education manager at alberta educa-

tion, supports awareness and knowledge

around FasD. alberta education provides

many resources for parents, teachers,

and others who support students with

FasD. one particularly innovative proj-

ect is the FasD Wellness resiliency and

Partnership Project (WraP) – a program

that focuses on creating outcomes that

maximize school engagement, increase

academic success, and enhance the so-

cial, emotional, and physical wellbeing of

the involved student, shares Farquharson.

“through this project, success coach-

es are working in the schools to provide

individualized, targeted, and universal

supports for students,” explains Farqu-

harson. “they provide professional de-

velopment opportunities and support

the development of collaborative part-

nerships for school staff, families, ser-

vice providers, and the community to

strengthen the success of the students.”

the WraP coaching Project is sup-

ported by alberta education; edmonton

regional educational consulting servic-

es developed and oversees the project.

currently there are nine success coach-

es for junior and senior high students

shared by 21 schools in 13 school dis-

tricts across northwest alberta. there

are plans to expand into the calgary

area, says Farquharson.

the WraP project was developed

to provide an innovative and collabora-

tive approach to help strengthen youth,

their families, school staff, service pro-

viders and the community. the project

focuses on promotion, prevention, and

early intervention along with universal,

targeted, and individual strategies for

learning and support. success coaches

provide knowledge, resources and strat-

egies to support students with FasD,

and a strong dynamic community of

practice has been developed to keep

success coaches aware of new practices

and research.

Supporting students with faSd By Jill Schettler

A dIffERENT kINd of Story

Almost every day in Alberta, a baby is born who has been

exposed to alcohol.


A recent evaluation of the WRaP Project has identified• Coaches were able to create many

opportunities for students with FasD to get involved in positive ac-tivities, both within and outside of their school.

• Students’ specific strengths and in-terests were identified and support-ed.

• Studentsparticipateindifferentaca-demic streams and courses. the ma-jority are successful in course com-pletion.

• Improved attendance as well asacademic achievement: 84 per cent of courses were completed, in-creased completion of assignments, increased reading skills, significant impact on reducing suspensions, de-creased acting out in class, and con-structive disciplinary actions.as part of a 10-year strategic plan,

the alberta government has commit-ted resources to developing programs, like WraP, to help educate people about FasD and support individuals living with the disorder, as part of a 10-year strategic plan.

milne is confident this is a step in the right direction, “alberta’s FasD 10-Year strategic plan is currently in its sixth year of implementation. the plan works to deliver services that strengthen and support the well-being of individuals and families affected by FasD by addressing the following areas: awareness and prevention; diagnosis and assessment; supports for individu-als affected by FasD and their caregiv-ers; training and education; strategic planning; research and evaluation; and stakeholder engagement.”

milne continues that at the service delivery arm of the plan there are 12 FasD service networks located across the province that provide a single point of access for FasD services and sup-

ports. networks are groups of com-

munity and government agencies that

work together to provide prevention

programs, diagnostic and assessment

services, and support for those affect-

ed by FasD and their caregivers.

community partnerships have been

developed in support of the youth and

their families and the schools, adds Far-

quharson. such partnerships include:

FasD networks, cultural connections,

work placements, community extra-

curricular activities, funding sources,

government and community support

services, justice (including restorative

practices), and children and youth with

complex needs.

as well, a number of additional

province-wide initiatives that provide

services and supports to people of all

ages in the education, health and jus-

tice systems are in place.

education is at the core of any pro-

active and preventative strategy. in

closing, milne shares one of the biggest

misconceptions of FasD.

“a misconception is that people liv-

ing with FasD are always severely af-

fected and are living in worst case sce-

narios. many people living with FasD

go to school, are employed, are mar-

ried, and have children because they

have found strategies to cope and have

support from their families, communi-

ties and professionals. some are more

successful than others, but all struggle

in some ways,” states milne.

“all people with FasD should have

access to the resources and supports

they need to succeed. Which is why we

continue to enhance diagnosis servic-

es, develop the FasD service networks

and provide training and education to

professionals and service providers

who can help.”

For more information on FasD, please

visit www.fasd-cmc.alberta.ca v

Print resources for teachers and other school staff can be found on the following website: http://www.education.alberta.ca/teachers/resources/fasd.aspx

Many people living with FASD go to school,are employed, are married, and have children.


pRAcTIcING whAT you Preachtaking the time forself-care as a counsellorBy Dawn Schell

We know it, we teach it, and the irony is we don’t always apply it to ourselves. What am i referring to? self-care.

With research showing that between 30 and 66 per cent of school counsellors report high levels of emotional exhaustion and burnout, we need to pay attention to our self-care. though it isn’t always easy to get counsellors to do so. according to o’Halloran and linton (2000) “wellness is a concept we as coun-sellors often focus on more readily for our clients than our-selves.”1 in short, we often don’t practice what we preach.

the school counsellors i know are passionate, committed, and give generously of themselves and their time to students, parents, colleagues, and community. Demands on counsellors are high in a school environment, and in this economic climate we are often asked to do more with less. We regularly witness the struggles and suffering of others. it can seem as if there is no time to stop and take care of ourselves. it can be a delicate balancing act. Yet, if all we are doing is giving and not replenish-ing ourselves, we run the risk of burning out. and if we do that, we aren’t much good to anyone.

Here’s a few self-care suggestions• Takeamoment(ortwo)andassessyourcurrentstateofself-

care and strategize around how to improve your wellness. the american counseling association has excellent resources for self-care assessment and wellness strategies at www.counsel-ing.org/wellness_taskforce/tf_wellness_strategies.htm.

• Look ahead andplan.Whenare you likely tobebusiestormore at risk for neglecting self-care? Knowing what those times are can help you plan ahead and build in preventative self-care measures. use your support network to hold you ac-countable.

• Actually take your lunch break away from your desk. And,

while you’re at it, make sure to drink plenty of water each day.

• Threeminutesofsilence.InaTedtalkonlistening,JulianTrea-

sure talks about implementing three minutes of silence (or at

least quiet) a day in order to “recalibrate our ears.” it struck me

that it would be an excellent notion for counsellors too. after

all, we spend so much of our work life listening.

• Miniself-carebreaks.Buildsimple,briefmomentsofself-care

into your day. Put it in your schedule. make a list of self-care

activities that you can try and keep it handy. examples might

be calling someone, taking a short walk, listening to a calming

soundscape, doing a relaxation/meditation exercise, stretch-

ing or deep breathing.

• Exercise

• Creativity

• Laughter.Whenwasthelasttimeyouhadagoodbellylaugh?

• Professionalandpersonalsupportnetwork.Who’stherefor

you? Who can provide you with supervision, accountability,

support or just lend a listening ear?

We need to care for ourselves so we can continue to care for

others. everyone has different things that work for him or her in

terms of replenishing, refreshing and restoring energy and en-

thusiasm. Find out what works for you and commit to doing it.

Dawn Schell, Ma, CCC, CCDP is a Career Development Prac-

titioner who specializes in working with youth and an affiliate

of worldwide therapy Online inc.

Footnote1 OHalloran,T.M&Linton,J.M.(2000).Stressonthejob:Self-careresourc-

esforcounselors.JournalofMentalHealthCounseling,22(4)v

11

JOBHOT


Join a respected health care profession in two years. Become a Registered Massage Therapist

handS OnA

s valued healthcare professionals, registered massage therapists offer relief and rehabilitation from pain, stress, injuries, and the symptoms of long-term medical conditions. massage therapy is a science-based profes-

sion, combining the insights of ancient and modern healing tech-niques.

okanagan Valley college of Massage therapy’s (oVcmt) two-year massage therapy program prepares graduates to achieve professional registration in b.c. and offers easy access to practice in any canadian province.

2,500 Hour Program – September or February Startas a student at oVcmt, you actively participate in the opera-

tion of the on-site clinic facility, practicing your new techniques with clients under the guidance of experienced, registered super-visors. You also learn the equally important business practices of clinic, including client bookings and reception, payments, records, and file management – valuable business knowledge, and experi-ence for your future practice.

specialized outreach programs further develop your skills in the areas of sports massage, maternity, geriatrics, clients with spe-cial needs, and more. Here, you work with people with specific conditions in different settings such as care homes and at sports facilities. the final step in your training is your internship, work-ing alongside a qualified health professional in an existing off-site practice. internship provides valuable, real life clinical experience in the art, science, and business of massage therapy.

Comprehensive Two-Year Program – BHSc Degree OptionoVcmt’s two-year program offers a unique mix of academic

and practical courses coupled with extensive practicum experi-ence. to support your future practice, academic courses combine the foundational science courses such as anatomy and physiol-ogy, musculoskeletal anatomy, neuroanatomy and pathology along with functional courses, including business, research, and jurisprudence. a series of specialized practical courses including neuromuscular therapy, sports massage, infant massage, and ad-vanced techniques build on the skills learned in the core theory and practical courses.

the practicum component, totalling 550 hours, includes the student clinic and Health spa, outreach programs, and a multi-week internship with a practicing rmt or Physiotherapist. oVcmt

is accredited by both the college of massage therapists of bc and

the Private career training institutions agency. graduates of the

oVcmt massage therapy Diploma program are eligible to receive

credits towards the bachelor of Health science degree through

thompson rivers university, open learning (tru-ol).

Recreation Paradise – One Day Drive from CalgaryProviding the best combination of lifestyle and learning,

oVcmt’s downtown Vernon campus is close to shopping, cafes,

and accommodation. a recreation paradise, the okanagan Val-

ley is known for its lakes, beaches, wineries, golfing, hiking, biking,

climbing and skiing. only 30 minutes from silver star mountain ski

area, and 10 minutes from lakes and beaches, there are many ways

for students to enjoy time outside of class and clinic.

Community Supporter of the Yearco-founder Doug Fairweather has been the program direc-

tor, owner, and an instructor since 1994. students appreciate the

learner-centred approach to education, the relaxed atmosphere

and the community-oriented spirit of the college. oVcmt is the

winner of the 2012 community supporter of the Year award pre-

sented by the Vernon chamber of commerce.

For more information or to apply to oVcmt, visit

www.ovcmt.com or call 1-800-701-8863. v

12 Alberta School Counsellor / Spring 2013

As many will agree, industrial firefighting is a whole differ-ent ballgame than municipal firefighting. but, for some, the

distinction is not quite clear. as one lakeland college instructor shares, a vic-torious ascent up the corporate ladder is achievable, but only by first choosing the right ladder.

“on t.V. you see teams going into building fires with backdrafts and flash-overs, and they rescue damsels from third-floor windows. in reality, you would do that once or twice in a career,” says instructor Don Keenan. “i encourage people to get into industrial emergency response for the right reasons; i want to make sure they know what they’re get-ting into. the passion needs to be there.”

For this emergency responder turned college instructor, the passion is most definitely there. Keenan’s journey in the industrial firefighting profession be-gan in the spring of 1979 as a volunteer firefighter for both the city of Fort mc-murray and syncrude canada ltd. over the course of his 34-year career, he has steadily climbed the ladder from pro-cess operator to maintenance techni-cian, from emergency response special-ist to fire/rescue/HaZmat officer, and finally to emergency planning officer. in the more recent years, Keenan made the transition to full-time trainer with lake-land college-emergency training centre.

His latest adventure – travelling to the arctic to work with mine rescue teams.

“i love it. it’s been a career for me – a natural fit,” he says. “i can see ending my working days in this field.”

The 411 on Industrial Firefightingindustrial firefighting, which falls

under the larger umbrella of industrial emergency response, centres around the protection of thousands of manufactur-ing facilities throughout the country, ev-erything from machine shops to widget makers, from metal foundries to auto-mobile manufacturers, from the smallest chemical plants to the largest refineries and petrochemical facilities. While some industrial organizations have only volun-teer brigades, others have combination departments involving full-time mem-bers and volunteers.

on average, industrial firefighters are called to emergency situations only 10 to 15 per cent of the time; that is because most industrial facilities spend a lot of time and money on prevention.

However, in the event of an emer-gency (such as an explosion or a release of toxic vapors), an industrial firefighter must pull from experience, training, and life skills to help the organization.

“When you look at what is burning in the industrial facility, the chances are it has no emotional attachment, where as at a house fire, there may be family pic-

The journey up the industrialemergency response ladderBy Jillian Mitchell Climbing

the Ladderthe industrial emergency response department has a structure similar to municipal departments. However, many industrial facilities use different titles. (For instance, in the volunteer ranks there are fire fighters, fire/res-cue members, and rescue members.)

Typical ladder for the full-time industrial team members:•ProbationaryEmergencyResponse

specialist•EmergencyResponseSpecialist•Sr.ResponseSpecialist•EmergencyCoordinator•Deputy Chief (Task Specific Su-

pervisor, operations supervisor, maintenance supervisor, emergen-cy Planning supervisor and train-ing supervisor, Deputy of training, etc.) * can specialize in each branch

•Chief

Typical ladder for a municipal department •ProbationaryFireFighter•FireFighterFirstClass•Lieutenant•Captain•BattalionChief•DistrictChief•DeputyChief•Chief

anSwering the call

JOBHOT

13Alberta School Counsellor / Spring 2013

tures, grandma’s china cabinet, or little billy’s cat,” Keenan says. “at an industrial site, what is burning is already damaged, thus the call to go defensive is made early, and the area is flooded with del-uge sets and other waters sources in an attempt to surround and then drown the fire.”

many additional maintenance and training activities are normally assigned to the team members during the slower times (as most industrial brigades are not allotted sleeping quarters): con-ducting fire protection audits or inspec-tion; inspecting and maintaining thou-sands of extinguishers and hundreds of self-contained breathing apparatus (scba); inspecting fire suppression sys-tems and fire detection systems; and, training peer members, volunteers, or other non-response staff members. the members would also be expected to utilize the non-response hours for per-sonal development, and/or studying to meet the requirements of the organiza-tion they work for.

Educational Requirementsentrance requirements for industrial

and municipal fire colleges state that candidates must be at least 18 years of age with a grade 12 diploma or equiva-lent. students meeting these initial re-quirements will typically sign up for a three- or nine-month course, resulting in national Fire Protection association: 1081 (industrial Fire brigade member Pro-fessional Qualifications) certification, and a First aid ticket.

as Keenan confirms, higher levels of training will frequently enhance the can-didates’ ability for placement. courses may include nFPa: 1001 (Fire Fighter Professional Qualifications), emergency medical responder (emr), emergency medical technician (emt-a), and emer-gency medical technologist (emt-P). in addition, some establishments require may require WHmis training, transporta-tion of Dangerous goods (tDg) training, process-operations training, and other organization-specific training.

“most departments want the basic training (the 1001 program) before they will even look at you nowadays. Howev-er, some big city departments – edmon-ton, calgary, toronto, regina – will ask for even higher qualifications because they can get them,” he says.

as individuals continue to climb the corporate ladder, other educational op-portunities become available, such as the nFPa: 1021 level 2 (Fire officer Profes-sional Qualifications) accreditation and lakeland college’s emergency training center in the bachelor of applied busi-ness emergency response program. a surefire way to success is to specialize in a department, Keenan says.

Resume and Interview To-dosit is important to note that when a

job posting is issued, most industrial de-partments will post internally; the post-ing will only be offered externally, should it not be filled from within. once posted externally, the applicant should only ap-ply if he or she meets the minimum re-quirements of the posting, says Keenan – as failure to meet requirements can result in the individual’s resume is placed in the “non-active” file.

resumes meeting the minimum cri-teria are then forwarded to the hiring manager for ranking and evaluation. this is the point at which the hiring manager, or team, will compare one resume to the next to see if the individuals should be granted an interview. thus, it is very im-portant that the applicant should indi-

cate extra training and certifications that may up their game during the selection process.

after that, the final step is the face-to-face interview. most industrial de-partments now utilize the behavioral De-scriptive interview (bDi) process, where the candidate is asked questions by a jury. Here, answers are evaluated on the grounds of accuracy, relevancy, and veri-fiability (and timeliness). if the candidate understands this process, they will be “better prepared to answer the question in a positive way,” Keenan assures.

Placements Optionsindeed, each placement offers unique

opportunities. some facilities may have very few calls per year (under 100); oth-ers, thousands. Keenan suggests that the candidate review the call history and structure of the department of interest to better understand the type of work-load.

“the best thing to do would be to re-search the facility you hope to become part of,” Keenan says. “You can ask ques-tions around the department organiza-tion call volume and call type. in addi-tion to this, you should ask the question, what happens when there are no calls – there can be a lot of maintenance and training activities to undertake.”

currently, the industry is expanding, especially in alberta. as Keenan con-firms, there is “great demand and tons of opportunity, so continue to boost that resume.” v

JOBHOT


interactive resources and a new publica-

tion on the alberta learning information

service (alis) website, alis.alberta.ca, give

students the job search essentials they

need to write strong cover letters, build

effective resumés, and succeed in an in-

terview.

Work Search Basics this new publication for inexpe-

rienced job seekers is a step-by-step

guide to finding work. it covers every-

thing from assessing workability skills

to preparing resumés, cover letters, and

reference lists. comprehensive resumé

and cover letter samples include ex-

amples for high school students with or

without paid experience. Work search

basics will help students identify what

they want and need in a job, learn about

different resumé types, and practise an-

swers to common interview questions.

Work Search Plan and Record (interactive PDF)

getting a plan in writing will help

students set goals and deadlines for

their job search. it will also help them

track the jobs they’ve applied to, dates,

and contacts for upcoming interviews

and when to follow up with employ-

ers. students can access these free re-

sources (in alberta) at alis.alberta.ca/

publications.

Cover LettersWriting a strong cover letter is key

to landing an interview. students can

find an outline and new and updated

cover letters for advertised, non-ad-

vertised and referral-based jobs at alis.

alberta.ca/coverletters.

alIS resources give students work search basics, and tools for creating resumé and cover letters

WRITE-UP


e-Resumé Reviewthrough the e-resumé review ser-

vice career advisors review resumés

and provide feedback based on:

• Content

• Description of skills and accom-

plishments

• Formatandlength

• Accuracy

• Clarityandrelevance

• Completeness

• Conciseness

• Overallappearance

students can submit their resumé

online through a secure form. Visit

alis.alberta.ca/resume to get started.

Resumé Master (interactive PDF)this new feature allows students

to record all of the information they

might include on a resumé or discuss

during a job interview. it’s a great way

for students to keep track of their

experience, education, and other ac-

tivities. students can use information

from the resumé master to customize

resumés depending on the job they’re

applying for. access the resumé mas-

ter at alis.alberta.ca/resumemaster.

Resumé Types Comparisonthis chart lists the advantages and

disadvantages of three types of resu-

més – chronological, functional, and

combination. although employers

may be most familiar with chrono-

logical resumés, this table will help

students who have limited work ex-

perience identify why functional and

combination resumés might be better

for their circumstances. Find informa-

tion on resumé types at alis.alberta.

ca/whichresume.

Alberta Work Search Onlinealberta Work search online has

tools and resources to help students

with every stage of their online work

search. students will learn tips and

tricks, including how to protect their

privacy online, create an online pro-

file, submit resumés and applications

online, and use social networking sites

for work search.

there are also resources to help

students identify their skills and ex-

perience, find potential employers

and job opportunities, including more

than 190 job banks, and market their

skills and accomplishments. Visit alis.

alberta.ca/worksearch.

Resources for the Classroom

check out the resources for the

classroom flyer to find other helpful

resources for students. topics include

career planning, job search, employ-

ment standards, and post-secondary

planning.

Stay Informed

subscribe to our enewsletter

to find out what’s new on alis and

learn about new and updated prod-

ucts. Download the enewsletter at

alis.alberta.ca/enewsletter.

DEL Communications Inc.has in excess of 100 years combined

experience working for you.We offer outstanding personal service

and quality in the areas of:

CREATIVE DESIGN

ADVERTISING SALES

TRADE PUBLICATIONS

QUALIFIED SALES & EDITORIAL TEAM

Suite 300, 6 Roslyn Road

Winnipeg, Manitoba R3L 0G5

Toll Free: 1.866.831.4744

www.delcommunications.com

DELCommunications Inc.


F O C U S O N // bow Valley college

bow Valley college provides students with a selection of more than 60 career program offerings, and the tools to help them succeed – faster.

operating in calgary and throughout the surround-ing region, the multi-campus college provides year-round entry to broad programming, offering certificate and diploma programs in areas such as: Practical nurs-ing, Justice Studies, Business Administration, Eventsmanagement, global tourism, Public relations, inte-rior Decorating, administration, and early learning and childcare.

Programs and services are student centred, out-

come focused, and designed to provide graduates with opportunities to improve their lives, prepare for fur-ther education, and advance their career.

For students needing to improve their high school grades, bow Valley college also offers a variety of flex-ible high school upgrading options for students want-ing to study in-class or online.

to meet emerging workforce needs, programs and educational services are also customized to meet the specific requirements of industries, educa-tors, communities, and workplaces, locally, provin-cially, nationally, and internationally.

TIMING Is EVERyThINGBow Valley College provides graduates with opportunities to improve their lives, prepare for further education, and advance their career


With multiple start dates throughout the year and flexible learning options, bow Valley college is the choice for over 13,000 students a year wanting rele-vant, hands-on education, leading to career advance-ment.

bVc also offers a suite of awards and financial aid programs to help students. entrance scholarships and bursaries may also be available. college advisors can assist you with the information required. For more information about courses and programs, or getting help with financial aid, visit bowvalleycollege.ca, or call 403-410-1400, (1-866-428-2669) or visit the col-lege and take in a bVc info session.

interested in visiting the bow Valley college cam-

pus? advisors are proud of the campus and would be

happy to show you around. to arrange for a campus

tour for you or your students, please contact the

Prospective student centre. bow Valley college also

offers student for a Day opportunities, for students

who would like to “test drive” their education.

staff is also available to visit schools to provide in-

teresting and informative presentations on the great

programs and services bow Valley college is known

for.

be sure to visit bowvalleycollege.ca/guidance-

counsellors for the most up-to-date information

about programs and services offered at bow Valley

college. v

bow Valley college // F O C U S O N

for more information:Prospective student centreroom 362, bow Valley college332 – 6 avenue s.e., calgary, abPhone: 403-410-1402 / 1-886-428-2669403-401-1505 (ttY)[email protected]

Note: applications open one year before the start of program.

With multiple start dates throughout the year and flexible learning options, Bow Valley College is the choice for over 13,000 students a year wanting relevant, hands-on education, leading to career advancement.


F O C U S O N // concordia university college of alberta

the world is focused on technology, and there’s an ever expand-

ing body of knowledge on how technology affects people. under-

standing the human impact of technology is crucial, and concordia

is adapting to provide a university education that provides a foun-

dation based on two key fields that are at the vanguard of under-

standing the world.

While psychology focusses on the behaviour of individuals, so-

ciology’s broader focus is on the development, organization, and

function of societies. concordia now offers a four-year bachelor of

arts in Psychology with an applied emphasis, and a four-year bach-

elor of arts with a major in sociology.

social media like Youtube, Facebook, and twitter are intended

to bring people together. ironically, they create multiple channels

for individuals to communicate, creating a million-channel universe

without context, contributing to misunderstanding and confusion.

concordia’s Psychology and sociology programs lay a foundation

for students to understand not just their own world, but a context

so they can help others in careers like social work, occupational

therapy, and related fields.

concordia university college of alberta takes a holistic ap-proach to advanced education. students’ intellectual, physical, emotional, and spiritual well-being are constant considerations from the application process through to graduation. this whole-student approach is also mirrored by the faculty so a student’s ex-perience is academic, and fosters personal growth. While beneficial to the student, the approach also mirrors their studies, particularly in psychology and sociology.

concordia’s four-year bachelor of arts in Psychology includes a field placement, making practical experience integral to learning. the Department of Psychology coordinates a suitable practical placement catered to each students strengths, giving them hands-on experience at an agency or organization. this real-world ap-proach puts students’ academic learning to everyday use, providing

puTTING ThEORy INTO pRAcTIcESocial sciences at Concordia teach students how tounderstand a changing world and help others in it

As the world changes, Concordia teaches with patience and compassion, acting as an example for students who want to help others, whether

individuals or in a broader social setting.


concordia university college of alberta // F O C U S O N

opportunities to develop insights into the field of psychology, and

the context of how it works in practice.

concordia’s sociology program goes beyond common sense

explanations and explores the deeper meanings of social environ-

ments and historical societies. the study of social systems like po-

litical bodies, education, and religious groups are central to con-

cordia’s program. in a world where economic disparity, cultural, and

religious tensions are frequently the roots to conflict, concordia’s

sociology program strives to help students develop the perspec-

tive necessary to understand these issues. concordia’s sociology

students find careers in a number of expanding fields, including

criminal justice, health care, human rights, and community devel-

opment.

sociology is also available as a minor in concordia’s bachelor of

arts, bachelor of science, and bachelor of management degrees.

as the world changes, concordia teaches with patience and

compassion, acting as an example for students who want to help

others, whether individuals or in a broader social setting.

For more information visit http://concordia.ab.ca/arts. v


F O C U S O N // norQuest college

a norQuest college education can help you unlock your po-tential, explore limitless possibilities, and find work fast.

Whether you’re looking for a career in health, business, or community studies, or an opportunity to complete or further your education, norQuest’s excellent and diverse range of programs can help meet your needs.

“all of our programs are student-centred and focused on meetingtheindividualneedsofourlearners,”saysDr.JodiAb-bott, president and ceo, norQuest college. “We are commit-ted to offering learning opportunities for everyone.”

this includes recent high-school graduates who are look-ing at post-secondary career options, adult learners pursuing academic upgrading, and people seeking to change careers. norQuest college graduates enjoy a 95 per cent success rate in finding employment or continuing their education.

as alberta’s largest post-secondary provider of academic upgrading, english language, and career prep programs, nor-Quest college is a leader in helping learners prepare for fur-ther studies or employment. Programs include high-school equivalency courses and nationally recognized english as a second language instruction.

norQuest college also offers in-demand career programs that ensure graduates are workforce ready. career program of-ferings include:

Health Studies – graduates of norQuest college’s health-care programs are highly sought after by the health-care in-dustry. norQuest college is a canadian leader in health-care education with among the country’s largest Practical nurse di-ploma and Health care aide certificate programs. there is also strong industry demand for graduates from norQuest’s Phar-macy technician diploma, Physical therapy assistant diploma, and therapeutic recreation certificate/diploma programs.

Business – alberta is one of the best jurisdictions in canada

to develop, sustain, and expand a business, according the gov-

ernment of alberta. norQuest college diploma and certificate

programs such as business administration, administrative Pro-

fessional, and Hospital unit clerk are helping meet the de-

mand for qualified business graduates. We also offer a diverse

range of continuing education business courses to sharpen

your skills.

Community Studies – With the program’s unique multicul-

tural focus, graduates of norQuest college’s social Work di-

ploma program can give back to the community by working in

areas such as child and youth protection, addictions counsel-

ling and family support. the program was recently approved

by the by the alberta college of social Workers.

Flexibility and Support

Flexible learning options allow you to choose a delivery

method that fits your lifestyle. Whether it’s learning in tra-

ditional classroom times and settings, part-time, at your own

pace, a live virtual classroom, print-based independent study,

or a combination of these, versatile program delivery methods

can make your educational aspirations a reality. each program

indicates the delivery options available.

norQuest students also benefit from the college’s small,

student-focused classes. the amazing support provided by our

expert team of faculty and staff contributes to the success of

your academic journey at norQuest.

For more information about norQuest college, visit the

website at www.norquest.ca. For registration information, call

780-644-6000. v

whAT yOu’RE dOING NExTNorQuest College can help launch your career


Digital school // F O C U S O N

the alberta economy continues to be one of the strongest in

the world. that means there’s a demand for workers with spe-

cific skills. one of the most in demand is computer aided draft-

ing and design (caD).

the alberta government recently released a report project-

ing an annual shortage of skilled technicians in the province

through the year 2021. edmonton’s Digital school, with three de-

cades of training alberta’s drafters as a base, is where the skilled

caD technicians of tomorrow come to learn what employers

are looking for, in less than a year.

With a six-month computer aided Drafter certificate (also

available as a part-time, or online program), and 12-month archi-

tectural caD technician and engineering caD technician diplo-

mas, Digital school graduates are finding positions with some

of the the biggest firms in the world, as well as smaller, local

businesses around alberta.

the student looking to make an impact on the world would

do well to remember what they say at Digital school: “they

can’t build it until you design it.”

www.digitalschool.ca v

dEsIGN yOuR DeStinyedmonton’s Digital School teaches the skilled CaD technicians of tomorrow

#304, 10205-101 Street, EdmontonCall Toll-Free 1-877-414-0200

digi

tals

choo

l.ca

Architectural CAD Technician

Engineering CAD Technician

Engineering CAD Technician with

Process Piping Specialization

Computer Aided Drafter

Online Programs and Courses

and more!

WHAT WILL YOU DESIGN?

THEY CAN’TBUILD IT

UNTIL YOUDESIGN IT

The Alberta government recently released a report projecting an annual shortage of skilled technicians

in the province through the year 2021.


F O C U S O N // grande Prairie regional college

GRANdE pRAIRIE REGIONAl cOllEGE


grande Prairie regional college // F O C U S O N


F O C U S O N // mount royal university

alberta isn’t exactly the best province

for studying and immersing oneself in

a marine environment. However, that

didn’t stop mount royal university

student lee Pominville from pursuing

her passion for the ocean and marine

biology. that passion landed her a

coveted spot in bamfield marine sci-

ence centre’s Fall 2012 Program.

located in the community of bam-

field on the coast of Victoria island,

the marine station is a veritable play-

ground for researchers and students.

staff and students are able to observe

NEEd TO SucceeDMount Royal university offers students the trainingand tools to find careers anywhere

Style

311 8th Street South Lethbridge ~ www.laschool.ca ~ 403.320.2228Monday–Friday 8am–4:30pm Saturday 9am–4pm

S• Individual Guidance• Learning by Basic &

Practical ExperienceCall for Your FreeInformation Package!

S• Hair Cutting• Perms & Colouring • Braiding• ManicuresAsk About OurSenior Discounts!


mount royal university // F O C U S O N

a natural, pristine ecosystem, and learn how various species of plant and wild life interact with their environment.

For lee, a fourth year student in the bachelor of general science a se-mester at the station also provided her the opportunity to discuss with fellow biology researchers and share views from her diverse mount royal back-ground.

“i’ve taken many courses where you’re sitting down with students from different disciplines and you pull from all those different people rather than thinking strictly from a science based background. i was able to show my fellow researchers at bamfield new perspectives and encouraged them to expand their views in different ways,” she states.

While at the marine station, lee was able to execute a significant research project. along her with research part-ner, angela Fortune (sFu), lee devel-oped, budgeted, and executed a study investigating the primary productivity and growth rate of saccharina latis-sima and agarum fimbriatum (different types of seaweed). this research expe-rience was invaluable for her.

“We were able to gain insight into what masters research would be like,” she explains. “it was really cool to plan an entire research project.”

lee was also able to present her findings to fellow researchers and bi-ologists at the 17th annual bamfield scholars society symposium and Pacif-ic ecology and evolution conference (Peec), where their work was noticed by high profile biologist.

“louis Dreuhle is known as the king of seaweed and he came up to us and he said we did a great job on our re-search – it was really nice to hear that from him.”

tom macalister, associate dean for the Faculty of science and technology,

is excited at the frontiers mount royal

students and programs are pushing.

“it’s an indication that mount royal

university students can successfully

compete on a national level. lee get-

ting into this program is a great exam-

ple, of mount royal science graduates

continuing onto graduate professional

programs and succeeding,” he explains.

He also hopes lee’s success has en-

couraged other students to pursue in-

terests in science and marine biology.

“not too many people in calgary have

an interest in marine biology. We cer-

tainly encourage more students to fol-

low in her footsteps; we can now even

offer course credits for field studies,

so it is quite seamless.” v

Whatstarts

here

Mayleadhere

Faculty-student interaction — something for which Mount Royal is renowned — can make a powerful difference in the life of a student.

It’s no wonder so many Mount Royal students go on to make a difference in the lives of others.

Find your path here.


F O C U S O N // academy of learning career college

students at academy of learning career college are looking for

a direct path into the workforce, and they know they need skills

training if they want to go beyond the typical range of jobs for

youth.

regardless of how hot or cold the employment climate is, the

jobless rate for canadian youth has historically been double the

overall number. Post-secondary education, especially focused

skills training, has always been the key to overcoming that barrier.

With campuses in edmonton, calgary, red Deer, and medicine

Hat, academy of learning provides up-to-date education in a

broad range of diploma and certificate areas: health care, busi-

ness and office, information technology and web design, market-

ing, accounting and payroll, hotel and tourism management, legal

and medical office assistant, and more.

employers tell us it’s not enough simply to have a high-school

diploma these days, and, in fact, they tell us it’s not enough sim-

ply to have experience. What they are looking for is current skills.

academy of learning career college has been providing those

skills for over 25 years.

www.academyoflearning.ab.ca v

GET ThOsE skIllsacademy of Learning Career College offers students the tools employers are looking for

You want a Brighter future.We’re a Career College!

Edmonton DowntownEdmonton SouthWest Edmonton MallRed Deer

(780) 424-1144(780) 433-7284(780) 496-9428(403) 347-6676

Calgary NortheastCalgary SouthMedicine Hat

(403) 569-8973(403) 252-8973(403) 526-5833

Regardless of how hot or cold the employment climate is, the jobless rate for Canadian youth has

historically been double the overall number.


canadian mennonite university // F O C U S O N

any school can teach you about what’s good for business. but at canadian mennonite uni-versity, you can learn about making business good for everybody else.

cmu’s redekop school of business pre-pares you to take on the challenges of a glob-al business environment while maintaining your core values as a cmu student. using an interdisciplinary approach, the school pre-pares people of faith to engage in business that makes a positive impact on the world.

the redekop school of business offers a four-year bachelor of business administra-tion (with a five-year co-op option), with majors in business management, accounting, and human resources management. it also offers three-and four-year bachelor of arts degrees, with majors in business and organi-zational administration.

students enrolled in the redekop school of business have the opportunity for a com-prehensive and unique business education, enhanced by modern technology. they will, for example, be able to interact with global businesses and not-for-profit leaders through touchscreens in the classroom. the school’s top-quality professors are even more effec-tive thanks to a student-to-faculty ratio that favours the student. business co-op experi-ence, or even a term of study abroad, are also possibilities.

the redekop school of business is name for the redekop family of the Fraser Valley, in B.C.JakobandMariaRedekop,togetherwiththeir four children, fled to canada from the soviet union following the second World War. they spent four months in manitoba, where they were welcomed by family and church, before settling in british columbia.

to learn more, please visit cmu.ca. v

MAkING busINEss GOOd fOR EVERybOdythe Redekop School of Business at Canadian Mennonite university

Gain Perspective

cmu.ca

Learn to See Differently

Bachelor of Business Administration (4-yr. & co-op option) Majors in Accounting, Business Management, Human Resources Management, and Not-for-Profit Management

Bachelor of Arts (3- and 4-yr.) Major in Business and Organizational Administration

Research Report:

Microfinance in Latin America Co-o

pPlac

emen

t

CANADIAN MENNONITE UNIVERSITY


F O C U S O N // alberta institute Pmac

one of the most promising and reward-ing careers that many students are fo-cusing on is that of the supply chain professional.

according to the canadian supply chain sector council (cscsc), more than 720,000 canadians are employed in the supply chain sector and the num-bers are growing. canadians are de-manding more products and services, which fuels the supply chain sector, cre-ating more jobs. over 86,000 new em-ployees are needed in the supply chain sector each year.

“supply chain management is the lifeblood of the business world,” says nick bensch scmP. “my career in scm has allowed me to work in a variety of industries across alberta, with each one bringing its own unique challenges and opportunities. i encourage students to explore this opportunity, because there truly is something for everyone in sup-ply chain management.”

What is supply chain management? simply put, it’s the process of strate-gically managing the flows of goods, services, finance, and knowledge. For example, a retail organization purchases consumer goods from a producer. the retail organization has to negotiate pric-ing and inventory with the producer so that the retailer can order the products and sell them at a price that is attrac-tive to the consumer. the retailer has to

be strategic to get a competitive edge in order to maximize their sales profits, while minimizing the inventory stock to meet the demands of the public.

in addition to the logistics aspect, there’s procurement, warehousing, trans-portation, inventory control, contract management, financing, marketing, and other factors that are a part of the sup-ply chain profession.

in other words, supply chain profes-sionals strategize to provide a competi-tive advantage for their employer. they help firms deliver significant and real value to customers, while enhancing the shareholders’ profits.

Jerome Ferber SCMP and presidentof aiPmac observes, “over the years, organizations have recognized that to stay competitive, they need to maintain margins without increasing prices. they need to grow their market share in an ever changing business landscape. this has increased a focus on cost reduction, partnerships, alliances, and risk man-agement. the people that are the best equipped to make the most of oppor-tunities in those areas are supply chain management professionals.“

businesses today are challenged with many issues, including globaliza-tion, sustainability, market loss, and in-formation technology. in this dynamic environment, improving supply chain performance has become essential for

companies to remain successful. it’s a growing trend that will only intensify.

“effective supply chains are able to integrate and coordinate their activities. this improves the likelihood to optimize the flow of goods and services from supplier to customer, while reacting ef-ficiently to the consumers’ changes in demand,” adds Ferber. “the supply chain professional impacts an organization’s reach to consumers locally, regionally, nationally, and/or globally”.

top employers in all sectors includ-ing energy firms, manufacturing organi-zations, wholesale and retail businesses, commercial service enterprises, trans-portation companies, communications corporations, governments and public sector institutions, educational bod-ies, financial establishments, non-profit organizations, and many others play a major role in alberta and canada’s economy.

canadian supply chain professionals control more than $130-billion in annual spending, making a significant contribu-tion to the economy. the supply chain profession influences the social and economic success of canadians and citi-zens worldwide.

the Purchasing management asso-ciation of canada (Pmac) is the lead-ing and largest association in canada for supply chain management. it is the principal source of supply chain training,

lINk IN ThE chAINwhat is a supply chain professional, and why it’s a much needed career


Students who thrive in strategic planning

will excel in the rewarding career of a Supply Chain Management Professional

We’ll help you help them get on the right path!

www.aipmac.ab.ca1-866-610-4089

[email protected]

Get complimentary information packages for you and your students!

(780-944-0355 in Edmonton area)

alberta institute Pmac // F O C U S O N

education, networking, and professional

development in the country. students

enrolled in accredited post-secondary

institutes can join aiPmac for only $20,

compared to the regular annual mem-

bership fee of $400.

Pmac grants the scmP Designation

(supply chain management Profession-

al), the highest achievement in the field

and is valued highly by top employers.

the scmP Designation Program is an

intense comprehensive program geared

to managerial and executive profession-

al success. although achieving the scmP

Designation can be very challenging, the

benefits are significant in professional

growth advancement and financial re-

wards.

the supply management training (smt) program offers incomparable flexibility for people interested in start-ing in the industry or developing their skills within the industry. anybody can enter the smt program, as there’s no educational or experience pre-requi-sites. You have your choice of in-class or self-study courses designed for the demand for skilled entry to mid-level practitioners. the program’s flexibility allows you to study while maintaining employment and other personal needs.

For more information on a supply chain career, visit the alberta institute Pmac website at www.aipmac.ab.ca or email [email protected]. contact aiP-mac toll-free at 1-866-610-4089 (780-944-0355 in edmonton area) and they’ll be happy to answer any questions you may have and will even offer to send you a free comprehensive information

packages. v


F O C U S O N // calgary Flying club

although the name can be somewhat

misleading, the calgary Flying club is al-

berta’s oldest and most prestigious flight

training facility, founded in 1927, mere

months after charles lindbergh’s historic

solo crossing of the atlantic ocean. Fred

mccall, son of the club’s founder, pains-

takingly reconstructed a fabric, wood,

andwirebiplane,aCurtis‘Jenny’inhisfa-

ther’s memory, and it is on display for all

to see at the glenbow museum as part

of their mavericks of alberta exhibit.

in their vast and noteworthy his-

tory, the calgary Flying club has trained

more pilots than all the other local fly-

ing schools combined, ushering genera-

tion after generation of aviator into the

great blue yonder. in years gone-by the

facility has been known locally by practi-

cally every citizen, just as everyone today

knows of the calgary stampede, the sad-

dledome,HeritagePark, and the Jubilee

auditorium. the club has trained young

and old, trained both men and women,

and students have gone on to fly for ev-

ery major airline in the world.

the club currently has the largest

fleet of aircraft, and largest roster of in-

structors of any flight training facility in

the west, and they teach every level of

aviation from private through commer-

cial pilots and flight instructors.

of the number of original Flying clubs

across canada which were founded in

1927, only a few have survived and flour-

ished, with calgary’s being at the fore-

front of the flight training industry.

Whether you are seeking a career in

aviation or just the most fun imaginable,

the calgary Flying club can make it hap-

pen. take a step outside the ordinary,

above the rest. v

lEARN TO flyCalgary Flying Club takes aviation careers to new heights

Let the Calgary Flying Club be your “Institute of

Higher Learning.”

EXPLORE CONCORDIAConcordia University College of Alberta offers full Bachelor degrees in Arts, Science, Management & After Degrees in Education and Environmental Health.

APPLY TODAY!

Visit concordia.ab.ca7128 Ada Boulevard Edmonton, ABT: 780.479.9220 TF: 1.866.479.5200

OCT.19 2013

WE SAVED A SPOT FOR YOU!

Bow Valley College gets job-ready grads to work…faster.

As Calgary and region’s only comprehensive community college, BVC offers

60+ full- and part-time career programs in business, health, justice, and human

services. We are also known as a leader in academic upgrading and English

Language Learning. And to fit in with their busy lives, our learners can access

hundreds of online courses–through eCampusAlberta.

LEARN MORE. EARN MORE. DO MORE.

Faster.

FIND OUT MORE bowvalleycollege.ca

Alberta School Counsellor Spring 2013

Documents

Transcript of Alberta School Counsellor Spring 2013