Alberta School Counsellor Spring 2013

Counsellor ALBERTA SCHOOL

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Spring 2013

In this issue

GENERATION kind practicing what you preach hot jobs | focus on

n Fine Arts Music Education Scienc g p r c . aPhysical b . c a gy Nursing Computing Science Engineering Soci siness Administration Commerce Carpenter Commerci ng Continuing Education Drama Early Learning and Chi ucational Assistant Fitness Leadership Mechanic Harley-Davidson® Technician hool Equivalency Heavy Equipment Hospitality and Touris t Technician Education Millwright/Machinist Motorcyc UNIVERSITY TRANSFER AND COLLABORATIVE DEGREE PROGRAMS Music OfficeBachelor Administration Computer System of Arts of Commerce, Business Management, gy Outdoor PowerBachelor Equipment Parts Technicia Bachelor of Education, ElementaryTechnician & Secondary Bachelor of Fine Arts emicNursing Upgrading Animal Health Technology Automotive S tive Plumber Bachelor of Music Power Engineering Bachelor of Physical Education nician Fine Arts Music Education S fitter-Pipefitter Transitional Vocational Unit Clerk Visu Bachelor of Recreation, Sports & Tourism,Physical Bachelor of Science siology Nursing Upgrading Computing ScienceHealth Engineering Academic Animal Technolog der Bachelor of Science, Computing Science Bachelor of Science, Engineering Business Administration Commerce ve Service Technician TransferCarpenter EducationComm Fin Bachelor ofUniversity Science, Kinesiology BachelorHealth of Science, Pre-Professional c Upgrading Animal Technology Automotive Serv eeping Continuing Education Drama Early Learning an sic Physical Education Kinesiology Nursin Bachelor of Social WorkScience Master ofMusic Social Work an Fine Arts Physical Education Scien Assistant FitnessSocial Leadership g Educational Science Engineering Work Busines PRE-EMPLOYMENT TRADES PROGRAMS ® ogy Nursing Computing Science Engineering Soc General Mechanic Technician ral Mechanic Harley-Davidson ation Commerce Carpenter Commercial Beekeepin Heavy Equipment Certificate Administration Commerce Carpenter Commerc Millwright/Machinist h School Equivalency Heavy Equipment Hospitality and T gusiness Education Drama Early Learning and Child Car Outdoor Power Equipment Technician ing Continuing Drama Early Leadershi Learning and Ch PartsEducation & Materials Technician ument Technician Millwright/Machinist Moto n/Power SystemsEducation Technician Fitness Heav Welding ducational Assistant Leadership hanic Music OfficeFitness Administration Computer Syo APPRENTICESHIP TRAINING IN 12 TRADES t Instrument Technician International Education Master ® Mechanic Harley-Davidson UNIQUE PROGRAMS AT GPRC, Technician FAIRVIEW CAMPUS nology Outdoor Power Equipment Technician Parts Tech rk - Graduate Program Millwright/Machinist Animal Health Technology chool Equivalency Equipment Hospitality Commercial Beekeeping Certificate perative Nursing Plumber Power Systems Engineeringand Touri Nursing Computer Music Heavy Harley-Davidson® Technician nt Technician Education Millwright/Machinist Heavy Equipment Service Technology eamfitter-Pipefitter Vocational Clerk gy Parts Technician Perioperative Nursing UnitMotorcy Power Transitional Engineering Certificate Transition Vocational Certificate cWelder Music Academic Office Administration Computer Syste Upgrading Animal Health Tech Plumber Power Engineering CERTIFICATE & DIPLOMA ogy Outdoor Equipment Technician Parts Technic Active Aging Fitness Practitioner* motive ServicePower Technician University Transfer Education Steamfitter-Pipefitter Business Administration ative Nursing Plumber PowerScience Engineering Computer Systems Technology Music Physical Education Kinesiology N Unit Clerk Drama mfitter-Pipefitter Transitional Vocational Unit Clerk Vis Early Engineering Learning and Child Care* puting Science Social Work Bu Visual Arts Educational Assistant Academic Upgrading Health Technolo elder Fitness Leadership – Personal Trainer Animal Specialization nistration Commerce Carpenter Commercial Beek Welder Hospitality and Tourism ive Service Technician University Transfer Education F Office Administration inuing Education Music Drama Early Learning and Child Unit Clerk usic Physical Education Science Kinesiology Nurs Visual Arts Technician rician/Power Systems Fitness Leadershi ng Science Social Work Busine * Technician Available online & classroom pment InstrumentEngineering International Education Ma Commerce Carpenter Commercial Beekeep alration Work - Graduate Program Millwright/Machinist ng Education Music Drama Early Learning and Child C Nursing Computer Systems 1.888.999.7882 an/Power Systems Technician Fitness Leadershi Hea studentinfo@gprc.ab.ca nology Parts Technician Perioperative Nursing nt Instrument Technician Education Master gprc.ab.ca PlumberInternational Power Engineering Yo u r c h o i c e i n l e a r n i n g ademic Upgrading AnimalMillwright/Machinist Health Technology Automotiv ork - Graduate Program

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In this ISSUE Generation KIND Canadian-based program roots of empathy promotes

emotional literacy worldwide. ...........................................................................5

Counsellor ALBERTA SCHOOL

is published by DEL Communications Inc. Suite 300, 6 Roslyn Road Winnipeg, Manitoba Canada R3L 0G5 www.delcommunications.com

a different kind of story supporting students with fasd....................................................................... 8

President David Langstaff

practicing what you preach Taking the time for self-care as a counsellor.................................. 10

Publisher Jason Stefanik

Write-up ALIS resources give students work search basics,

and tools for creating resumé and cover letters......................... 14

hands on obtain a respected health care career in two years

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by becoming a registered massage therapist ................... 11

answering the call the journey up the industrial emergency

response ladder ............................................................................... 12

FOCUS ON Bow Valley College..............................................................................16 Concordia university college of alberta...........................18 norquest college................................................................................ 20 digital school......................................................................................... 21 grande prairie regional college................................................22 Mount royal University.................................................................. 24 Academy of learning career college.....................................26 canadian mennonite university.................................................27 alberta institute pmac....................................................................... 28 calgary flying club............................................................................ 30

Index to ADVERTISERS Academy of Learning Career College......................................................................... 26 Alberta Institute PMAC...................................................................................................... 29 ALIS Employment................................................................................................................... 15 Bow Valley College.......................................................................................................... OBC Calgary Flying Club................................................................................................................ 17 Canadian Mennonite University.................................................................................... 27 Concordia University College of Alberta................................................................IBC Digital School........................................................................................................................... 21 Grande Prairie Regional College.................................................................................. IFC LA School of Hair Design & Beauty School............................................................. 24 Mount Royal University..................................................................................................... 25 NorQuest College...................................................................................................................3 Okanagan Valley College of Massage Therapy.........................................................5 4 Alberta School Counsellor / Spring 2013

Managing Editor Carly Peters carlypeters@mts.net Sales Manager Dayna Oulion Advertising Account Executives Gary Barrington Brian Gerow Ross James Martin Nault Production services provided by: S.G. Bennett Marketing Services www.sgbennett.com Art Director Kathy Cable Design/Layout Dana Jensen Advertising Art Caitlyn Haier Cover image courtesy of Bow Valley College

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Generation Kind Canadian-based program Roots of Empathy promotes emotional literacy worldwide

By Jillian Mitchell 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 Empathy (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, certified ROE instructor/KPP and coordinator 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

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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 majority 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 program,” 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 entrepreneur Mary Gordon, the program fosters caring, peaceful, and civil societies through the development of empathy in children and adults. To Gordon’s delight, the program has been thoroughly 6 Alberta School Counsellor / Spring 2013

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 classroom; 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, students 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 temperament 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-integrated into the current school curriculum. Weekly activities in an array of subjects, such as literature, mathematics, arts and science, are facilitated with empathy 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 curriculum available in four age-ranges (kindergarten, grades 1-3, 4-6, and 7-8) and broken 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 instructors,” 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.”

“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

“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 notably reduced by raising social and emotional competence and increasing empathy.

Through Roots of Empathy, Canada’s preeminent anti-bullying program, research indicates that the effect can last upwards of three years (the organization is currently 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 changes 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 administrator 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 international 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 Ireland, 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 internationallyacclaimed, 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 resource 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 offer the program in French and English,” says Vigrass of the program’s many initiatives. “It’s a community collaborative and we have great support in Alberta, particularly from the Family and Community Support Services (FCSS).”

Currently, Vigrass states there are 398 programs in the province for the 20132014 school year, each with an average of 25 students per classroom.

“Over the 11 years ROE has been in Alberta, 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 conscious 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 become 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 svigrass@rootsofempathy.org. v Alberta School Counsellor / Spring 2013 7

A Different Kind

of Story Supporting students with FASD

By Jill Schettler For many, the journey through parenthood 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 interaction with parents, attends school, graduates, 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 reminiscent, 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 endings are presented.

Navigating those twists and turns can be easier with the appropriate support and tools, and that involves a complete 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 number of related disorders caused by prenatal exposure to alcohol. In Canada, FASD is the leading cause of developmental delays among children, more than 3,000 babies are born each year 8 Alberta School Counsellor / Spring 2013

with FASD and more than 300,000 Canadians are living with this condition.

“Almost every day in Alberta, a baby is born who has been exposed to alcohol,” shares Denise Milne, senior manager of FASD Initiatives at Alberta Human Services. “That is why we need to continue sharing the message that no alcohol 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 require tailored supports and services to best meet their needs, particularly during school age and adolescence.

Almost every day in Alberta, a baby is born who has been exposed to alcohol.

In similar fashion, Chris Farquharson, education manager at Alberta Education, supports awareness and knowledge around FASD. Alberta Education provides many resources for parents, teachers, and others who support students with FASD. One particularly innovative project 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 social, emotional, and physical wellbeing of the involved student, shares Farquharson.

“Through this project, success coaches are working in the schools to provide individualized, targeted, and universal supports for students,” explains Farquharson. “They provide professional development opportunities and support the development of collaborative partnerships for school staff, families, service providers, and the community to strengthen the success of the students.”

The WRaP Coaching Project is supported by Alberta Education; Edmonton Regional Educational Consulting Services developed and oversees the project.

Currently there are nine success coaches for junior and senior high students shared by 21 schools in 13 school districts across northwest Alberta. There are plans to expand into the Calgary area, says Farquharson.

The WRaP project was developed to provide an innovative and collaborative approach to help strengthen youth, their families, school staff, service providers 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 strategies 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.

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 activities, both within and outside of their school.

• Students’ specific strengths and interests were identified and supported.

• Students participate in different academic streams and courses. The majority are successful in course completion.

• Improved attendance as well as academic achievement: 84 per cent of courses were completed, increased completion of assignments, increased reading skills, significant impact on reducing suspensions, decreased acting out in class, and constructive disciplinary actions.

As part of a 10-year strategic plan, the Alberta government has committed resources to developing programs, like WRaP, to help educate people about FASD and support individuals living with the disorder, as part of a 10year 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 individuals affected by FASD and their caregivers; 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-

Many people living with FASD go to school, are employed, are married, and have children. ports. Networks are groups of community and government agencies that work together to provide prevention programs, diagnostic and assessment services, and support for those affected by FASD and their caregivers.

Community partnerships have been developed in support of the youth and their families and the schools, adds Farquharson. Such partnerships include: FASD Networks, cultural connections, work placements, community extracurricular 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 justice systems are in place.

Education is at the core of any proactive and preventative strategy. In

closing, Milne shares one of the biggest misconceptions of FASD. “A misconception is that people living with FASD are always severely affected and are living in worst case scenarios. Many people living with FASD go to school, are employed, are married, and have children because they have found strategies to cope and have support from their families, communities 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 services, 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 Alberta School Counsellor / Spring 2013 9

Practicing What

You Preach Taking the time for self-care as a counsellor

By 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 counsellors often focus on more readily for our clients than ourselves.”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 replenishing ourselves, we run the risk of burning out. And if we do that, we aren’t much good to anyone.

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

• Three minutes of silence. In a Tedtalk on listening, Julian Treasure 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.

• Mini self-care breaks. Build simple, brief moments of self-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, stretching or deep breathing.

• Exercise • Creativity • Laughter. When was the last time you had a good belly laugh?

• Professional and personal support network. Who’s there for you? Who can provide you with supervision, accountability, support or just lend a listening ear?

Here’s a few self-care suggestions • Take a moment (or two) and assess your current state of selfcare and strategize around how to improve your wellness. The American Counseling Association has excellent resources for self-care assessment and wellness strategies at www.counseling.org/wellness_taskforce/tf_wellness_strategies.htm.

• Look ahead and plan. When are you likely to be busiest or more 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 accountable.

• Actually take your lunch break away from your desk. And, 10 Alberta School Counsellor / Spring 2013

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

Dawn Schell, MA, CCC, CCDP is a Career Development Practitioner who specializes in working with youth and an affiliate of Worldwide Therapy Online Inc. Footnote 1

OHalloran,T.M & Linton, J. M. (2000). Stress on the job: Self-care resources for counselors. Journal of Mental Health Counseling, 22(4) v

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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.

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The practicum component, totalling 550 hours, includes the Student Clinic and Health Spa, Outreach programs, and a multiweek Internship with a practicing RMT or Physiotherapist. OVCMT

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Community Supporter of the Year Co-founder Doug Fairweather has been the program director, 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 presented 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 Alberta School Counsellor / Spring 2013 11

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answering the call The journey up the industrial emergency response ladder

By Jillian Mitchell

A

s many will agree, industrial firefighting is a whole different ballgame than municipal firefighting. But, for some, the distinction is not quite clear. As one Lakeland College instructor shares, a victorious 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 flashovers, 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 getting 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 began in the spring of 1979 as a volunteer firefighter for both the City of Fort McMurray and Syncrude Canada Ltd. Over the course of his 34-year career, he has steadily climbed the ladder from process operator to maintenance technician, from emergency response specialist 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 Lakeland College-Emergency Training Centre.

12 Alberta School Counsellor / Spring 2013

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 Firefighting Industrial firefighting, which falls under the larger umbrella of industrial emergency response, centres around the protection of thousands of manufacturing facilities throughout the country, everything from machine shops to widget makers, from metal foundries to automobile manufacturers, from the smallest chemical plants to the largest refineries and petrochemical facilities. While some industrial organizations have only volunteer brigades, others have combination departments involving full-time members 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 emergency (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-

Climbing the Ladder The 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/rescue members, and rescue members.)

Typical ladder for the full-time industrial team members: • Probationary Emergency Response Specialist • Emergency Response Specialist • Sr. Response Specialist • Emergency Coordinator • Deputy Chief (Task Specific Supervisor, Operations Supervisor, Maintenance Supervisor, Emergency Planning Supervisor and Training Supervisor, Deputy of Training, etc.) * can specialize in each branch • Chief Typical ladder for a municipal department • Probationary Fire Fighter • Fire Fighter First Class • Lieutenant • Captain • Battalion Chief • District Chief • Deputy Chief • Chief

HOT 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 deluge 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): conducting fire protection audits or inspection; inspecting and maintaining thousands of extinguishers and hundreds of self-contained breathing apparatus (SCBA); inspecting fire suppression systems 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 personal development, and/or studying to meet the requirements of the organization they work for.

Educational Requirements Entrance requirements for industrial and municipal fire colleges state that candidates must be at least 18 years of age with a grade 12 diploma or equivalent. Students meeting these initial requirements will typically sign up for a three- or nine-month course, resulting in National Fire Protection Association: 1081 (Industrial Fire Brigade Member Professional Qualifications) certification, and a First Aid ticket.

As Keenan confirms, higher levels of training will frequently enhance the candidates’ ability for placement. Courses may include NFPA: 1001 (Fire Fighter Professional Qualifications), Emergency Medical Responder (EMR), Emergency Medical Technician (EMT-A), and Emergency Medical Technologist (EMT-P). In addition, some establishments require may require WHMIS training, Transportation of Dangerous Goods (TDG) training, process-operations training, and other organization-specific training.

JOB

“Most departments want the basic training (the 1001 program) before they will even look at you nowadays. However, some big city departments – Edmonton, 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 opportunities become available, such as the NFPA: 1021 Level 2 (Fire Officer Professional Qualifications) accreditation and Lakeland College’s Emergency Training Center in the Bachelor of Applied Business Emergency Response program. A surefire way to success is to specialize in a department, Keenan says.

Resume and Interview To-dos It is important to note that when a job posting is issued, most industrial departments will post internally; the posting will only be offered externally, should it not be filled from within. Once posted externally, the applicant should only apply if he or she meets the minimum requirements 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 criteria 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 important 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 faceto-face interview. Most industrial departments now utilize the Behavioral Descriptive Interview (BDI) process, where the candidate is asked questions by a jury. Here, answers are evaluated on the grounds of accuracy, relevancy, and verifiability (and timeliness). If the candidate understands this process, they will be “better prepared to answer the question in a positive way,” Keenan assures.

Placements Options Indeed, each placement offers unique opportunities. Some facilities may have very few calls per year (under 100); others, thousands. Keenan suggests that the candidate review the call history and structure of the department of interest to better understand the type of workload.

“The best thing to do would be to research the facility you hope to become part of,” Keenan says. “You can ask questions around the department organization call volume and call type. In addition 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 confirms, there is “great demand and tons of opportunity, so continue to boost that resume.” v Alberta School Counsellor / Spring 2013 13

Write-Up

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

Interactive resources and a new publication 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 interview.

Work Search Basics This new publication for inexperienced job seekers is a step-by-step guide to finding work. It covers everything from assessing workability skills to preparing resumés, cover letters, and 14 Alberta School Counsellor / Spring 2013

reference lists. Comprehensive resumé and cover letter samples include examples 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 answers 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 employers. Students can access these free resources (in Alberta) at alis.alberta.ca/ publications.

Cover Letters Writing a strong cover letter is key to landing an interview. Students can find an outline and new and updated cover letters for advertised, non-advertised and referral-based jobs at alis. alberta.ca/coverletters.

e-Resumé Review Through the e-Resumé Review Service career advisors review resumés and provide feedback based on: • Content • Description of skills and accomplishments • Format and length • Accuracy • Clarity and relevance • Completeness • Conciseness • Overall appearance 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 activities. Students can use information from the resumé master to customize

resumés depending on the job they’re applying for. Access the Resumé Master at alis.alberta.ca/resumemaster.

Resumé Types Comparison This chart lists the advantages and disadvantages of three types of resumés – chronological, functional, and combination. Although employers may be most familiar with chronological resumés, this table will help students who have limited work experience identify why functional and combination resumés might be better for their circumstances. Find information on resumé types at alis.alberta. ca/whichresume.

Alberta Work Search Online Alberta 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 profile, submit resumés and applications

online, and use social networking sites for work search.

There are also resources to help students identify their skills and experience, 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, employment 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 products. Download the eNewsletter at alis.alberta.ca/enewsletter.

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F O C U S O N // Bow Valley College

Timing is Everything Bow Valley College provides graduates with opportunities to improve their lives, prepare for further education, and advance their career

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 surrounding region, the multi-campus college provides yearround entry to broad programming, offering certificate and diploma programs in areas such as: Practical Nursing, Justice Studies, Business Administration, Events Management, Global Tourism, Public Relations, Interior Decorating, Administration, and Early Learning and Childcare.

Programs and services are student centred, out16 Alberta School Counsellor / Spring 2013

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

For students needing to improve their high school grades, Bow Valley College also offers a variety of flexible high school upgrading options for students wanting 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, educators, communities, and workplaces, locally, provincially, nationally, and internationally.

Bow Valley College // F O C U S O N

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.

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.

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 College 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 interesting and informative presentations on the great programs and services Bow Valley College is known for.

Be sure to visit bowvalleycollege.ca/guidancecounsellors for the most up-to-date information about programs and services offered at Bow Valley College. v For more information: Prospective Student Centre Room 362, Bow Valley College 332 – 6 Avenue S.E., Calgary, AB Phone: 403-410-1402 / 1-886-428-2669 403-401-1505 (TTY) recruiting@bowvalleycollege.ca Note: Applications open one year before the start of program.

Alberta School Counsellor / Spring 2013 17

F O C U S O N // Concordia University College of Alberta

Putting Theory Into Practice Social sciences at Concordia teach students how to understand a changing world and help others in it

The world is focused on technology, and there’s an ever expanding body of knowledge on how technology affects people. Understanding the human impact of technology is crucial, and Concordia is adapting to provide a university education that provides a foundation based on two key fields that are at the vanguard of understanding the world.

While psychology focusses on the behaviour of individuals, sociology’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 Bachelor 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.

18 Alberta School Counsellor / Spring 2013

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 takes a holistic approach to advanced education. Students’ intellectual, physical, emotional, and spiritual well-being are constant considerations from the application process through to graduation. This wholestudent approach is also mirrored by the faculty so a student’s experience 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 handson experience at an agency or organization. This real-world approach puts students’ academic learning to everyday use, providing

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 environments and historical societies. The study of social systems like political bodies, education, and religious groups are central to Concordia’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 perspective 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 development.

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 Alberta School Counsellor / Spring 2013 19

F O C U S O N // NorQuest College

What You’re Doing Next NorQuest College can help launch your career

A NorQuest College education can help you unlock your potential, 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 meeting the individual needs of our learners,” says Dr. Jodi Abbott, president and CEO, NorQuest College. “We are committed to offering learning opportunities for everyone.”

This includes recent high-school graduates who are looking 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, NorQuest College is a leader in helping learners prepare for further 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 offerings include: Health Studies – Graduates of NorQuest College’s healthcare programs are highly sought after by the health-care industry. NorQuest College is a Canadian leader in health-care education with among the country’s largest Practical Nurse diploma and Health Care Aide certificate programs. There is also strong industry demand for graduates from NorQuest’s Pharmacy Technician diploma, Physical Therapy Assistant diploma, and Therapeutic Recreation certificate/diploma programs.

20 Alberta School Counsellor / Spring 2013

Business – Alberta is one of the best jurisdictions in Canada to develop, sustain, and expand a business, according the Government of Alberta. NorQuest College diploma and certificate programs such as Business Administration, Administrative Professional, and Hospital Unit Clerk are helping meet the demand 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 multicultural focus, graduates of NorQuest College’s Social Work diploma program can give back to the community by working in areas such as child and youth protection, addictions counselling 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 traditional 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

Digital School // F O C U S O N

Design Your

Destiny

Edmonton’s Digital School teaches the skilled CAD technicians of tomorrow

The Alberta economy continues to be one of the strongest in the world. That means there’s a demand for workers with specific skills. One of the most in demand is computer aided drafting and design (CAD).

The Alberta government recently released a report projecting an annual shortage of skilled technicians in the province through the year 2021. Edmonton’s Digital School, with three decades 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.

THEY CAN’T BUILD IT UNTIL YOU DESIGN IT WHAT WILL YOU DESIGN?

With a six-month Computer Aided Drafter certificate (also available as a part-time, or online program), and 12-month Architectural CAD Technician and Engineering CAD Technician diplomas, 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

digitalschool.ca

The Alberta government recently released a report projecting an annual shortage of skilled technicians in the province through the year 2021.

Architectural CAD Technician Engineering CAD Technician Engineering CAD Technician with Process Piping Specialization Computer Aided Drafter Online Programs and Courses and more!

#304, 10205-101 Street, Edmonton

Call Toll-Free 1-877-414-0200 Alberta School Counsellor / Spring 2013 21

F O C U S O N // Grande Prairie Regional College

Grande Prairie Regional College

22 Alberta School Counsellor / Spring 2013

Grande Prairie Regional College // F O C U S O N

Alberta School Counsellor / Spring 2013 23

F O C U S O N // Mount Royal University

Need To Succeed Mount Royal University offers students the training and tools to find careers anywhere 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 Science Centre’s Fall 2012 Program.

Located in the community of Bamfield on the coast of Victoria Island, the marine station is a veritable playground for researchers and students.

Staff and students are able to observe

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311 8th Street South Lethbridge ~ www.laschool.ca ~ 403.320.2228 24 Alberta School Counsellor / Spring 2013

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 semester at the station also provided her the opportunity to discuss with fellow biology researchers and share views from her diverse Mount Royal background.

“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 partner, Angela Fortune (SFU), Lee developed, budgeted, and executed a study investigating the primary productivity and growth rate of Saccharina latissima and Agarum fimbriatum (different types of seaweed). This research experience 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 biologists at the 17th Annual Bamfield Scholars Society Symposium and Pacific 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 research – 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.

He also hopes Lee’s success has encouraged other students to pursue in-

“It’s an indication that Mount Royal

terests in science and marine biology.

University students can successfully

“Not too many people in Calgary have

compete on a national level. Lee get-

an interest in marine biology. We cer-

ting into this program is a great exam-

tainly encourage more students to fol-

ple, of Mount Royal science graduates

low in her footsteps; we can now even

continuing onto graduate professional

offer course credits for field studies,

programs and succeeding,” he explains.

so it is quite seamless.” v

What starts here

May lead here 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.

Alberta School Counsellor / Spring 2013 25

F O C U S O N // Academy of Learning Career College

Get Those Skills Academy of Learning Career College offers students the tools employers are looking for

You want a Brighter future.

We’re a Career College!

Edmonton Downtown Edmonton South West Edmonton Mall Red Deer

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

26 Alberta School Counsellor / Spring 2013

Calgary Northeast (403) 569-8973 Calgary South (403) 252-8973 Medicine Hat (403) 526-5833

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, business and office, information technology and web design, marketing, accounting and payroll, hotel and tourism management, legal and medical office assistant, and more.

Regardless of how hot or cold the employment climate is, the jobless rate for Canadian youth has historically been double the overall number.

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 simply 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

Canadian Mennonite University // F O C U S O N

Making Business Good For Everybody The Redekop School of Business at Canadian Mennonite University

Gain Perspective 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

cmu.ca

Re s Mic earch Lati rofina Repo n A nce rt: me in rica

Pl Co ac -o em p en t

Any school can teach you about what’s good for business. But at Canadian Mennonite University, you can learn about making business good for everybody else.

CMU’s Redekop School of Business prepares you to take on the challenges of a global business environment while maintaining your core values as a CMU student. Using an interdisciplinary approach, the school prepares 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 administration (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 organizational administration.

Students enrolled in the Redekop School of Business have the opportunity for a comprehensive 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 effective thanks to a student-to-faculty ratio that favours the student. Business co-op experience, 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. Jakob and Maria Redekop, together with their 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

Learn to See Differently CANADIAN MENNONITE UNIVERSITY Alberta School Counsellor / Spring 2013 27

F O C U S O N // Alberta Institute PMAC

Link in The

Chain What is a supply chain professional, and why it’s a much needed career One of the most promising and rewarding careers that many students are focusing 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 numbers are growing. Canadians are demanding more products and services, which fuels the supply chain sector, creating more jobs. Over 86,000 new employees 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 supply chain management.”

What is supply chain management?

Simply put, it’s the process of strategically 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 pricing and inventory with the producer so that the retailer can order the products and sell them at a price that is attractive to the consumer. The retailer has to 28 Alberta School Counsellor / Spring 2013

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, transportation, inventory control, contract management, financing, marketing, and other factors that are a part of the supply chain profession.

In other words, supply chain professionals strategize to provide a competitive advantage for their employer. They help firms deliver significant and real value to customers, while enhancing the shareholders’ profits.

Jerome Ferber SCMP and president of 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 management. The people that are the best equipped to make the most of opportunities in those areas are supply chain management professionals.“ Businesses today are challenged with many issues, including globalization, sustainability, market loss, and information 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 efficiently 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 including energy firms, manufacturing organizations, wholesale and retail businesses, commercial service enterprises, transportation companies, communications corporations, governments and public sector institutions, educational bodies, 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 contribution to the economy. The supply chain profession influences the social and economic success of Canadians and citizens worldwide.

The Purchasing Management Association of Canada (PMAC) is the leading and largest association in Canada for supply chain management. It is the principal source of supply chain training,

Alberta Institute PMAC // F O C U S O N

education, networking, and professional

and is valued highly by top employers.

development in the country. Students

The SCMP Designation Program is an

enrolled in accredited post-secondary

intense comprehensive program geared

institutes can join AIPMAC for only $20,

to managerial and executive profession-

compared to the regular annual mem-

al success. Although achieving the SCMP

bership fee of $400.

Designation can be very challenging, the

PMAC grants the SCMP Designation

benefits are significant in professional

(Supply Chain Management Profession-

growth advancement and financial re-

al), the highest achievement in the field

wards.

The Supply Management Training (SMT) program offers incomparable flexibility for people interested in starting in the industry or developing their skills within the industry. Anybody can enter the SMT program, as there’s no educational or experience pre-requisites. 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 info@aipmac.ab.ca. Contact AIPMAC toll-free at 1-866-610-4089 (780944-0355 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

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!

Get complimentary information packages for you and your students!

www.aipmac.ab.ca 1-866-610-4089

(780-944-0355 in Edmonton area)

info@aipmac.ab.ca

Alberta School Counsellor / Spring 2013 29

F O C U S O N // Calgary Flying Club

Learn to Fly Calgary Flying Club takes aviation careers to new heights

Although the name can be somewhat misleading, the Calgary Flying Club is Alberta’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, painstakingly reconstructed a fabric, wood, and wire biplane, a Curtis ‘Jenny’ in his father’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 history, the Calgary Flying Club has trained more pilots than all the other local flying schools combined, ushering generation after generation of aviator into the great blue yonder. In years gone-by the facility has been known locally by practically every citizen, just as everyone today

knows of the Calgary Stampede, the Saddledome, Heritage Park, and the Jubilee Auditorium. The club has trained young and old, trained both men and women, and students have gone on to fly for every major airline in the world.

The club currently has the largest fleet of aircraft, and largest roster of instructors of any flight training facility in the west, and they teach every level of aviation from private through commercial pilots and flight instructors.

Of the number of original Flying Clubs across Canada which were founded in 1927, only a few have survived and flourished, with Calgary’s being at the forefront 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 happen. Take a step outside the ordinary, above the rest. v

Let the Calgary Flying Club be your “Institute of Higher Learning.”

30 Alberta School Counsellor / Spring 2013

EXPLORE CONCORDIA

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

APPLY TODAY! OCT.19

2013

WE SAVED A SPOT FOR YOU!

Visit concordia.ab.ca

7128 Ada Boulevard Edmonton, AB T: 780.479.9220 TF: 1.866.479.5200

Faster.

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.

FIND OUT MORE

bowvalleycollege.ca LEARN MORE. EARN MORE. DO MORE.