(E/m)^-2 =

Another argument that shows the faulty logic involved in deciding that closing schools more days of the year saves money is to take a look at what happens in the real world...Would it make sense to you if Jim Pattison spent a ton of money building a brand new shiny auto mall. Then on opening day, he announces that the mall, in an effort to save money, will only be open 3 days per week, 156 days a year. That way, the mall will cost him less then half in heating and lighting. For the days of the week the mall will be closed, because Pattison's business model is so successful, he will be using the money he saves on closing the mall to keep the managers on payroll. No it doesn't make sense, obviously he would want the asset to be utilized as much as possible -same logic applies to schools. Other jurisdictions attempt to maximize the utilization of school facilities before building new ones. That takes creativity though to deliver school offerings for day and evening classes and summer school. We should consider using what resources we have, including human resources, in a more effective manner before building new facilities. Like Judge Judy says, if it doesn't make sense, it's not true.

Although around here we call them "hockey parents", they could be any parent with children involved in a competitive sport. Speaking from experiences gained from my own short-lived hockey career, I can tell you what I remember from way back in the season of 85/86 when I started playing. When first starting, I was not what you would call a strong skater. I remember my coach, Gary, he was a really nice man. Even though he got stuck with one of the worst players in the league, coach Gary never once said anything negative about my performance. That was twenty-one years ago and I still remember him to this day. As my skating improved, there was the time he praised me for getting back so quickly to defend even though my feet were going faster than my body and I fell down -he didn't see it that way. All he saw was a kid that was really trying hard and he pointed that out to me. I also remember the time I didn't have a ride -not until coach Gary found out. He went out of his way on that Saturday morning to personally take me to the game and back. That made me feel important; I was a somebody, I was driving with the big guy. During that drive, we started talking. The topic of our Assistant Coach came up. He was quite fond of foaming at the mouth while YELLING and swearing at the kids. Frankly, the man scared me, and if it weren't for Coach Gary, I would have quit the game. There were also a couple of actively involved parents -too involved and way too emotional. They also liked to yell and swear as they towered over their kids, living vicariously through them. An approach that intimidated other kids on the team. They also scared me, added nothing to the learning experience and they took the fun away every time they showed their faces. Everything I can remember about them amounts to a negative -a lesson in how NOT to be a role model. Having started out barely able to skate backwards, I wound up finished the year playing defense and earned the Most Improved Player award. I had improved my skills immensely, and most importantly, I had fun -Coach Gary can take all the credit for that. The only ones that miss the goal and loose the game are the adults that don't realize how powerful their influence is on young kids --It's just a game folks, and if it's not fun, why bother?

Involving children in routine activities provides more then just a good way to spend quality time together. It's also a powerful opportunity to develop important life skills in a meaningful, hands-on way. Parents are often in so much of a hurry to just get things done that they fail to make this investment. Never underestimate the dramatic benefit you has a parent can have on the bottom line with your child's development. The missing link between theoretical, book-learning compared to hands-on, applied learning is relevancy. Learning about an abstract concept like the number 100 on paper is not intuitively understood. Seeing, feeling and counting 100 flowers provides much more appreciation for the concept then just seeing the number 100 on paper. While this fact is recognize by educators, don't rely on the system to compensate for the role parents should be playing. There is only so much quality time an overburdened teacher can do with 17 or more kids to take care of. Children will often surprise you with their capabilities. In an age appropriate fashion, introducing progressively challenging tasks is exactly what parents should be doing do. Children love to help out and feel needed. This is where the cookies come in. I enjoy the whole experience...planning, shopping, preparing and eating. The life skills they learn in simple domestic tasks is amazing. I encourage my daughter to take part in the whole process. Since her penmanship is not something to be proud, guess who gets to write the shopping list? During that time, we discuss what things we might need. If we are working on a specific recipe, I let her check the pantry, count the eggs, assess how much milk is in the jug etc. If she is unsure about something, I will answer her question with another question. For example, if she is unsure if there is enough milk, I will have her read the recipe, "2 cups daddy." O.K., here's a measuring cup. Are there two of these inside the jug? "Yes." Are we going to need more milk soon, like maybe for breakfast tomorrow? "Yes." So we should probably buy more milk now while we are out. If we have 8 eggs and need only 2 I will ask if she thinks it is reasonable that 6 eggs will due till the next trip. -This allows her to build her common sense and good judgment. If she gets something wrong, I just gently offer her a more reasonable alternative. It is during those times where you are likely to experience what educators call "teachable moments." That's when everything comes together to make learning possible; the student is rested, interested, excited and engaged. For maximum enjoyment, ensure sure you get the timing right -always keep that in mind. There's no progress to be made dragging a tired, cranky kid through the store. This is not something that can or should be forced. FUN is the key word. While there, talk about everything you see. Discuss where it was made and try drawing the big picture for them. It's like a story that never ends as you add to it over time as the child's interest and awareness grows. It makes it more fun if the child knows where products come from and how many people had to work to produce it. Makes them enjoy it more and I find the food tastes better too. Honestly, this takes time. It could be 3 hours before you're eating a cookie made from scratch. It gives kids a real sense of achievement and appreciation for how much effort goes into the simplest things. Even a cookie is hard work. Be patient. Kids get tired, bored and distracted. If you can't keep their interest through the whole process, just try to let them go on a high note, after finishing some aspect properly. Next time they'll make it further. The kitchen is a fun place to learn and best of all, a cookie never tasted so good.

As School Districts throughout the Province compete for a share in the lucrative International Education market, the Board of School Trustees approved a $15,000 dollar seven-day "fact finding trip to India..." to visit a series of schools operated by the Ryan Group, an Indian educational consortium.

"Discussions about the high cost of this trip balanced against the need to explore a potential new market represented by [the Ryan Group] a large and highly regarded institution.", according to highlights published from the June 13th board meeting.

When asked why individual School Districts are conducting business abroad instead of focusing on educating local students, and if promoting International Education could be more efficiently managed collectively under a Provincial mandate, both the Ministry of Education and School District No. 42 declined comment.

The District's Manager of International Education will visit parents from nine local schools regarding the Board's intention to follow up with the group's interest in developing educational partnerships.

With revenues of $4.7M, a gross profit of $2.3M from Offshore International Education was reported by the District according to 2006/2007 budget documents.