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Inaugural Issue 2013
Nova ScotiaSchool Counsellor
We Day Atlantic
Counselling the Counsellor
Building Futures for Youth
Adjusting to Post-Secondary Life
Next Steps for Students
Practicing What You Preach
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Nova Scotia School Counsellor | Inaugural Issue 2013 3
contentsEditor’s Message .......................................................................................................4
Connect, Communicate and Collaborate ...............................................................6
Seven Essentials to Balanced Living and Loving .................................................8
Practicing What You Preach ..................................................................................10
Adjusting to Post-Secondary Life ........................................................................11
Preview: We Day Atlantic ......................................................................................12
Building Futures for Youth ....................................................................................14
Putting Passion to Work ........................................................................................15
Promoting Nova Scotia Health Careers ..............................................................16
Next Steps for Students ........................................................................................17
Explore a New Career in Digital Art and Technology ......................................18
Holland College Attracts Nova Scotia Students ................................................20
Experience the Automotive Business School of Canada ................................22
Sharpening the Tools of the Trade .....................................................................24
Take Charge of Your Future ..................................................................................26
Health and Beauty - Inside and Out ....................................................................27
Looking Beyond the Grades .................................................................................28
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Nova ScotiaSchool Counsellor
4 Nova Scotia School Counsellor | Inaugural Issue 2013
Welcome to the inaugural issue of Nova Scotia School Counsellor, a magazine for counsel-
lors and students alike.
The role of the school counsellor is multifaceted: promoting personal and social
development; fostering growth, self-esteem and individual responsibility; enhancing students’ edu-
cational achievement by promoting goal setting and effective study habits; helping with school-
related problems; and assisting with career planning.
The counsellor’s job is full of challenges and rewards, and our aim is to provide resources to
help counsellors help students. But just as importantly, we hope counsellors will look to the maga-
zine when they need to deal with their own issues. Helping others is no easy task. To paraphrase:
who counsels the counsellors?
With articles about colleges, universities and other post-secondary options, a profile of
the Canadian Counselling and Psychotherapy Association, a preview of the upcoming We Day
Atlantic event and two self-care for counsellors pieces, I hope this first issue of Nova Scotia School
Counsellor – and future editions – will be the resource counsellors turn to to help students and
themselves grow and become agents of change.
If you have any questions, comments or story ideas you like to see explored, please drop me
a line.
Lyndon McLeanlyndon@delcommunications.com y
Editor’s MEssagE
What lies behind us and what lies before usare tiny matters compared to what lies within us.
– oliver Wendell Holmes
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Nova Scotia School Counsellor | Inaugural Issue 2013 5
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6 Nova Scotia School Counsellor | Inaugural Issue 2013
Over the course of my 28 years of involvement with
school counsellors in Nova Scotia, as a school coun-
sellor, psychologist, and counsellor educator, and in
the last two years as a Director with the Canadian Counsel-
ling and Psychotherapy Association (CCPA), I’ve enjoyed rich
and thought-provoking discourse around the current status
and future vision for the school counselling profession. On the
basis of such shared reflection, it appears that there are three
primary goals endorsed by school counsellors in our prov-
ince (and across Canada). These include enhanced viability
and visibility of the school counselling profession, in concert
with increased credibility of school counsellors as allied health
professionals who carry out their mandate of promoting client
growth and development in the rather unique school setting
where student clients are accessible on a daily basis and often
over several years. School counsellors engage with their stu-
dent clients across intrapersonal, interpersonal, educational,
and life and career planning domains, and, not uncommonly,
their work involves family members as well. The role and re-
sponsibilities of school counsellors complement those of their
teacher and administrator colleagues in that, collectively, they
seek to facilitate student attainment of optimal potential in
school and beyond.
In a manner that parallels school counsellor support for
student self-actualization, CCPA promotes the realization of
the mission of school counsellors related to the provision of
current, comprehensive, and competently-delivered programs
and services. In fact, CCPA owes its inception in 1965 in large
part to dedicated school counsellors who aspired to consis-
tent standards of care for the students in their professional
charge. Nearly 50 years later, CCPA is a vibrant and progres-
sive bilingual, national association of more than 4,700 profes-
sionally trained counsellors and psychotherapists.
School counsellors are invited to become members of
CCPA and also have the option of applying for the nationally
recognized Canadian Certified Counsellor (CCC) designation.
The CCC credential conveys to students, their families, educa-
tor colleagues, school boards, teachers’ unions, and the public
that school counsellors have been deemed qualified as pro-
fessional counsellors based upon education, supervised train-
ing, and ongoing professional development criteria.
CCPA member benefits assist counsellors in remaining
current in the counselling and psychotherapy field. Members
are apprised of recent developments in the profession via the
CCPA newsletter Cognica and the peer-reviewed Canadian
Journal of Counselling and Psychotherapy. The CCPA forum
and blog invite members to contribute to the exploration of
timely and relevant topics. The CCPA listserv keeps members
up to date about CCPA and Mental Health Academy webinars,
myriad workshops and conferences (including the CCPA na-
tional and research conferences), employment opportunities,
and research projects.
Each May, the annual CCPA conference is held in a differ-
ent province/territory and offers four days of pre-conference
workshops, keynote presentations, concurrent sessions, re-
gional and special interest chapter meetings, and the CCPA
Annual General Meeting. The conference also affords won-
derful opportunities for networking with Canadian, American,
Commonwealth, and other international colleagues. Nova Sco-
tia members of CCPA are excited to be hosting the national
conference in Halifax this year at the Westin Hotel from May
14-17, 2013.
In addition to the networking opportunities outlined
above, CCPA currently has 14 regional and special interest
chapters, including a provincial chapter (CCPA-NS) and a na-
tional chapter for school counsellors. The CCPA School Coun-
sellors Chapter was founded in 2000, and its membership
and interests and appear to overlap quite nicely with those
CCPA and Nova Scotia School Counsellors:Creating Opportunities to Connect, Communicateand CollaborateBy Beth Robinson, Nova Scotia Director for CCPA 2011-2015
Nova Scotia School Counsellor | Inaugural Issue 2013 7
of the Nova Scotia School Counsellors’ Association (estab-
lished under the auspices of the Nova Scotia Teachers’ Union),
thus affording a national perspective for NSSCA members as
they pursue provincial initiatives. With membership at 375 as
of May 2012, the School Counsellors Chapter was the third
largest CCPA chapter, affording abundant opportunity for pan-
Canadian school counsellor interchange of ideas and informa-
tion.
For those counsellors who are members of both CCPA
and the Nova Scotia College of Counselling Therapists
(NSCCT), there is a reduced annual certification fee for the
Canadian Certified Counsellor designation. Additionally,
CCPA officially recognizes professional development activi-
ties through Continuing Education Credits and transcripts that
members may access at no charge to meet both CCPA and
NSCCT continuing education requirements. On a related note,
in the fall of 2012 CCPA launched Counselling Supervision:
Theory and Practice, an online course leading toward the new
Canadian Certified Counsellor-Supervisor (CCC-S) designa-
tion. This credential may be of interest to school counsellors
who often are called upon to supervise graduate students in
practicum placements, or who may be sought after as post-
degree supervisors of counsellors who are pursuing the
NSCCT Registered Counselling Therapist (RCT) designation.
Nova Scotia school counsellors and CCPA have enjoyed
a mutually supportive history for nearly half a century. The
benefits of connection, communication, and collaboration will
continue to accrue as school counsellors demonstrate their
dedication to the profession through active participation as
members of CCPA, the national School Counsellors Chapter,
the provincial CCPA-NS Chapter, the Nova Scotia College of
Counselling Therapists, and/or the Nova Scotia School Coun-
sellors Association. This synergistic investment of energy can-
not help but advance the goals of enhancing the viability, vis-
ibility, and credibility of the school counselling profession. y
Each May, the annual CCPA conference is held in a different province/territory and offers four days of pre-conference workshops, keynote presentations, concurrent sessions, regional and special interest chapter meetings, and the CCPA Annual General Meeting.
Complementarity of the Canadian Counselling and Psychotherapy Association, Nova Scotia College of Counselling Therapists, and the Nova Scotia School Counsellors Association.
8 Nova Scotia School Counsellor | Inaugural Issue 2013
Ready. Set. And they’re off. [Cue horse race announcer]You get up while it’s still dark, hit the snooze but-
ton once or twice (or seven times) and crawl out of bed.
As your body grumbles about the hour, your mind lists your to
dos: shower, brush teeth, make coffee, decide what to wear,
maybe exercise (maybe not), eat a healthy breakfast (maybe
not), pack your lunch, and drive to work. As you park in an
undesignated parking space you call “your spot”, you ready
yourself for a world of hormones, attitude, drama, gossip, ego,
crushes, clicks, fashion, hairstyles and more coffee. Except for
the odd unscheduled traffic jam, “coffeetastrophe” (no coffee
or worse – no filters) or extended “cuddling” session (libido is
supposedly highest in the morning), most mornings the rou-
tine stays the same. Sound familiar?
School zones are places where friendships are created,
milestones are reached and stress becomes second nature.
For many school counsellors, teachers and officials, self-care
may involve a glass of wine or a cold beer at the end of day,
a comfy couch and sitcoms, or both. But are you self-caring
enough? Do you plan your self-care activities or do you just
happen upon them, like finding $5 in your pocket? Bonus if it
happens, but not anticipated.
Many of my counselling clients, whether they are teach-
ers, bus drivers, executives or parents, struggle with creat-
ing a schedule of healthy balance. Most of the time we can
handle the daily stresses of life. But what happens when the
unexpected barrels onto the scene? When there is a death in
the family, relationship trouble or the unplanned responsibility
of elder care? What happens when the routine is interrupted?
Like building a house of cards, at some point there will
inevitably be a slip. These are times when our values are
called into action, our purpose is interrogated and our resolve
is tested. But it needn’t break us. And to virtually ensure that
it doesn’t, consider using this quick self-care assessment tool:
the Seven Essentials to Balanced Living. Much like the med-
icine wheel used in Aboriginal and early Celtic culture, the
Seven Essentials to Balanced Living assessment categories
are grounded in the notion that wellness is achieved through
balance; if you are out in one, you are out in all.
As you consider each of the seven categories ask yourself
this one question: am I planning this or am I chasing it?
Seven eSSentialS to Balanced living and lovingBy Derrick Shirley, MSc.
Mission Statement:
“The Health Care Human Resource Sector Council is committed to providing objective focus, research, invocation and collaborative linkages to assist others in addressing sector-wide health human resources challenges in Nova Scotia.”
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CounsElling the CounsEllor
Nova Scotia School Counsellor | Inaugural Issue 2013 9
References:Ivker, R.S., Anderson, R.A., & Trivieri, L. Jr. (2000). “The self-care guide to holistic medicine: creating optimal health.” Penguin Putnam Inc., New York.
The Seven essentials to Balanced living1. Physical Health – Includes proper nutrition and experiences or activities that involve physical movement and increase your
energy levels, such as going for a walk or run, or stretching and yoga.
2. Mental Health – Freeing experiences, having a job you love, optimism, a sense of humour, and living your life vision are all characteristics of good mental health.
3. Emotional Health – Good emotional health can include confronting fears, play and having a healthy capacity to experience and identify a range of feelings from pain to pleasure.
4. Spiritual Health – Soul awareness and a personal relationship with a Higher Power; trust in your intuition, willingness to change; gratitude; prayer, meditation, walking in nature; having a sense of purpose; present-mindedness.
5. Social Health – Forgiveness; a sense of belonging to a particular group or community; touch and/or physical intimacy on a daily basis; selflessness and altruism.
6. Environmental Health – Harmony and respect with your environment and its inhabitants (outdoors, at home, at work, etc.); avoiding psychologically toxic environments; having connections with nature; feeling grounded, and having a sense of personal safety.
7. Financial Health – Having a sense of financial stability or security, a good investment portfolio, liquid assets, property ownership, regular income and/or a financially sound retirement plan.
Self-care is not sel-fish, it is self-full; it is the foundation of self-love and it starts with taking action. The most important part of any self-care activity is in the planning and the doing. Try out a new activity or add self-care to the agenda of your next meeting. We have sent hundreds of everyday wellness tips to our list sub-scribers over the last two years; self-care is a big deal now and thankfully more and more people are making conscious self-care part of their daily routine.
Derrick Shirley, MSc. is an author, speaker, counsellor and CEO of the not-for-profit IT2 Youth Leadership Institute. He specializes in teen and family issues, identity formation and major weight loss. He is a regular in the media and in 2013 will be bicycling across Canada, stopping at police stations and high schools raising money and awareness for youth at risk programs. Visit www.derrickshirley.com for more information or to have Derrick add your school to the 2013 “Making WOW!” tour.
“What may be done at any time will be done at no time.”– Scottish Proverb
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10 Nova Scotia School Counsellor | Inaugural Issue 2013
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 per cent and
66 per cent of school counsellors report high levels of
emotional exhaustion and burnout, we need to pay atten-
tion 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, com-
mitted 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.
Here’s a few self-care suggestions:
Take a moment (or two) and assess your current state
of self-care and strategize around how to improve your well-
ness – The American Counseling Association has excellent
resources for self-care assessment and wellness strate-
gies at http://www.counseling.org/wellness_taskforce/
tf_wellness_strategies.htm.
Look ahead and plan – When are you likely to be busi-
est or more at risk for neglecting self-care? Knowing what
those times are can help you plan ahead and build in pre-
ventative self-care measures. Use your support network to
hold you accountable.
Actually take your lunch break away from your desk!
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, ac-
countability, 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 restor-
ing 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. y
PraCtiCingWhat You Preach By Dawn Schell
1 OHalloran, T.M. & Linton, J.M. (2000). Stress on the job: Self-care resources for counselors. Journal of Mental Health Counseling, 22(4)
CounsElling the CounsEllor
Nova Scotia School Counsellor | Inaugural Issue 2013 11
Whether they’re entering post-
secondary education for the
first time or re-entering after
some time away, students will be fac-
ing challenges and will probably have to
adjust their lifestyle. The key to success
in post-secondary education is learning
how to balance studies and extra-curric-
ular activities, whether they be job-relat-
ed, family-related or personal interest.
No matter which type of post-
secondary program a student selects,
they’ll be expected to attend classes,
take notes, research topics, complete
assignments, participate in labs and
projects, and prepare for exams.
For many, it will mean living away
from home, possibly for the first time.
If this is the case, they’ll have to budget
their money, pay bills, buy groceries, do
laundry and housework, prepare meals,
and perhaps cope with being homesick.
As many students do, students may
take on a part-time job. If so, they’ll have
to learn to manage their time.
Here are some suggestions which
may assist them:
• Prepare a long-term time table which
identifies exam dates, due dates for
assignments, and any holidays or spe-
cial events.
• Prepare a short-term time table which
outlines daily class schedule, labs and
study schedule.
• Prepare a list each day of things do
so. This could include work on an as-
signment, social activities, or house-
keeping duties.
• Set aside some time each day for
studies.
• Find a place to study which is com-
fortable and free from distractions.
• Use the library. The librarian can help
locate research materials for specific
projects or papers.
While it is important that studies are
the priority, a post-secondary education
also involves many social aspects. It’s
a time to make new friends and partici-
pate in the physical, social, cultural and
spiritual activities which interest young
adults. There are student associations
and clubs, intra-murals, athletics, danc-
es, theatre, music, guest lecturers and
much more. All students should join
something that interests them, in order
to develop their skills and meet others
who share their interests.
A balance between work and play
will allow students to make the most of
this period of their lives and help ensure
future success.
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(http://www.sasknetwork.gov.sk.ca) y
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High School Students Can Be Career-Ready in Under One Year!
Offering over 10 Diploma andCertificate Programs
12 Nova Scotia School Counsellor | Inaugural Issue 2013
We Day – Creating a Generation of Compassionate Youth
We Day is more than just one day of celebration and inspi-
ration. It’s a stadium-sized educational event tied to the year-
long We Act program, which offers educational resources, cam-
paigns and support materials to help turn the event’s inspiration
into sustained activation. Together We Day and We Act provide
a blueprint to raise a generation of active global citizens.
We Day events bring together an average of 18,000 stu-
dent leaders per location from hundreds of elementary and
high schools. Thanks to the generous support of sponsors –
notably, National Co-Title Sponsors RBC and TELUS – the event
is free to attend, but students must earn their ticket through
Preview:We day atlantic
We Day is the movement of our time – a movement of young people leading local and global change. And it’s coming to Halifax! Come join youth, educators and friends November 27, 2013 at the Halifax Metro Centre, Halifax for We Day Atlantic Canada.
Nova Scotia School Counsellor | Inaugural Issue 2013 13
Preview:We day atlantic
service and philanthropic actions in support of the causes of their
choice.
This stadium-sized event connects world-renowned speakers
and performers – from Al Gore, Magic Johnson and Sir Richard
Branson, to Demi Lovato, Nelly Furtado, Jennifer Hudson and Jus-
tin Bieber – together with thousands of students and educators
in an inspirational setting to learn about many local and global
issues. We Day makes it cool to care.
A resounding success in Canada and attended in 2012 by
over 100,000 students from 3,000 schools, We Day now takes
place in every major region of the country and reaches one in six
Canadians through multiple broadcasts airing on Canada’s leading
TV network, Bell Media.
We ActYou can’t buy a ticket to We Day – you earn it through service. As part of We Act (formerly We Schools in Action), youth, educators
and schools have access to free resources, support materials and enhanced program components. Students can visit http://www.weday.com/we-act/what-is-we-act to learn more, and they can sign up at https://forms.freethechildren.com/?&module=weact2013/application&cmd=terms.
We Day and We Act – an initiative of Free the Children (www.freethechildren.com)Connect with the We Day movement today: #weday, @freethechildren @craigkielburger, www.weday.com or
www.facebook.com/weday. y
Free the Children and We Day founders Craig and Marc Kielburger on stage at We Day Toronto.
14 Nova Scotia School Counsellor | Inaugural Issue 2013
At the start of grade 11 Brendan MacDonald was pretty sure he wanted to pursue a career as an electrician; how-ever, after the following summer spent in the Building
Futures for Youth program there was no doubt.“It helped confirm for me that I wanted to be an electrician.
By the time I finished the summer 2011 placement, I knew for sure that Industrial Electrician would be my career choice.”
Through the program Brendan attended two weeks of in-dustry-specific safety training at NSCC Akerley Campus, was registered as a construction trades pre-apprentice and spent the summer working for Black & McDonald Limited. He even received co-op credits toward his grade 12 year.
“For me it was a great experience. I worked for a great com-pany, received important training, earned apprenticeship hours and worked with good people.”
Over the summer Brendan worked closely with his mentor, certified journeyman electrician Wade Pickrem. Brendan learned many important skills from Wade.
“I learned a lot about different types of electrical panels, how to wire things and how to fix the service on a 20-unit air con-ditioner.”
More importantly, Brendan learned some very important work lessons – the most important being that safety always comes first.
“I learned how important it is to always do the best job pos-sible, be respectful and always work safe!”
In 2012, Brendan graduated from Millwood High School and received one of three CANS Building Futures for Youth Award Scholarships to NSCC. He is currently enrolled at the NSCC Wa-terfront Campus in the Electrical Construction and Industrial Cer-tificate program.
Brendan’s future goals include registering as an apprentice and becoming a certified journeyman industrial electrician (just
like his Building Futures mentor Wade). Brendan is well on his way to a career in the skilled trades. He credits his experience in Building Futures for Youth for helping him get there.
“I expanded my skills and confirmed my future career goals,” he says. “I know the opportunity will positively affect me for many years to come.”
In fall 2012 a record number of Nova Scotia High School stu-dents applied for the Construction Association of Nova Scotia’s (CANS) Building Futures for Youth program. The program – de-veloped by CANS in partnership with Nova Scotia Department of Education English Program Services, Nova Scotia Department of Labour and Advanced Education’s Apprenticeship Training Division, local school boards, and the Nova Scotia Community College – is designed to allow grade 10 and 11 students the opportunity to safely explore careers in the construction trades.
December 20th marked the student application deadline for the 2013 program year. A total of 189 applications were re-ceived from grade 10 and 11 students from 50 different high schools throughout all seven regional school boards, including the CSAP. Through the program, students are able to gain expe-rience in a trade, earn co-operative education credits, register as construction trades pre-apprentices, make connections with the industry, become eligible for NSCC scholarships and, most importantly, gather information to make informed choices about their future.
Successful applicants will attend two weeks (80 hours) of workplace orientation, safety, and hands-on tools training at a local NSCC campus. All in preparation for a 5-7 week paid sum-mer pre-apprenticeship placement with a host employer in the construction industry.
For more information, please contact Alain Lefebvre, Coor-dinator – Building Futures for Youth at alefebvre@cans.ns.ca or check out our website at www.buildingfutures.ca. y
Construction association of nS – Building Futures for Youth
Nova Scotia School Counsellor | Inaugural Issue 2013 15
For students with a love of boats and the marine life, there’s
one place to turn: the Nova Scotia Boatbuilders Association
(NSBA). The NSBA helps to manage apprentice-based learn-
ing programs for newly hired trades-people in Nova Scotia
boat building companies. NSBA does this in a collaborative
partnership with the Nova Scotia Department of Labour and
Advanced Education – Apprenticeship Training Division (ATD).
NSBA is also strategically partnered with the Atlantic Marine
Trades Association (AMTA), which is the voice of recreational
boating in the Atlantic Provinces.
NSBA is also partnered with the New Zealand Marine In-
dustries Training Organization and the Quadrant Marine Insti-
tute of British Columbia in order to utilize their world class
learning and training resources under license.
The NS Boat Builder trade and the newly designated NS
Marine Service Technician trade are workplace-based, com-
petency-driven prescribed learning pathways that allow ap-
prentices to “earn while you learn”. This means that people
involved in these learning pathways will not incur large student
loans in order to attain the skills they require to earn a good
living wage.
Apprentices are paired with certified journeypersons on
the job who will be their mentors, help with training and check
their work to make sure everything is up to standard.
People who work in the marine sector tend to be pretty
passionate about their work and find rewarding and interesting
careers in “boating”. These entry-level career pathways can
lead to many other entrepreneurial and career opportunities in
the marine sector. There are many examples of people starting
off in the boat building and marine service fields only to find
themselves subsequently trained as marine designers, yacht
brokers, master mariners and marine business owners.
If you have a passion for the water and enjoy working with
like-minded people, chances are you will prosper working in
the marine trades. y
nova Scotia Boatbuilders association Helps Students Put Their Passion to Work
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16 Nova Scotia School Counsellor | Inaugural Issue 2013
The Health Care Human Resource Sector Council (HCHRSC) is
recognized for its leadership and contribution to human resource
planning and development as a top priority within the Nova Scotia
health care system. Our mission: the Health Care Human Resource
Sector Council brings objective focus to sector-wide health human
resource development through innovative and collaborative linkages.
The HCHRSC consists of a broad representation of health care
stakeholders interested in promoting quality human resources. They
include council members, providers of health care services, consumers
of health care services, regulatory bodies, policy makers, educators,
researchers, associations, unions, other sector councils and sponsoring
organizations.
Under a three-year funding agreement with the Department
of Labour and Advanced Education (LAE), under the Sector Council
Program, the Health Care Human Resource Sector Council is working to
highlight and promote healthcare careers in Nova Scotia and to develop
and promote existing HR tools and resources for small and medium
sized healthcare organizations.
Healthcare videos are in production to promote high demand
healthcare careers. The videos will be used at career fairs and
“speakers bureaus”, uploaded to the Health Council’s career site www.
nshealthcareers.ca and shared with the Department of Labour and
Advanced Education for use on its website www.careers.novascotia.ca.
Promotional materials including career booklets are in development to
compliment the videos.
To provide advice, direction and resources, a Project Advisory
Committee has been formed with representation from government,
small and medium-sized businesses, international, aboriginal, French,
and African Nova Scotian communities, unions, and the Continuing Care
Sector.
To learn more about the Health Care Human Resource Sector
Council, including health career resources, visit our website
(www.hcsc.ca) or contact Lisa Purcell, Health HR Navigator, by email at
purcell@hcsc.ca. y
The Health Care Human resource Sector Council develops Career resourcesto Promote nova Scotia Health Careers
Nova Scotia School Counsellor | Inaugural Issue 2013 17
Should I go to university, college, or go right into a job? What courses do I need to take? What type of job will make me happy? Where can I get training? How much
will it cost?These are all questions many students will ask as they
near the end of their secondary school experience. The an-swers to these questions are important, but the search for those answers can be a daunting task for most students. Ca-reers Nova Scotia (careers.novascotia.ca) can make this pro-cess a bit easier by providing a central resource that includes detailed, up-to-date information on occupations, employment requirements, wages, career planning, programs, and post-secondary education and training opportunities in Nova Sco-tia. The following website sections contain the information students need for making post-secondary decisions.
Search Job Profiles (http://careers.novascotia.ca/searchjobprofiles)
Search Job Profiles is the most popular section of the Careers Nova Scotia website. Here you can find information on job prospects, wages, education and training paths, em-ployment requirements, and demographic profiles of people employed in the occupation for over 300 occupational groups in Nova Scotia. You can also compare occupations using the compare occupations feature.
Search profiles quickly and easily by keyword or National Occupational Classification (NOC), or use the advanced search to search by occupation categories, average hourly salary, or work prospect. You can also search by education type to see what occupations are linked to an education program.
Education Information (http://careers.novascotia.ca/educationandtraining)
The Education Information section offers information on the types of post-secondary training available, how to choose what to take, and information on financing that training. You can search for post-secondary programs that are available in Nova Scotia using the Education and Training search.
Career Planning Steps (http://careers.novascotia.ca/career-planning-steps)
Careers are a work in progress; ever changing, always
evolving. It is never too soon to start thinking about your fu-
ture career and the career planning steps section can guide
students through the phases of career planning. It can help
students identify their values, interests, and skills and evalu-
ate potential occupations with that information in mind. From
there it will guide them in making an informed decision and to
develop an action plan to achieve their goals.
Labour Market Information (http://careers.novascotia.ca/labourmarketinformation)
As a guidance counsellor or teacher helping students
make education and career decisions you are aware that la-
bour market information is essential. The labour market infor-
mation section will help you access, understand, and make
use of the best labour market information possible as you
work with students in their career development process. y
next Steps for Students
18 Nova Scotia School Counsellor | Inaugural Issue 2013
Whether you are an aspiring fashion designer,
animator, or just looking to improve your pho-
tography skills, the Centre for Arts and Tech-
nology offers programs for people of all skill levels look-
ing to break into the digital art or technology industries.
“One of my favorite things about teaching at the
Centre for Arts and Technology is watching that transi-
tion process where students come in with little to no
practice and turn into professional animators within two
years,” says Greg Brown, Department Head for the Ani-
mations for Game, Film and Visual Effects program. “I’m
always surprised with how quickly they learn these skills
and their output gets better each year.”
With over 15 programs ranging in digital art, design,
entertainment and IT, the Centre offers a unique edu-
cational experience drawing from the talents of industry
professionals and using the latest software and technol-
ogy. With three campuses – Halifax, NS, Fredericton,
NB and Kelowna, BC – the Centre takes pride in leading
each student to pursue a career they are truly passion-
ate about and relies on their connections from coast-
to-coast to maintain an enriching hands-on experience.
Once finished, students are not just industry ready but
prepared for long-term growth and success.
“I love the creativity that flows through each cam-
pus,” says Deb Merry, Director of Halifax Campus. “Stu-
dents have so much opportunity to collaborate with their
classmates and other programs, and this creates a close-
knit community where they can explore all aspects within
their respected fields.”
explore a new Career in digital art and technology
Nova Scotia School Counsellor | Inaugural Issue 2013 19
Pursue your Passion With hands-on training and instruction from industry professionals, see how Centre for Arts and Technology is the perfect solution to finding the career you are truly passionate about.
• animation for Game, film & Visual effects • audio enGineerinG & Production• fashion desiGn & merchandisinG
• diGital PhotoGraPhy
• diGital filmmakinG • GraPhic desiGn & Web deVeloPment • eVent & Promotions manaGement • interior desiGn
• netWork security sPecialist and more!
Go to digitalartschool.com/halifax for more information
The Centre for Arts and Technology’s pro-
grams range in animation, graphic design, au-
dio engineering, interior and fashion design,
photography, film, event promotions and digital
marketing, and IT. Each campus has four start
dates throughout the year in January, April, July
and October, and all programs range from six
months to two years in length. The Centre for
Arts and Technology is also part of The Edu-
cation Company (TEC), a group of specialized
private colleges across Canada.
For more information on the Centre for Arts
and Technology and its programs, please visit
digitalartschool.com. y
“Students have so much opportunity to collaborate with their classmates and other programs, and this creates a close-knit community where they can explore all aspects within their respected fields.”
20 Nova Scotia School Counsellor | Inaugural Issue 2013
Although Holland College is one of the smallest com-munity colleges in the country, it draws a remarkable number of students from outside its catchment area.
The college’s annual new student survey indicates that in any given year up to 35 per cent of the student population comes from off-Island. This year, 26 per cent of the college’s student enrolment comes from the other Atlantic Provinces, half of them from Nova Scotia.
What draws students to Holland College? The new stu-dent survey, conducted every fall by the Office of Institutional Research, shows that students consistently identify their top
reasons for choosing to attend Holland College as the pro-gram selection (there are more than 65 programs), the post-graduate job opportunities, the skills-oriented training style, and a particular program’s reputation.
Some programs are a natural choice for students from the rest of Atlantic Canada because of their exclusivity. The Atlantic Police Academy (APA) offers several programs that attract students from the region. Last year, 74 Nova Scotians graduated from the academy, primarily in the 35-week Police Science (Cadet) program and the 24-week Correctional Of-ficer programs.
Holland CollegeContinues to attractStudents from nova Scotia
Nova Scotia School Counsellor | Inaugural Issue 2013 21
The Correctional Officer program is specifically de-
signed to provide students with the skills and knowledge
required for a rewarding career as a correctional officer in
Canadian Correctional institutions. Students are placed in
federal and provincial correctional facilities in the Atlantic
region and across Canada to apply their newly-acquired
knowledge and skills.
The Police Science (Cadet) program blends knowl-
edge with hands-on training using real life situations and
various simulations to prepare police cadets for the law
enforcement profession, and is one of six police training
programs recognized by the Canadian Association Chiefs
of Police (CACP) and the Canadian Professional Police As-
sociation (CPPA).
Students in both programs are required to live in Hol-
land College’s residence in Slemon Park, Summerside, ex-
cept during their on the job training placements. By living
with their classmates in the residence, students develop
their teamwork, problem solving, time management, and
communications skills.
The Culinary Institute of Canada has attracted students
from off-Island for more than 40 years. Last year, almost
20 per cent of the students in the institute’s two-year Cu-
linary Arts program were from Nova Scotia. The program
includes food preparation and presentation skills from ele-
mentary to advanced methods with particular emphasis on
practical application. A hands-on, production-based pro-
gram such as this enables graduates to be very comfort-
able and effective in professional kitchens. The managerial
content of the program permits graduates to venture into
such diversified areas of food and beverage control, and
purchasing and receiving. The skills and knowledge gained
in the program enable graduates to advance their careers
at an accelerated pace.
There are many other programs that attract students
from Nova Scotia, including programs in the trades, me-
dia and communications, sport and leisure, and health and
community studies areas.
While the average age of Holland College students
is about 23, those who stay in Glendenning Hall, the col-
lege’s main residence, tend to be between 18 and 19.
The residence, located on the Prince of Wales Campus
in Charlottetown, features one-, two-, and three-bedroom
apartment-style units, each with its own kitchen and bath-
room. For students not quite ready to live on their own,
the residence provides a comfortable, safe environment,
giving them – and their parents – peace of mind! This year,
of the 186 students who called the residence home during
the school year, 25 per cent were from Nova Scotia.
Holland College’s small class sizes, hands-on ap-
proach to learning, and safe, friendly location makes it a
great choice for students graduating from high school and
leaving home for the first time. In addition to providing them
with the skills and knowledge that they need to enter the
workforce, the programs are also a great base upon which
to build. With more than 150 articulation agreements and
degree pathways to other post-secondary institutes and
universities, Holland College students are pursuing further
credentials after graduating in a way that is both time- and
cost-effective.
For more information about Holland College, please
visit hollandcollege.com, call 1-800-446-5265, or e-mail
info@hollandcollege.com. y
22 Nova Scotia School Counsellor | Inaugural Issue 2013
For some, cars may only be a pas-sion. For others, they turned this passion into a successful career.
Just like our students at the Automotive
Business School of Canada, their love
and passion for cars are translated into
careers in the automotive industry upon
graduation. Students in our automotive
business programs come from all over
the world bringing with them their dif-
ferent backgrounds and experiences.
Together with our faculty and staff, the
programs provide the automotive indus-
try with business professionals capable
of taking on many exciting leadership
roles in various sectors of the automo-
tive industry.
Our unique programs provide stu-
dents with not only the education and
training necessary but also the hands-
on experience through the paid co-op
work terms. Over the past 28 years,
the Automotive Business School of
Canada has built a solid reputation in
the automotive industry as a school that
provides endless opportunities to its
students. Co-op jobs include anything
from the dealership to corporate head
office at the automotive manufactur-
ers, finance and insurance, aftermarket
sectors, marketing and event manage-
ment, and fleet management. Students
obtain up to one full year of paid work
experience by the time they graduate,
and these work experiences also allow
students the opportunity to effectively
network with industry people.
experience the automotive Business School of Canada!By Kevin Leung, Automotive Business School of Canada, Georgian College
Automotive Business students at the 2013 Toronto Auto Show.
Nova Scotia School Counsellor | Inaugural Issue 2013 23
The industry’s strong support is evident through the
scholarships provided to our students every year. The in-
dustry scholarships are awarded based on, but not limited
to, academic achievement, automotive experience, financial
needs, and student involvement at the Automotive Business
School of Canada. Last year, close to $130,000 in scholar-
ships and awards were given to deserving automotive busi-
ness students.
Automotive Business School of Canada graduates are in
demand. With a 90 per cent plus grad placement rate over the
past 28 years, your drive can take you anywhere.
This is what Josh Slauenwhite,
first-year year Automotive Business
student from Nova Scotia, has to say
about the program:
Being from Nova Scotia, graduating
from this program will give me the upper
hand when finding an automotive career
in the Atlantic region. My passion for the
automotive industry stems from the per-
formance aspect of the industry and the
excitement that it brings. I am excited to
work in an industry so heavily influenced
by technology. With all the new emerging
technologies brings multiple work oppor-
tunities in the automotive technology sec-
tor, like Ford Sync, OnStar, etc.
So far, this program has been noth-
ing but exceptional and unique. The
classrooms are small, so the instructors
know you on a personal basis and do
what they can to help you succeed. It’s a
knowledgeable course that prepares you
the proper business practices upon enter-
ing the automotive industry. The best part
about this course is the co-op program
and the ability to network with industry
individuals who could potentially be your
future employer. Upon completing my
studies, I plan to land a management job
either in finance and insurance or parts
and service at an automotive dealership.
Travel the distance! Not only do you
get to experience the unique education
from ABSC, that prepares you for the
automotive industry, but you also see the
great things Ontario has to offer! Niagara
Falls is breathtaking! y
24 Nova Scotia School Counsellor | Inaugural Issue 2013
When someone is majoring in accounting, it is safely assumed they wish to be an accountant. A veterinary student will work with animals. Medical students will
be working in – you guessed it – the medical field.
But what about Public Relations? What do these students
study and learn? Where do they end up working? And what
exactly is it that they do?
PR practitioners are used to people not fully understand-
ing the scope of their practice. Compared to many fields, it is
still relatively new as a defined process (the last hundred years
or so). Also, PR is known by many names: Internal/External
Relations Coordinator, Public Affairs Officer, Spokesperson,
Communications Director, Media Relations Specialist, Social
Media Manager, Information Officer and many more. The dif-
ferent titles may be confusing for those not in the industry but
they are necessary to capture the many hats a PR practitioner
wears.In short, it falls to the PR department to foster, initiate and
maintain the “conversation” an organization has with its many stakeholders. Taking information in and sending it out.
A distinction can be made between marketing and PR at this point. Marketers are generally concerned with an organi-zation’s clients or customers. That is their “audience”. Public Relations professionals, however, maintain the flow of infor-mation between an organization and its geographical neigh-bours, donors, regulatory bodies, competitors, lobby groups, the company’s employees, the media and many other publics.
Where a marketer may pay for ad space in a publication, a PR agent will work to have information placed in the media, at no cost, through a number of channels, such as editorial in a newspaper, or air time on a television show.
In fact, over 80 per cent of today’s newspaper articles can be attributed to a Public Relations specialist. These stories are sent to the media through a favourite tool of the PR practitio-ner – the news release. This is why the ability to write clearly and accurately is essential.
Eastern College in Halifax has Public Relations graduates who include a Communications Coordinator for a national tele-vision station, Public Affairs Officers in both the Federal and Provincial government, a spokesperson for the Red Cross, a journalist for a province-wide publication, a marketing strate-gist and a social media manager. Others have gone on to work at PR agencies, non-profit organizations and in the arts and culture community.
“PR is like a tool box,” says recent Eastern College gradu-ate Travis Price. “The skills we learn can be applied to any field – from corporate to government to trendy, cutting edge agencies.”
Price is best known for his Pink Shirt Day campaign, a day that is set aside each September to recognize the problem of bullying in our schools. This campaign, which began in a small town in Nova Scotia, is now international.
Travis, after completing his diploma in PR from Eastern College (and winning the Canadian PR Society Scholarship) has gone on to work for the Red Cross. However, he is sure that his future will lie in politics.
“I would definitely recommend the field to anyone who enjoys communicating, both in person and through print, and also thrives on variety,” says Travis. “You definitely never know what your day is going to bring.” y
SHarPening tHetools of the trade
Nova Scotia School Counsellor | Inaugural Issue 2013 25
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26 Nova Scotia School Counsellor | Inaugural Issue 2013
Crandall University is Atlantic Canada’s leading liberal
arts university, devoted to the Christian faith and of-
fering degrees in Arts, Business, Science and Educa-
tion. Our goal is to create an accepting educational environ-
ment, strongly focused on academics, in which students will
be encouraged to their full potential. Our exceptional faculty,
favourable 13:1 student-to-professor classroom ratio and re-
nowned academic programs set us apart as a campus you’ll
be proud to call your university home. Your future awaits at
Crandall University.
Setting – Situated on a picturesque, 200-acre campus
in beautiful Moncton, New Brunswick, Crandall has an intimate
and diverse campus encourages growth in all areas. With
two academic buildings of over 80,000 square feet each, a
residence building and a new apartment building, Crandall is
home to approximately 850 students.
Academics – As a leading educator, Crandall prepares
you for a world of possibilities. Our classes are large enough
to challenge you and small enough that you get to know pro-
fessors and fellow students well. Over 85 per cent of our
faculty holds the highest degrees awarded in their field. Our
courses are intellectually challenging and focused on deliver-
ing a rigorous, holistic learning experience, which is just one
reason why Crandall ranks among Canada’s best universities
with a Christian foundation.
Connect Globally – Imagine earning college credit while
studying History or English in Oxford, England, or completing
your teaching practicum in a classroom in China, Australia
or Alberta. Think what it would be like to study abroad and
spend part of your university term studying the film industry
in sunny southern California or exploring ecology with the Au
Sable Institute of Environmental Studies. These are just a few
of the many study-abroad opportunities open to Crandall stu-
dents with a desire to see the world and broaden their learn-
ing experiences while in university. Each opportunity is as
unique as the destination selected and brings students back
to campus with a depth of experience it would be impossible
to gain in any other way. y
take Chargeof Your Future atCrandall university
Crandall University is Atlantic Canada’s Leading Christian Liberal Arts University
Take Charge of your future
ArtsScience
BusinessEducation
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333 Gorge Road, Moncton NB 506.858.8970 www.crandallu.ca admissions@crandallu.ca
Nova Scotia School Counsellor | Inaugural Issue 2013 27
Located in the heart of New Glasgow, Paisley College is focused on pro-viding quality programs in a realistic
salon/spa setting experience. The pro-grams offered are 40 per cent theory and 60 per cent practical application with im-plementation of the flip teaching method of instruction, which allows for optimum hands-on training. “We have a very close student/instructor ratio of 12 to 1, and in some cases 6 to 1,” says Director Pamela Hansen. “We provide extensive one-on-one training made possible by the small class size.”
Upon completion of Paisley Col-lege’s programs, a new technician has the knowledge and skills to be able to oper-ate in a full-service salon and spa and/or enter into business for themselves. They also have the opportunity to attend fur-ther upgrade and professional develop-ment training or another program – at 10 per cent off the tuition as a returning student!
Programs*Esthetics Program – 1,500 hours
over approximately nine months. This will award you with an Esthetics Diploma. All-inclusive cost: $10,823.25.
The training includes but is not limit-ed to topics on history and opportunities, professional image, communication, gen-eral sciences, procedures for manicures, pedicures, hair removal, facials, body treatments, relaxation massage, reflexol-ogy, hot stone therapy, make-up, and lash and brow tinting. Theory on electric filing, liquid and powder systems, and gel nail enhancements are also included.
Hairstyling Program – 1,500 hours over approximately nine months. This will award you with a Hairstyling Diploma. All-inclusive cost: $10,823.25.
The training includes but is not lim-ited to topics on history and opportuni-ties, professional image, communication, general sciences, procedures for hair de-sign, styling, extensions, chemical texture services, and coloring.
Nail Technology Program – 300 hours, over 12 weeks. This will award you with a Nail Technology Diploma. All-inclu-sive cost: $4,000.
The training includes but is not limited to topics such as history and opportuni-ties, communication, professional image, general sciences, and the procedures for basic and spa manicures and pedicures, pediques, gel nail enhancements by tips and sculpted methods. Theory on electric filing, liquid and powder systems, nail art, and competitions are also included.
Complete Cosmetology Program – 3,000 hours over approximately 18 months and includes all of the above – with a savings of almost $5,000 off the all-inclusive cost! This will award you with a Hairstyling and Esthetics Diploma and
Nail Technology Certificate.
The training hours are varied through-
out the week, depending on the program.
There are additional days offered to at-
tend special functions and accumulate
hours and experience on weekends. Pais-
ley College also offers part-time hours
and may provide this training by request.
All programs are registered with the
Department of Labour and Advanced
Education and the Cosmetology Associa-
tion of Nova Scotia and are recognized by
Student Assistance, Employment Insur-
ance and other government programs.
All programs include specified training in
Occupational Health and Safety, Infection
Control and Business Operations.
For complete information, visit paisleycollege.ca – new programs and certificate courses are being offered frequently!
* Please note that program pricing may change without notice. Please contact for current details. y
Health and Beauty –inside and Out
Pamela Hansen- Director/Instructor
902-695-3235 or 1-855-695-3235Email: paisleycollege@hotmail.com
46 Summit Avenue | New Glasgow, Nova Scotia
28 Nova Scotia School Counsellor | Inaugural Issue 2013
Over two decades of investing in the undergradu-
ate education of hundreds of young Canadians
through the Loran Scholar program, we have
learned that character – not academic performance in high
school – better predicts a young person’s long-term poten-
tial for leadership.
We search for intelligent, well-rounded students who
demonstrate command of a wide variety of subjects. But
a transcript cannot reveal many of the traits we look for in
Loran Scholars.
The reason is simple: it takes a lot more than smarts to
be an effective leader.
Our scholarship was founded in 1990 to provide a
Canadian option for students being offered scholarships by
US (but not Canadian) universities. While the US universi-
ties recognized that the personal qualities demonstrated
through extra-curricular activities like sports, volunteerism,
music and part-time work were important, scholarships to
many Canadian universities had academic thresholds out of
reach for many of the most engaged high school students.
Over the past two decades, we have seen a shift to-
wards scholarships that recognize extracurricular involve-
ment. But the majority of scholarships are still granted on
the basis of academic performance. Consider, for example,
the automatic academic scholarships at virtually all Cana-
dian universities.
There is a place for such scholarships. But we have
learned that to identify young Canadians who demonstrat-
ed outstanding potential for leadership, we have to look
well beyond the transcript.
In our application, we ask students about the range and
depth of their extracurricular involvement. We ask about
part-time jobs and entrepreneurial activities. We prompt
them to reflect on not just what they have done, but why
and how they have done so. We carefully assess 3,700 ap-
plications each year, looking for students who demonstrate
grit, independent thinking, willingness to take meaningful
risks and the ability to lead others towards a common goal.
Our team of volunteers in each region interviews the
top eight per cent of candidates over a full day. Our volun-
teers, recruited from a wide range of fields, are themselves
the kind of people that we expect Loran Scholars to be:
people of great integrity who are not only leaders in their
fields but in the greater community. In Nova Scotia, we have
plenty of examples. Rod MacLennan chaired our regional
selection committee in Halifax for many years. A member
of the Order of Canada, Rod had a very successful career
in business and is well known for his volunteer involvement
with Scouts and his philanthropic support of numerous
worthwhile causes.
The top candidates from regionals move on to national
interviews a couple of months later, where they are inter-
viewed by a second group of volunteers.
The interview process is absolutely essential, which
should not be surprising, though it is uncommon in the
world of scholarships. Ask yourself: would you hire a new
employee without interviewing him or her? Of course not.
But in the scholarship world, the sheer volume of appli-
cants seeking scholarships means that many scholarship
programs do not conduct personal interviews.
By the time a student is selected as a Loran Scholar,
as many as 12 assessor and interviewers have read the
student’s application or interviewed the student. We advo-
cate for a collegial approach to selections that involves a
diversity of viewpoints.
It is common for schools to sponsor students who are
involved in a wide array of activities and have very high
marks for the Loran Scholar program. But those students
are not necessarily who we are looking for. In the Fall,
when you are choosing candidates to sponsor for the Loran
Scholar program, please look beyond the lists of activities
and the transcript to the student’s character and potential
for leadership. Who they are matters much more than what
they have done. At the 40th high school reunion, who will
have made the biggest positive impact upon Canada? y
looking Beyond tHe gradeS
www.loranscholar.ca
30 Nova Scotia School Counsellor | Inaugural Issue 2013
index to advertisersAcademy of Learning College .............................................................................................................................9
Automotive Business School Of Canada - Georgian College .....................................................................23
Canadian Merit Scholarship Foundation .........................................................................................................29
Cape Breton University ........................................................................................................................................4
Carpenter Millwright, Trades College ................................................................................................................5
Centre For Arts And Technology .....................................................................................................................19
Crandall University .............................................................................................................................................IFC
Eastern College ...................................................................................................................................................25
Health Care Human Resource Sector Council.................................................................................................8
Holland College ................................................................................................................................................OBC
Labour And Advanced Education ...................................................................................................................IBC
Le Cordon Bleu Culinary Arts School ...............................................................................................................8
Nova Scotia Boatbuilders Association ............................................................................................................15
Paisley College ....................................................................................................................................................27
University of King’s College ................................................................................................................................5
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