Media.Knet.Ca

From Kenora Miner & News ...

Costs dictate cutting adult education

By Shelley Bujold - Miner and News - February 14, 2007

Trustees of the Keewatin-Patricia District School Board opted Tuesday to cut its losses and end its adult education program.

The board, which had to deal with lost revenue of nearly $2 million last summer in a budget providing total operating expenditures of $73.5 million and total capital expenditures of $10.3 million, made the move against mounting long-term financial pressures. The board knowingly operated the adult education program with budgeted losses of $616,168 for 2006/2007.

Operation costs were budgeted for this school year at $489,444 with only $278,306 in revenue for a loss before facility operations of $211,109. Related costs to operate the facilities are budgeted at a net cost of just over $400,000.

“I don’t think anybody’s happy about it but we have to do it,” said board chairman Dave Penny, after the motion was passed.

Dean Carrie, manager of finance at the board, said the board’s obligation lies with those students they are mandated to educate and that’s those under 21 years of age. Money being spent in other areas takes away from their educational experience when the program is at a loss, especially when the program is not breaking even.

“Our primary obligation is for students under 21 years of age,” said Carrie, who reported changes to the delivery model over the past few years to cut costs have failed.

An outline of financial results for 2003-2004 through 2005-2006 provided to the board, revealed operating losses, even without taking facility costs into account. The losses including facility operations totaled over half a million dollars a year: $588,198 in 2003-2004; $734,638 in 2004-2005; and $679,071 in 2005-2006.

While the board made its decision Tuesday, when the program is closing is still being negotiated. The board contracts its business arm, Crescive Corporation, to run the adult education program along with others services such as transportation.

Director of education Janet Wilkinson, who sits on the Crescive Corporation board as one of the Keewatin-Patricia District School Board representatives, said Tuesday that Crescive is also losing about $33,000 a year on running the program.

The contract for the program runs out August 2008 but if the two parties come to a consensus, they can terminate the program early -- likely at the end of this school year.

The adult education program in Kenora underwent a move and renovation last summer to where it’s currently located across the street from Beaver Brae High School. There are facilities in Dryden and Sioux Lookout as well.

Trustee Gerald Kleist, of Ear Falls, said the decision to cut these services was difficult. Funding in the area of adult education is not likely in the near future and continuing it at a loss is not a good option to the board which is already having difficulties with recent reductions in funding.

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From Kenora Miner and News ...

Some adult education options remain

By Shelley Bujold - Miner and News - February 16, 2007

Despite the cancellation of adult education at the Keewatin-Patricia District School Board, there are other adult-based educational opportunities in the community.

The board, along with its partner company Crescive Corporation who runs the adult education program for the board, have finalized the closing date for Aug. 31, 2007. At this time all courses will cease and students will have to go through other options to complete their high school diploma or upgrade courses.

The school board made its decision after being unable to find a delivery model which did not lose money.

“Our primary obligation is for students under 21 year of age,” said Carrie, manager of finance at the board.

Confederation College’s Pat Pernsky said they would have liked to work closer with the adult education program as they recognized its value across the district.

“Maybe there’s something we can do to meet the needs of the community,” she said.

General education development certificates, which are accepted as high school equivalent with many businesses, are available at Confederation College. This testing offers students a chance to show their knowledge on a high-based level. Students can write it on their own and pick up a textbook at the college, or take a course geared to prepare for the test. Daytime course options offer the possibility of a bursary if a student is qualified to receive it, said Pernsky.

Pre-apprentice and apprenticeship programs are also available at the college with different ones being offer every year.

Careers in the medical field can also be taken locally. Some courses need prerequisites, she said, which can often be taken at the college before getting into the program. These include pre-health which covers biology and others for the nursing program.

If unsure about which career path to take, Pernsky said she can help solve the maze of post-secondary education.

“Some people need some encouragement, some assistance and they need an education plan,” she said.

Another option for adult education lies in correspondence and online opportunities. The TVOntario Independent Learning Centre, a program run through the government, allows students to pick up high school credits through a combination of both. Students can seek help from a teacher online, but send in their work to be marked to the offices. Most core classes are available through this method like English, math and some sciences.

To get information go online to www.ilc.org or call 1-800-387-5512.

Toronto Star news article ...

Native voices going extinct - A few tongues survive in Canada

Feb 18, 2007 - Peter Calamai, Science Writer

SAN FRANCISCO–Every time a language dies, experts warned here yesterday, the world loses irreplaceable scientific knowledge as well as cultural richness.

The potential toll is immense, with an estimated half of humanity's current 7,000 languages struggling to survive, often spoken by just an elderly few.

A 1996 UN report classed aboriginal languages in Canada as among the most endangered in the world and Statistics Canada concluded that only three out of 50 – Cree, Ojibway and Inuktitut – had large enough populations to be considered secure from extinction in the long run.

"The accumulated knowledge is fragile because most of the world's languages have no writing," said linguist David Harrison, director of research with the Living Tongues Institute.

Harrison said that Western biologists are only now beginning to unravel the diversity of plants and species that local inhabitants have long understood and catalogued in their rich vocabulary.

For example, recent research discovered that a butterfly in Costa Rica wasn't one species but 10. Yet the local Tzeltal people had already called the caterpillars by different names, because they attacked different crops.

"The knowledge that science thinks it is discovering about plants, animals and weather cycles has often been around for a long time," said Harrison, a professor at Pennsylvania's Swarthmore College.

"It is out there, it is fragile and it is rapidly eroding," he said.

Yet recent success in reviving several aboriginal tongues is rousing hope that the tide of language extinction is not inevitable, delegates at the annual meeting of the American Association for the Advancement of Science heard. Some examples:

• The language of Miami-Illinois Indians, long classed as extinct, is now spoken daily by at least 50 people after a major "reclamation" effort.
• Languages on the brink of extinction are being recorded for future revival – such as that of the Chulym, a tribe of hunters and fishers in Siberia.
• A master-apprentice program is rejuvenating some of the 50 threatened aboriginal languages in California.

* More than 2,000 schoolchildren are now fluent speakers of Hawaiian, a language banned from schools in Hawaii for almost a century.

"The reason that a lot of indigenous languages went extinct was that they could not be used in school," said William Wilson, a professor of Hawaiian Language and Studies at Hilo, Hawaii.

Despite a policy of official bilingualism, the native Hawaiian language was in its death throes, but that changed dramatically after the state legislature in 1987 scrapped a 90-year-ban on using Hawaiian in the schools. Now, students are taught in their native language from pre-school to college.

Yet Hawaiian-speaking students also study Japanese in the first six grades, Latin in Grades 7 and 8, and English throughout. "We feel children can learn many languages if they have a solid base in English and Hawaiian," the language professor said.

Wilson said in an interview that the architects of language recovery in Hawaii worked closely with aboriginal groups in Canada, including the Squamish in Vancouver and the Six Nations at Brantford. The Hawaiian group also produced a multilingual book in co-operation with the Inuit.

The preservation of aboriginal languages in Canada was dealt a major blow last year when the Harper government scrapped a 10-year, $173 million language revitalization program.

Yet Miami tribe member Daryl Baldwin told a news conference that even a supposedly extinct aboriginal language can be brought back to life. That's what happened with the Miami language previously spoken over a wide region of the lower Great Lakes.

At Miami University in Ohio, Baldwin and colleagues pored over written records to help interested tribe members again speak the language.

And the language is kept up to date, he said. In Miami, the word for a computer translates as "the thing that thinks fast."

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From mongabay.com news ...

Does language extinction matter?

February 16, 2007

Most of humanity's 6,000 languages could be extinct within the next two centuries. Does it matter?

At the American Association for the Advancement of Science annual meeting, University of Alaska Fairbanks professor emeritus Michael Krauss argued it does.

"I claim that it is catastrophic for the future of mankind," Krauss said in a statement. "It should be as scary as losing 90 percent of the biological species."

Krauss said that there are ethical and practical reasons why language diversity matters.
 
"Languages contain the intellectual wisdom of populations of people," explained a statement released by the University of Alaska Fairbanks. "They contain their observations of and adaptations to the world around them. Humanity became human in a complex system of languages that interacted with each other."

"That is somehow interdependent such that we lose sections of it at the same peril that we lose sections of the biosphere," Krauss said. "Every time we lose (a language), we lose that much also of our adaptability and our diversity that gives us our strength and our ability to survive."

According to figures from UNESCO, the United Nations Educational, Scientific and Cultural Organization, the most widely spoken language on earth is Mandarin which is used as a first language by nearly a billion people. Second on the list is English with around 358 million, followed by Spanish.

UNESCO estimates that over 50% of the world's 6900 languages are endangered and that one language disappears on average every two weeks. It notes that 96% of the world's 6000 languages are spoken by 4% of the world's population and 90% of the world's languages are not represented on the Internet.

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From huliq.com news report ...  Feb 17, 2007

Linguistics expert to speak on language extinction

Fairbanks, Alaska—Humans speak more than 6,000 languages. Nearly all of them could be extinct in the next two centuries.

So what?

University of Alaska Fairbanks professor emeritus Michael Krauss will attempt to answer that question during his presentation this week at the American Association for the Advancement of Science annual meeting, which begins today in San Francisco.

"I claim that it is catastrophic for the future of mankind," Krauss said. "It should be as scary as losing 90 percent of the biological species."

The reasons are multiple, he said. From an ethical standpoint, all languages are of equal value, he said. But the value of a language goes far beyond academic discourse, Krauss said. Languages contain the intellectual wisdom of populations of people. They contain their observations of and adaptations to the world around them. Humanity became human in a complex system of languages that interacted with each other.

"That is somehow interdependent such that we lose sections of it at the same peril that we lose sections of the biosphere," Krauss said. "Every time we lose (a language), we lose that much also of our adaptability and our diversity that gives us our strength and our ability to survive."

Krauss is one of four researchers scheduled to speak during a session on the dynamics of extinction Friday, Feb. 16, 2007 from 8:30 – 11:30 a.m. at the AAAS meeting at the Hilton San Francisco. The cross-disciplinary session focuses broadly on the phenomenon of extinction, including factors that cause endangerment and extinction and interventions that can delay or end the extinction process.-University of Alaska Fairbanks

AFN and Quebec Chiefs press releases ...

National Chief responds to Aboriginal Affairs Committee's report on post-secondary education

     OTTAWA, Feb. 16 /CNW Telbec/ - There is an urgent need to increase financial support for both First Nations' students and First Nations controlled institutions in Canada, according to a report released this week by the Standing Committee on Aboriginal Affairs and Northern Development entitled "No Higher Priority - Aboriginal Post-secondary Education in Canada".

     "I am very pleased that this Parliamentary committee calls for the removal of the 2 % cap for post-secondary education, and recognizes the importance for First Nations controlled post-secondary institutions," said National Chief Phil Fontaine. "The federal government must provide necessary financial support and ensure recognition of First Nations' institutions."

     The report recommends that the federal government take immediate action to provide adequate funding to every eligible student based on actual costs and acknowledged "a failure to invest in the future of First Nations and Inuit learners now would also undoubtedly entail immeasurable long-term costs".

     The Assembly of First Nations applauds the timely release of this report, in advance of the federal budget, because the AFN has for many years clearly articulated the urgent needs for First Nations students and First Nations controlled institutions to no avail.

     "We have a young and growing population who need full access to all levels of education," said the National Chief. "We want our children to be able to have the opportunity to make significant contributions to their communities, and to Canada."

     The report concludes that "the successes of Aboriginal-controlled institutions should be acknowledged by government, supported and built upon.
In our view, government's objective should be to put in place measures that strengthen and promote the long-term viability of these key institutions for the future of Aboriginal post-secondary education".

     The Assembly of First Nations is the national organization representing First Nations citizens in Canada.

-30-

/For further information: Bryan Hendry, A/Director of Communications, (613) 241-6789 ext. 229 or cell.: (613) 293-6106; Nancy Pine, Communications Advisor, Office of the National Chief, (613) 241-6789 ext. 243 or (613) 298-6382, npine@afn.ca

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Aboriginal Post-Secondary Education Calls for a Non-Partisan, Practical, Forward-Looking Approach says Report of the Standing Committee on Aboriginal Affairs and Northern Development

QUEBEC, Feb. 16 - The First Nations Education Council (FNEC) and the Assembly of First Nations of Quebec and Labrador (AFNQL) have reacted positively to the report of the Standing Committee on Aboriginal Affairs and Northern Development entitled, "No Higher Priority: Aboriginal Post-secondary Education in Canada".

The report puts forward 10 key recommendations, which need to be implemented in the short and long term by Indian and Northern Affairs Canada (INAC) in collaboration with First Nations.

Ms. Lise Bastien, Director of the FNEC located in Wendake, Quebec, stated, "We are pleased to see that the Parliamentary Committee has confirmed and recognizes the problems connected with post-secondary education among First Nations. The elimination of the 2% annual cap and the assurance of admissibility for First Nations students to post-secondary education are urgent measures to put in place.

"Another major priority is the availability of basic funding and support for the creation of First Nations post-secondary education institutions. These institutions are an obvious solution for the improvement of academic success among our students. This measure should be considered immediately," she added.

The Parliamentary Committee also recommends that INAC rectify the anomaly of vocational training affecting the First Nations of Quebec, who have raised this question for years now.

"It is completely unjustified and unacceptable that the Government of Canada still demands to this day more studies and analyses in order to demonstrate what the Committee has stated in its report. A number of previous studies and reports already confirmed the Committee's conclusions and if the government ignores these recommendations, it will have to assume full responsibility for and accept the consequences of the First Nations social and economic situation," stated Mr. Ghislain Picard, Regional Chief of the AFNQL.

"The new Government of Canada has the responsibility to act in an honourable manner and to collaborate with First Nations in order to implement these recommendations immediately," he affirmed.

The FNEC has represented 22 communities throughout Quebec for over twenty years now. Its principal mission is to defend the interests of First Nations communities in order to improve the educational services that are offered to all First Nations students.

The APNQL is the regional organization which represents the Chiefs of the First Nations of Quebec and Labrador.

For further information: Lise Bastien, Director, First Nations Education Council, (418) 842-7672, lbastien@cepn-fnec.com.

The Centre of Excellence for Children and Adolescents with Special Needs is holding a two day workshop on Thursday and Friday, March 22nd & 23rd from 8 a.m. to 5 p.m. at the Valhalla Inn in Thunder Bay. Visit www.lcnorth.ca for full details.

“The focus of this workshop came from a community needs survey distributed throughout Northwestern Ontario, participants identified Behaviour and Early Intervention as areas where more information and training was needed,” says Jodi Kurzhals the workshop organizer.  “To meet this need, we have chosen to bring together 25 presenters providing 18 unique sessions.” 

The event will also feature some talented local youth. The Children’s Aid Society Black Light Theatre group will perform at noon on March 22nd and the Churchill High School Jazz Band on March 23rd at noon.

The workshop will feature two days of sessions highlighting a variety of topics.    Among the presentations on Behaviour are:  Teens who Hurt: An Examination of Violence and Interventions; On the Cutting Edge:  Working with People Who Self Injure; Tough Kids and Substance Abuse; Classroom Strategies for Disruptive Behaviours in Students;   Tapping Hidden Strengths - Planning For Students Who are Alcohol-Affected; The Family Help Program and Distance Treatment; and Enhancing Academic and Social Learning Opportunities for Developmentally At-Risk Children.

The sessions with a focus on Early Intervention include:  Resilient Thinking:  A Tool for Prevention and Intervention with Special Needs Children and Adolescents which is a 1 ½ day comprehensive session; Facilitating Communication and Participation for Children with Special Needs; The Importance of Early Intervention for Special Needs Infants and Toddlers; The Autism Spectrum Disorder School Support Program – Meeting the Needs of the North;  Towards Nutrition Screening in Ontario Preschoolers- Tool Development around best practices and implementation across the province; and Promising Practices for Service Delivery in Speech-Language Pathology Using Videoconferencing

The two day workshop will provide practical information for participants to take away and put to immediate use.

Full presenter information, session details and registration forms are available at www.lcnorth.ca or by phoning 807-343-8196.

The cost is $100 per day or $175 for both days.  Scholarships may be available for caregivers and students to attend. 

The workshop is organized by the Centre of Excellence for Children and Adolescents with Special Needs at Lakehead University.  Funded by the Public Health Agency of Canada, the centre focuses on the distinct challenges faced by children and adolescents with special needs in northern Canada.

Contact:  Jodi Kurzhals, Site Coordinator, 807-343-8196

STILL ACCEPTING APPLICATIONS

CALL IMMEDIATELY

TO GET INFORMATION ON APPLICATION FORMS.

A new report by the Canadian Council on Learning (CCL) highlights the challenges Aboriginal people face when trying to access learning opportunities taken for granted by other Canadians.

Canadian Council on Learning (CCL) press release ...

State of Learning in Canada: No Time for Complacency Report - Learning Measures Lagging for Aboriginal People

Report calls for approach to learning that reflects community values

VANCOUVER, BC, Jan. 26 - While more Aboriginal youth are finishing school and entering post-secondary education than ever before, Aboriginal languages are endangered and the effects of persistent poverty are hindering progress among Aboriginal youth.

State of Learning in Canada: No Time for Complacency, the first in a series of annual reports to be published by the Canadian Council on Learning (CCL), is a comprehensive overview of key aspects of learning in Canada.

Using a wide range of research into learning among Aboriginal people, the report reveals that:

• Aboriginal children are less likely than their parents or Elders to speak an ancestral language
• Of Canada's 50 or so Aboriginal languages, half are considered at risk of extinction and only Inuktitut, Cree, and Ojibway are considered 'safe'
• While some immersion or bilingual programming in Aboriginal communities exists, there is no comprehensive research on the number of programs or their impact
• Nine in 10 Aboriginal children lack access to early childhood programming designed for them
• Aboriginal youth remain two-and-a-half times more likely than non-Aboriginal Canadians to drop out of high school.

"Although progress is being made, serious gaps remain with respect to learning among Aboriginal people compared to non-Aboriginal Canadians" said Paul Cappon, CEO of the Council. "Substantial action needs to be taken to repair what exists on the Aboriginal learning landscape and enhance it to better meet the needs of Aboriginal people of all ages."

The report makes a number of recommendations on approaches to learning that reflect the particular needs of Aboriginal people. In addition, CCL's Aboriginal Learning Knowledge Centre is developing new strategies to address the challenges.

In March, CCL is sponsoring a forum to bring together leaders, learners, practitioners and policy makers to look at the current state of Aboriginal learning in Canada and share best practices with the goal of improving learning outcomes across the country.

"Aboriginal communities have traditional, holistic views on how people learn in their societies. We need to work to integrate their perspectives with Western perspectives and models," said Cappon.

In addition to Aboriginal learning, the report also contains chapters on early childhood learning, learning in school, adult learning, and a special feature profiling the challenges low literacy levels pose to Canadian society.

The full report is available at www.ccl-cca.ca/solr.

About the Canadian Council on Learning

The Canadian Council on Learning is an independent, not-for-profit corporation funded through an agreement with Human Resources and Social Development Canada. Its mandate is to promote and support evidence-based decisions about learning throughout all stages of life, from early childhood through to the senior years.

NOTE: Additional State of Learning in Canada news releases are available on the report in general and on health literacy.

For further information: please contact: Bob LeDrew, Senior Media Relations Specialist, Canadian Council on Learning, (613) 782-2959, bledrew@ccl-cca.ca

Update - Bachelor of Education (B.Ed.) Program

New application deadline - May 1st, 2007

This important new program is moving forward.  To date, 19 applicants have been recommended to Brock University for admission.  Between now and May 1st, the Program Management Committee hopes to find 11 more qualified candidates.  Anyone with Grade 12 (or the GED) and is interested in a career in education, is encouraged to apply.

The start date for the program has been delayed to the fall of 2007 by which time the accreditation process will be complete.  This is a community-based program.  First year courses will be face-to-face in Sioux Lookout - three weeks in November, February, May and July for a total of 12 weeks.  In the following years, the program will be a mixture of both face-to-face and distance education courses so that students will spend less time away from their communities.

Those interested can get the application forms from Brian Hawker  bhawker@nnec.on.ca .  Email is the best way to communicate with the B.Ed. office but applicants are welcome to call Brian toll free at  1-877-636-0667, ext. 25.

Why not think about it?  If you enjoy learning, you could become a fully qualified teacher and also eligible for other careers in education - adult education, curriculum development, youth worker, recreation planning and so on.   This program emphasizes both First Nations' values, culture and languages while giving teacher candidates the academic skills to teach anywhere in the province of Ontario.

Do you have questions?  Email or call Brian.  Do it now!

Brian Hawker, M.A.
Coordinator, B.Ed. Program
Northern Nishnawbe Education Council
P.O. Box 1419, 21 King Street
Sioux Lookout, ON, P8T 1B9

(807) 737-8859, ext. 25
toll free 1-877-636-0667, ext. 25
fax: (807) 737-2769
cell: (807) 737-0734

UNESCO press release ....

Breaking Barriers. Using free and open source software for development - http://www.apdip.net/publications/ict4d/BreakingBarriers.pdf 
 
The successful deployment of free and open source software (FOSS) in projects in Africa, Asia-Pacific, Europe and Latin America are described on a publication entitled "Breaking Barriers" by UNDP's Asia-Pacific Development Information Programme.

UNESCO, the International Open Source Network (IOSN) and the International Development Research Centre (IDRC) of Canada participated in the publication.

Each case study describes the reason for choosing to use FOSS and discusses the development, implementation and impact of the FOSS applications. The benefits obtained and challenges encountered, as well as any valuable lessons learned are also highlighted.

The benefits offered by FOSS have been extremely useful for developing countries around the world. In particular, the ability to obtain FOSS without licensing fees has proven to be beneficial to users in these regions as this makes the use of ICT more affordable to them.

Over the last few years, as FOSS has matured and become more widely accepted, many projects have been carried out that attempt to make use of FOSS to help bring about socio-economic development and empower people in developing countries or regions. Some of these projects are highlighted in the new publication that highlights the benefits obtained and challenges encountered, as well as any valuable lessons learned.

It is hoped that the publication will create greater awareness of the ability of FOSS to empower and help poorer and less developed communities.

The publication includes a DVD containing a 40-minutes version of a documentary on FOSS, entitled "The Codebreakers". This was aired as a BBC World TV documentary in May 2006 featuring a number of projects described in this publication.

This publication is the first in the trilogy of ICT4D Case Studies. Upcoming titles include: "Empowering the Poor: Information and Communications Technology for Governance and Poverty Reduction - A Study of Rural Development Projects in India" and " Exploring New Modalities: Experiences with Information and Communications Technology Interventions in the Asia-Pacific Region - A Review and Analysis of the Pan-Asia ICT R&D Grants Programme".

Bibliographic reference:
Breaking Barriers: The Potential of Free and Open Source Software for Sustainable Human Development - A Compilation of Case Studies from Across the World . - [By] Nah Soo Hoe . -
Bangkok: NUDP-APDIP, Elsevier, 2006 . - 103 pages
ISBN: 81-312-0631-9

Related Links:

• Full text of the publication
• Asia-Pacific Development Information Programme (APDIP)
• International Open Source Network (IOSN)
• International Development Research Centre (IDRC)

Get your GED - Upgrading

Offered at Oshki-Pimache-O-Win Education and Training Institute in Thunder Bay. 

Commencing February 12th and ends May 11th.  March Break, Good Friday and Easter Monday no classes.  Monday to Friday from 10am to 4pm daily.

Apply within.  For any questions, please call 807-626-1880 or toll free at 1-866-636-7454

Would you like to continue with your education?  Would you like to do so without having to move away from home?  If so, Oshki-Pimache-O-Win Education & Training Institute might be the answer for you!

At Oshki-Pimache-O-Win we recognize that our students are often employed full time or reside in Northern communities.  Our special delivery methods allow students to remain employed and reside in their home community for the majority of their program.  We offer the following programs through a modular/distance education format:

• First Nation Business Administration Certificate (September intake)
• Aboriginal Community Services Worker Diploma (September intake)
• Native Early Childhood Education Diploma (September intake)
• Anishinabe Recreation Leadership Certificate/Diploma (September intake)
• Basic Radiography Worker Certificate (September intake)
• Indigenous Wellness & Addictions Prevention Worker Diploma (September intake)

The application deadline for September programs is April 15, 2007

All of these programs are delivered in partnership with an Ontario college.  This means that you will receive a level of education that is equivalent to, and even exceeds that found in mainstream schools and you will graduate with a college diploma or certificate!  Our staff and instructors have a passion for working with and teaching First Nations students.  You will not get lost in the crowd!

To learn more about our programs and their admission requirements please contact our Student Recruitment Officer, Loretta Sheshequin, toll free at 1-866-636-7454 or by email at lsheshequin@oshki.ca .

Oshki-Pimache-O-Win Education & Training Institute
106 Centennial Square, 3rd Floor
Thunder Bay, Ontario  P7E 1H3
Phone: (807) 626-1880
Toll Free: 1-866-636-7454
Fax: (807) 622-1818
E-mail: info@oshki.ca
Website: www.oshki.ca