IV. It takes a remarkable teacher just to work in such an environment. But, to do whatMaggie has done requires something quite extraordinary, something very special. The key?Turning students from problems in solutions. Her Life Skills programs range from bikerepair to construction. Here’s a snapshot of just some of them: Creating a fitness center: In a community where healthy recreational options are limited, Maggie and herstudents built a fitness centre. With $100,000 worth of initial funding, herstudents helped in everything from painting to equipment assembly. Diabetesand disease linked to obesity is on the rise among the Inuit population, so theproject has provided enormous health benefits to the entire community – not justMaggie’s students. A community kitchen: As part of the girls’ only program, Maggie helped secured finding for acommunity kitchen. Typically, 75 local people gather to eat a meal that studentshave helped prepare. They also take the meals on the road, delivering tovulnerable groups. The project has not only developed cookery skills among thestudents, but also helped in an area where food insecurity and the cost of healthyfood are high.Managing a second-hand store: As nearly all goods have to be flown in, the cost of living is exceptionally highin the community. So, Maggie’s students wanted to open a shop. And that’sexactly what they did. They gathered donated items, and opened the store everyweekend. The students learned a variety of skills associated with running a shop– entrepreneurship, dealing with cash and money, customer service—while thecommunity benefited from affordable second hand goods.