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BEGIN:VEVENT
UID:97c27445021311c500879e01f6328477
CATEGORIES:LSDM
CREATED:20160405T152732
SUMMARY:Peter Yogman
DESCRIPTION:<p>	Candidate for School Board - Park City School District</p><p>	 </p><p>	
 Peter Yogman</p><p>	Park City School District #2 board candidate</p><p>	 </
 p><p>	<strong>Informal Bio</strong></p><p>	 </p><p>	<strong>Park City Time<
 /strong></p><p>	I moved to Park City in 1995 from the Portland, Oregon area
 .  My son was 3 and my daughter was 8.  Both of my children were educated i
 n the Park City schools, although my son spent two years at the Winter Scho
 ol while he competed in national slope-style ski competitions.</p><p>	 </p>
 <p>	My wife and I were both active in the schools.  We were early funders o
 f the Education Foundation.  At this time I was running my own companies so
  I made time to be active in the classrooms.  I often tutored math in the e
 lementary school, by teacher invitation, to kids who were not getting a par
 ticular concept or to kids who wanted more enrichment.  For instance, I did
  an intro to binary math (how computers work) to show how  &ldquo;dumb&rdqu
 o; rules could allow numbers to be added with the kids flipping cards with 
 a 0 or 1 on either side.   </p><p>	 </p><p>	I became more popular for my sc
 ience demonstrations.  I taught an electro-magnetism unit in the fifth grad
 e that culminated in bringing the Van de Graaff generator over from the hig
 h school.  We integrated a lot of hands-on fun with physics concepts and ma
 th, such as why the generator doesn&rsquo;t kill you at several hundred tho
 usand volts but 120 volts at an outlet is dangerous.  I taught a chemistry 
 unit where we split water and then created tiny explosions to introduce con
 cepts in chemistry around molecules and energy conservation.   I am thrille
 d that to this day some of those students, now young adults, remember the c
 lasses and come up to me on the street to say thanks.  As my kids got older
  I stepped back from this level of involvement.  I did some free tutoring i
 n math for high school students.  I saw kids who were often on the verge of
  dropping out and for whom school seemed irrelevant to their lives.   These
  experiences have shaped my ideas on how schools can motivate kids and fail
  them.</p><p>	 </p><p>	When Park City had the initial influx of Hispanics m
 y son and I decided to engage by volunteering for the Ninos on Skis program
  run by the Catholic Church.  We would &ldquo;adopt&rdquo; a Hispanic child
  and get them to ski lessons, ski with them, have them over, and meet their
  families.  As a result, I understand some of the issues with this communit
 y, but also remain confused on some of the persistent problems in education
 .  Our family also lived with a Mexican family in Mexico to learn Spanish &
 ndash; unfortunately now largely forgotten.</p><p>	 </p><p>	<strong>Re-enga
 gement</strong></p><p>	It is great to see younger people come to town with 
 children and reinvigorate our schools.  The recent bond, however, has now r
 einvigorated my own desire to re-engage at a different level.  There was so
  much that was wrong with this bond, both as to its content, its priorities
 , and the process by which it was created and marketed.  Simply voting YES 
 for anything stamped &ldquo;Schools&rdquo; is no longer a viable option.  M
 ore detail on my concerns is located on my website (still in development). 
  As a result of my efforts in support of the NO vote I have done a great de
 al of independent research.  Topics in which I feel conversant include grad
 e structure, full day kindergarten, pre-school, and neurological developmen
 t and early year education.   I am aided in some of these topics by my cous
 in, who is a professor at Harvard and an MD with leading expertise in child
  development.</p><p>	 </p><p>	I believe we can have excellent schools by ma
 king well-researched and rational decisions that are mindful of clear prior
 ities, our resources and the desires of families, neighborhoods, and the co
 mmunity as a whole.  Clarity, Collaboration, and Community are the words I 
 have chosen to provide the guiding principles for how we must proceed to en
 sure the best future for our school system.</p><p>	 </p><p>	<strong>Educati
 on and Work Stuff</strong></p><p>	I grew up in Connecticut and went to publ
 ic schools.  I graduated from Williams College with honors and highest dist
 inction in my major, economics.  I received an MBA from the University of C
 hicago with a concentration in finance, where I also took upper level class
 es in mathematics and economics.  I had the unique experience of taking cla
 sses taught by subsequent Nobel Prize winners.</p><p>	 </p><p>	In the 1980&
 rsquo;s I was the CFO of an energy company that built very large, complex e
 nergy projects.  A typical size was $200 to $400 million.  I closed billion
 s of dollars of non-recourse, project debt.  I had to master almost all asp
 ects of these projects, often find creative solutions to close financing, a
 nd negotiate with the world&rsquo;s largest banks and best business attorne
 ys.  I then started my own company in partnership with my previous employer
  to develop natural gas storage sites in the Western U.S.  One of the sites
  is operational in Utah.  I ran several geology teams evaluating locations.
   Upon sale of this company, the knowledge we gained was used to start my n
 ext company that drilled for natural gas.  One of our discoveries is operat
 ional in Utah.</p><p>	 </p><p>	I have been pretty much retired since my lat
 e 40&rsquo;s. I remain interested in new technology and have invested in pu
 blic and private firms advancing biotechnology and revolutionary clean ener
 gy solutions.  For the latter I hope to see some very significan</p>
DTSTAMP:20260609T155330
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