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IWASHITA: Well, okay. I guess that’s semantical because I really don’t see the
<br />difference between what she has -. Maybe I’ll say this, you know, what she has are home-
<br />schooled kids that she’s taking in essentially all day, you know, 8 to 2 kind of a school day
<br />format, that’s a regular school day, and running a one-room school for home-schooled kids. So I
<br />don’t, you know, my son did kumon, he did piano lessons, you know, where the piano teacher
<br />was in her house. The kumon center was in the church in a residential area. I see all those
<br />things. But, you know, he went for an hour, at the most an hour. And, you know, that’s my idea
<br />of a tutoring kind of situation. When you take a child in from 8 to 2, you’re running a school
<br />which is, you know, either allowing meals, providing this -. I mean it’s a different scenario as
<br />far as this. You know, I can’t distinguish it from a school, is one of the difficulties I’m having
<br />with this.
<br />YUEN: There may be a point that it becomes a gray area, but I’m comfortable
<br />with what was presented as being a tutoring center and not being a school as described in the
<br />Zoning Code. But, you know, your basic question was could you do a tutoring center and take in
<br />kids and there isn’t a set -? You know, you gave some common examples of instruction that’s
<br />done out of people’s homes as home occupations legally, and there isn’t any set time frame that
<br />says it has to be an hour, or an hour and a half, or two hours, or something like that. And there
<br />are certainly, I believe, you know, there are people that do hula lessons out of their home and
<br />take several hours to do the hula lessons. And the point, there’s no question that this being
<br />where it is needs a special permit; but there are certainly things that are very similar to this that
<br />you could do in a residential area without a special permit, I mean in a residential area and
<br />people would consider that to be a reasonable use of the property.
<br />IWASHITA: Yeah, okay, I just wanted to clarify, because, okay, thank you. Another -.
<br />WOODWARD: What I’d like to do now if we could just so that we move this along is to
<br />give the applicant, the intervenor and the Director the chance to make closing statements. If they
<br />have any other witnesses they want to call, to do that, and then we can direct our questions to
<br />them. So, Ms. Campbell, if you would make any final statements you want, if you have any
<br />other witnesses or any questions for your witness, please -.
<br />CAMPBELL: I have been in the community since 1991 really and working with
<br />children. So I am known by a lot of families word of mouth. This is the work I have been doing
<br />so I didn’t even initiate this project. It really came from the community, and I’d love to support
<br />them in what they are doing. You know the public schools are restructuring one after the other.
<br />If I can support some families whose children haven’t made it in that system I’d be really, really
<br />happy. I’m not making a million bucks at this, really less than a teacher’s salary, but it is
<br />something that suits my family’s lifestyle and it will allow me to serve the community as I have
<br />been in the last 17 years. So thank you for the opportunity to bring it to you.
<br />WOODWARD: Thank you very much. Do you have any other exhibits or any other
<br />witnesses you would like to call?
<br />CAMPBELL: No, I do not.
<br />WOODWARD: Okay, Mr. Kaiser.
<br /> EXHIBIT B
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