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Curriculum & Programs
English (7 – 12)
Study of English is compulsory for all students Years 7 to 12, and the English score will constitute part of each student's final Study Score in VCE.
At Years 7 to 10 students study three strands in English: Reading, Writing, Speaking and Listening, and they are assessed according to VELS levels. For a number of years now, Monbulk College students have achieved above state average in our Reading results 7 to 10.
In English, students will explore a range of texts including novels, plays, short stories, film, poetry and media texts. English extension classes currently run for those students achieving at a high level, which allows more time for teachers to work one on one with the remaining students.
Skills that students develop in English are the use of correct English, writing with a specific purpose, using language effectively, comprehension, speaking and listening, analysis, imagination and creativity.
At VCE the three Areas of Study are Reading and Responding, Creating and Presenting and Using Language to Persuade. Year 11 is internally assessed and Year 12 has final exams that are externally assessed. Monbulk College has a proud history of achieving at or above the state average study score in English.
The English faculty coordinates a debating program for students 7 to 12, encourages students to participate in writing competitions and we individualise learning by running Literature Circles in Years 7 and 8. A number of our junior students participate in the Premiers Reading Challenge each year.
Literature (10 – 12)
Literature is offered in Years 10 to 12 for students interested in reading and analysing challenging texts.
In Year 10 students experience texts and activities that link to the outcomes in the VCE Study Design. This includes the study of a wide range of genres including poetry, novels, plays, short story, nonfiction, the comparing of film and written texts, criticism of other viewpoints and creative writing.
All students are required to study VCE English at Units 1 & 2 level, and they may opt to study Literature also. At the VCE level Literature outcomes include analysing the views, values and language in a text, analysing how form changes meaning, and evaluating different interpretations. Students are also asked to respond personally and imaginatively to texts.
In Units 3 & 4, students can study Literature or English or both to gain their 3 & 4 sequence in English, which is included in their ATAR score.
Monbulk is dedicated to providing a Mathematics curriculum that promotes excellence at all times.
All students are encouraged to participate in the Australian Mathematics Competition; a written competition which involves students throughout Australasia. Monbulk College has gained excellent results in this competition with students scoring in the 100th percentile or high distinction level every year.
The College is also very proud of its partnership with the CSIRO and the Mathematicians In School's Program. This national program supports long-term, professional partnerships between practising mathematicians and teachers across Australia.
Mathematics (7 – 10)
Our mighty Monbulk Mathematicians study the following dimensions:
- Number
- Structure
- Measurement, Chance and Data
- Space
- Working Mathematically
From nets that fold to form a cube with the added dilemma of an average, to equilateral triangles divided into smaller triangles using various ratios, the students apply their mathematical skills with gusto!
The curriculum is differentiated to provide support and extension through a range of activities tailored to the students' abilities. This may involve completing standard questions, problem solving activities or project work based upon a theme. Students are encouraged to practice their arithmetic skills through the use of Mathletics both at the College and as part of their ongoing homework program. Students complete weekly MathsMate homework sheets along with other tasks to reinforce all dimensions.
As part of this curriculum the College runs the Monbulk Maths Masters. This program is an accelerated and enriched maths course aimed for students who demonstrate high mathematical academic skill beyond the current year level. Students are identified and invited to join the program based upon their academic success in a number of assessed tasks (exterior testing for example).
Advanced Mathematics (10) h5. General Mathematics (VCE) h5. Maths Methods (VCE) h5. Further Mathematics (VCE)
Science prepares students for being scientifically literate citizens with an ability to critically analyse issues in society, technology and the environment.
At Monbulk College Science is taught as a hands-on inquiry based subject. Theory is integrated with practical activities and student-driven investigations.
Monbulk College delivers the Australian Curriculum in Science at Years 7 to 9 in 2012 and for Year 10 in 2013.
Senior students can choose from a VCE studies in Biology, Chemistry, Physics or Psychology. They can also undertake VET Horticulture. There is the opportunity for students to do these studies as accelerated studies a year ahead of their peers.
Our brand new Science rooms incorporate two laboratories, an open-learning classroom and are outfitted with state of the art facilities including video conferencing equipment. A significant investment in digital data logging equipment for will provide learning dividends in all Science subjects.
Our Science Staff includes specialist teachers who have contributed to their profession as authors and conference presenters. All VCE Science teachers network with local schools in the Dandenong Ranges and run joint revision sessions for students.
Biology, Chemistry, Physics and Earth Sciences are all studies in Year 7 to 9. Highlights from these year levels include:
Year 7: Separation Challenge, Moonwatch Mission, Great Bean Race, Waterwatch program in association with Melbourne Water and the Forces Toy Design homework project.
Year 8: Bushfires Project, Cells Model Homework Assignment, Environmental Excursion and Digestive System 3D Model.
Year 9: Environmental Monitoring, Forces Wave Machine, organ system dissections, introductory chemistry and atomic structure.
Year 10 is a preparatory year for VCE studies and includes Biology, Chemistry and Physics.
The Arts
Photomedia [inc. Studio Arts] (7 – 10, VCE)
Year 7 & 8
Students explore a range of contemporary and traditional media, materials, equipment and technologies to explore and expand their skills, techniques and processes in photography. They combine and manipulate media to represent and communicate ideas and develop imaginative solutions to set tasks.
Year 9
Students will complete practical exercises in a variety of photographic tasks. Skills in the use of the SLR and digital cameras, photographic processing and printing, darkroom procedures, manipulation in Photoshop and design principles are focused on. This work will be recorded and documented in a workbook. Organization and cooperation with others in class and planning are emphasized.
Written exercises on aspects of photography and photographers will be completed. You will start to develop an understanding of photography as an art form, through the study of varied photographs and photographers. This will take the form of written presentations (short responses, assignments, questions and research tasks.)
Year 10
This unit involves the exploration of a range of traditional and contemporary photographic processes including black and white photography, computer manipulation, digital imaging and digital editing. Students are encouraged to develop personal responses to themes explored. The relationship between art styles and culture is examined. Students are encouraged to develop a critical awareness of their own works and to consider issues of presentation. Individuals may wish to pursue filmmaking.
Visual Communication (7 – 10, VCE)
Year 7
An introduction to the drawing and design techniques used in Visual Communication and Design. Students are involved in creative problem solving using the design elements as the building blocks of good design and are encouraged to develop both manual drawing skills and computer skills using the program, Illustrator. Projects include designing creative letterform, learning how to use technical drawing equipment to draw in perspective, cartooning, sketching and rendering.
Year 8
This unit is a continuation of the introduction to the drawing and design techniques used in Visual Communication and Design. Students are involved in creative problem solving using the design elements and principles as the building blocks of good design and are encouraged to develop both manual drawing skills and computer skills using the programs, Adobe Photoshop and Illustrator. Projects include designing symbols, using grids, creating pattern, drawing in perspective, contour drawing and rendering.
Year 9
This unit emphasises the role of the student as a designer. Designers use conventional drawing to communicate their designs to others and students are introduced to these conventions. Designers define their target audience, do research and follow the design process. Students are involved in creative problem solving using this process and the design elements and principles as the building blocks of good design. Students are encouraged to develop both manual drawing skills and computer skills using the programs, Adobe Photoshop and Illustrator.
Year 10
This unit involves the development and application of creative and technical skills. Students will respond to a variety of design briefs, some of which allow the student to develop work along individual areas of interest. Students will also complete a folio of conventional graphics involving the use of paraline and orthogonal drawing systems. A folio of computer-generated work will be produced using the programs Photoshop and Illustrator.
Art (7 – 10, VCE)
Year 7 & 8
Introduction to art and design elements: line, tone, shape, form, colour, texture. Using the elements of art/design and the work of different artists as starting point and inspiration, students will undertake projects in a variety of two and three-dimensional media.
Year 9
Exploring aspects of art and design principles: scale, proportion, balance, movement, repetition, unity – within two and three-dimensional art forms. Students will utilise different styles and periods of art as a basis for research and for their own art making.
Year 10
This unit will undertake to illustrate ways that artists develop ideas for artworks and give students a foundation for expanding their own art practice. Students will explore how artworks can be developed from a number of starting points. They will examine the artworks of selected artists and then undertake their own artworks in a range of media.
Ceramics (7 – 10)
Year 7 & 8
Students learn the properties and limitations of clay, and basic hand building techniques including, pinch, coil, slab, and modelling. Students learn basic technical and decorative techniques (slips, oxides, brushing and dipping glazes) and firing processes. Students are encouraged to use appropriate language/terms to describe the way images/ forms are arranged in artworks. Students will also be required to submit an assignment on contemporary and ancient ceramics. Students acquire skills gradually with each topic enabling them to work progressively more independently.
Year 9
In this Unit, students will extend their ceramic vocabulary, research 4 ceramic artists, learn about the firing processes while designing and creating their own pieces. They will come to understand the elements and principles of 3D ceramic design and gain the skills and techniques needed to produce work they can be proud of. The unit will consist of one major written assignment and a series of practical assessment tasks.
Year 10
The course involves a detailed study of practical skills and their application in both functional and sculptural ceramic and found objects. The technical side of ceramics will involve the study of clay bodies, decorative methods and firing processes. The sculptural component will involve carving, modelling casting and constructing clay with other materials, wood, wire, plaster, resin etc. Students should demonstrate an understanding of the most important overseas influences on the development of Australian ceramics, including artist such as, Pamela Irving, Gaugin, Picasso, and John Persival etc. Students are encouraged to use appropriate language/terms to describe the way forms/images are arranged/ constructed in certain art works.
Students will be required to complete tasks, maintain a thorough workbook of processes and submit a written report.
Drama (7 – 10, VCE)
Monbulk College offers an extensive drama and performing arts program from Years 7-12. Performing in our own Monbulk College Performing Arts Centre (a thrust stage that houses 252 seats), the College stages drama productions for Year 9, 10 and VCE. The college also stages a school wide musical, and a school wide talent quest (Monbulk Idol) on a bi-annual basis.
Starting at Year 7, student study includes:
- Voice
- Movement
- Classical Greek Theatre
- Mime
- Parody
- Satire
- Slapstick
- Comedia-Del-Arte
- Epic Theatre
- Shakespeare
- Theatre of the Absurd
- Script
- Set Construction
- Publicity
- Stage Management
- Sound
- Lighting
- Multimedia in Theatre
- Costume
- Make-up
- Props
In our VCE program, students run their own productions using the full resources of the Monbulk Performing Arts Centre. The program offers fine preparation for those wishing to study performance with an aim to professional work, or those simply wishing to explore personal expression through theatre study.
Graduates of our program have gone on to tertiary study in the theatre as well as work in professional theatre and television. One of our recent graduates, James Mason is currently working on Channel 11's "Neighbours".
Bill Ten Eyck, a professional actor for over 20 years, supervises the program. His professional experience includes working with The Australian Opera, The Melbourne Theatre Company, Anthill Theatre and The American Theatre for Actors in New York. His television and film work includes such shows as "Neighbours", "Mission Impossible", "Hey Hey It's Saturday" and "Adam Hills Tonight".
The goal of our drama program is to provide a rounded, enjoyable learning experience in the performing arts that will benefit all students regardless of their pathways for the future.
Music (7 – 10, VCE)
Year 7
Students are introduced to a wide range of musical activities. Basic music theory is covered with theoretical concepts being reinforced through aural and practical activities. Activities include critical listening and observation, group and solo performances with a look at music of other cultures and styles, along with music writing skills.
Year 8
Students' knowledge of musical concepts is expanded through a wide range of musical activities. Music theory is covered with theoretical concepts being reinforced through more advanced aural and practical activities. Activities include critical listening and observation along with solo and group performances and a look at music from other cultures and styles.
Year 9
Students will be involved in making, creating and presenting solo and group performances. Focus will be on musical styles, composers and performers from around 1900 until the present time. Theoretical concepts will be reinforced through practical activities. Activities will include rehearsing and performing, improvisation, critical listening and observation, along with music composition and arranging.
Year 10
Students will be involved in making, creating and presenting solo and group performances. Focus will be on musical styles, composers and performers from five main musical eras; Medieval, Baroque, Classical, Romantic and 20th Century. Theoretical concepts will be reinforced through practical activities. Activities will include rehearsing and performing, improvisation, critical listening and observation, along with music composition and arranging.
Health & PE
The focus in Health and Physical Education across all year levels is on developing knowledge and behaviours that will enhance students' health, wellbeing, physical fitness and enjoyment of physical activity. In the Health and Physical Education program students in Year 7 to 10 participate in the following core units:
In Health, students undertake studies in each of these areas:
- Fitness and the Human Body
- Growth and Development
- Drug Education
- Maximising your Health
In Physical Education, students participate in each of the following core units:
- Personal Fitness Development
- Athletics and Cross Country
- Volleyball
- Basketball
- Netball
- Cricket
- Badminton
- Softball
- Cricket
- Soccer
- Hockey
At selected year levels, recreational and outdoor educational activities are also offered. These activities include:
- Lawn bowls
- Social dance
- Ten pin bowling
- Orienteering
- Bushwalking and bush craft skills
- Swimming and life saving
- Tennis
- Golf
At Year 10, students can elect to do Health and PE Unit 1 and 2 offered as semester length courses or the Advance Health and PE unit which is a full year course specialising in swimming, lifesaving, first aid, volunteering and outdoor education. In all of the year 10 units students are introduced to key skills and knowledge linked to the VCE studies of Health and Human Development and Physical Education.
The Humanities Learning Area aims to inform students about the past, the world in which we live, the economy, how we are governed and what our future may hold. It covers the broad areas of History, Geography and Economics. Students develop skills in collecting evidence, inquiry based research and observation.
In the Junior School (Years 7 to 9) all students undertake Humanities studies. During this time students in History undertake investigations of Ancient Civilisations, the Vikings, Life in the Middle Ages and an investigation of the history of Australia including indigenous Australians and white settlement along with their own family history to develop skills in using evidence and analysing source documents. Theme days such as Super Heroes and Medieval Day are part of the Humanities program.
In Geography students learn about endangered species, mapping, tourism, and Antarctica to develop understandings about different environments and how human activity affects them, as well as learning about spatial concepts. In Economics students learn about rules and laws, various forms of government, running political campaigns, voting, effects of economic decisions, and have the opportunity in Year 8 to visit Canberra. This enables them to develop skills in resource allocation, understand the impact of government decisions and about economic sustainability.
In the Senior School (Year 10 to 12) students have the opportunity to select which areas of Humanities they would like to study in more depth. Monbulk College offers students in Year 10 the opportunity to study, American History, Geography or Money, Markets and the Law. At VCE the college offers 20th Century History, Revolutions, Business Management and Legal Studies. Students are able to visit the courts and Barwon Prison.
Language instruction at Monbulk College puts equal importance on inter-cultural awareness of the LOTE speaking communities and rigorous academic progression through the essential skill areas of Reading, Writing, Listening and Speaking of the target language in preparation for the VCAA prescribed VCE LOTE courses.
Monbulk College believes that as the process of globalisation continues and the information revolution picks up speed, foreign language proficiency will become more, rather than less relevant for our future citizens.
The college is fully supportive of the promotion of its LOTE program and see the benefits of learning languages as:
- encouraging cultural awareness, tolerance and understanding
- enhancing literacy skills of ALL learners
- building confidence
- teaching students to be thinkers and problem-solvers
- enhancing future job opportunities as well as expanding life opportunities and experiences
Students experience the language and culture of both German and Japanese at year 7, before specializing in their chosen language to the senior years. Monbulk College students enjoy student exchange programs with Sister Schools, Schweriner Sportgymnasium in Germany and Ujiyamada Commercial High School in Japan. Each year a group of students travel to Japan and Germany to experience the language and culture first hand. Learning a second language allows students to develop intercultural and global communication skills. Read more about this year's trip to Germany.
At Monbulk College, students participate in various target-language competitions. In 2011, Year 9 students (Paige Gray and Jessica Horsburgh) achieved "highly commended" awards for the National Twenty-Eighth Australia-Japan Relations Essay Contest (Junior B). In March 2012, Year 10 student, Nicole Davies, was successful in gaining a place in the Immersion Camp, conducted by the Department of Education and Early Childhood Development (DEECD) and was funded by the National Asian Languages and Studies in School Program. In May, year 10 student, Jacob Lees, was selected to participate in the DEECD Japanese Student Study Tour. This tour includes studying Japanese at The Japan Foundation Japanese-Language Institute in Kansai, visits to Kyoto and Hiroshima and a home-stay experience in Osaka.
By the end of Year 12, students should have developed an increased competence in communicating in German or Japanese. Objectives for the student are to understand oral interaction by a native speaker, to express ideas orally on topics within her/his experience, to read with comprehension and to write compositions. Students gain an appreciation and increased understanding of foreign cultures.
Parents can play a vital role in their child's learning of a language. There are many ways to support and encourage students at home in order to further their progress. If any parent or guardian is looking for ideas or advice in this regard, please don't hesitate to contact the Languages staff at the college.
Technology is an area of teaching and learning that is centred upon the making, usage, and knowledge of tools, machines, techniques, crafts and systems in order to solve a problem or perform a specific function. It can also focus upon how such mechanisms impact upon society as technology can affect Australian society and its surroundings in a number of ways.
At Monbulk College studies in Technology encompasses Wood, Metal, Food, Systems, Information Technology, Multimedia and Interactive Digital Media.
Metal Technology (7 – 10)
Metal Technology in Year 7 and 8 introduces students to new experiences and equipment. It teaches students to be confident with tools and materials as well as learning to be independent designers and problem solvers. It focuses on the design process, learning sequential construction steps and how metal skills are used in the real world.
Year 9 & 10 emphasizes the engagement in designing, creating and evaluating processes and products using a range of materials as a way of developing creativity and innovation. Students are introduced to more complex processes such as casting and welding. It involves experiential, practical and applied knowledge as well as theoretical understanding. It requires students to be to respond to design briefs, design for clients and consider sustainability. From which solutions are created to show their understanding of the suitability of materials, equipment and processes to produce functional products.
Wood Technology (7 – 10, VCE)
Students at all year levels are offered Wood Technology. Students learn 'hands on' skills by using a variety of materials, processes and tools in order to design and make products. Drawing, design and safety in the workshop are important parts of the course. Students are encouraged to think flexibly and use various sources of information to investigate and research a range of factors relevant to design briefs.
Food Technology (7 – 10, VCE)
Food Technology is offered at all year levels. Students study key foods and their properties at all levels, beginning with the production of simple meals at junior levels. At senior levels more elaborate production tasks are attempted in line with the complexities of skills and knowledge required at these levels. The theoretical component of their studies is aligned with these practical activities.
Information Technology (7 – 10)
VET Interactive Digital Media (VCE)
The VCE VET IDM Course is a Certificate III in Media, undertaken in 4 semester length units, across 2 years. It is a VCE VET subject, which means that students attain a Certificate III qualification and also contribution towards their VCE, including their ATAR.
It is a practical, hands on subject that encompasses all areas of Digital Media including animation, graphic design, video and web design. Students become familiar with the Adobe Creative Suite, giving them real world skills that they can apply in any work or education area.
VCE VET Units 1 and 2 core units include participating in occupational health and safety processes, producing and preparing photo images, working effectively in the screen and media industries. Electives may include creating 3D digital models, preparing audio assets, following a design process and producing drawings to represent and communicate the concept.
VCE VET Unit 3 and 4 sequence incorporates core units in preparing video assets, exploring and applying the creative design process to 2D forms, creating visual design component and authoring interactive sequences.
The Victorian Certificate of Applied Learning (VCAL) is a senior secondary qualification that has been designed to increase the pathways for young people in Years 11 and 12. VCAL prepares students for further studies in vocational education and training, and for employment. VCAL provides individual learning programs based on each student's interests and strengths and is focused on the practical application of work skills.
Who is eligible?
- Students who wish to pursue a vocational pathway of learning.
- Students involved in school based apprenticeships or traineeships
- Students who wish to gain a senior school qualification whilst working and studying at TAFE.
- Be a 'Hands On' learner
- Students undertaking a TAFE program
- Selected students with Learning Difficulties
To be successful in VCAL you must demonstrate that you can:
- Organize time and work commitments
- Be able to handle the responsibility of School, TAFE and Work all in a week
- Meet deadlines
- Travel independently on public transport
- Accept responsibility for completion of documentation and paper work
- Work in teams and independently
- Be prepared to do community work
- Still be involved in the life of the College
What is in a VCAL Program?
The VCAL contains 4 Strands:
- Literacy and Numeracy
- Personal Development
- Industry Specific Skill
- Work related Skills
Each Strand has 3 Levels:
- Foundation
- Intermediate
- Senior
Students are eligible to complete all three levels of VCAL however the staff at the College will suggest the most appropriate starting level.
Other Subjects
We also have the opportunity to study:
- Recreation
- Vocational Preparation (elective)
- Horticulture (elective)
- No tests or exams
- Competency based learning
- Lots of hand on activities
- Projects to complete
- Teachers must see demonstration of skills learned in each outcome
At the end of the first Year the students would have had the opportunity to complete:
- VCAA Foundation VCAL Certificate
- Red Card (Building & Construction)
- Working with Children card (Health & Community Services)
- RSA & Food Handling (Hospitality)
- First Aid (Level 1 or 2)
- Vocational Preparation Certificate 1
- Modules of Attainment in Certificate II Horticulture
- Modules of Attainment in Certificate II Public Safety (Fire fighting)
Please call Ellen McDonald, Monbulk College VCAL Coordinator, on 9751 9126 if you have any further enquiries.
We offer a huge range of programs that offer extension to students in areas such as Culture and the Arts, Sport, Leadership and Decision Making, Careers and Work Experience, Social Service, Camps and Excursions, and Educational Enhancement. Below are just a few examples.
- National Competitions in Maths, Science, Chemistry, Geography and Technology. These are multiple choice papers and provide a summary of skills compared to Australia Norms. Students also have the opportunity to compete in 'Tournament of the Minds'.
- Music, Dance and Acting skills are all valued in the full scale bi-annual College Musical. Auditions are held during term one. We also have student Art Exhibitions and regular performances at Assemblies.
- Many local, state and national writing competitions which are all advertised in the Newsletter.
- Interschool debating for Years 7, 9 and 10. Teams are organised in term one. The Year 9 inter class competition is held later in the year.
- Watch for "On Your Soapbox" in term one and poetry reading in term two, which are advertised in English classes, in the bulletin and on the Newsletter. Some 'soapboc' students go onto the statewide "Rostum Voice of Youth" and Parliament of Youth.
- Library Trivia Quizzes
- Host a Japanese or German visitor during the annual exchange visits with our Sister Schools, or even travel to Japan or Germany yourself.
- There are leadership opportunities avaliable at every level. They include the Student Representative Council, Sports Captains, Technology Captains, Bus Captains, Cross Age Tutoring, Senior Tutoring, Peer Support Program and eventually Collage Captains.
- Learn an intrument. Join a band or even choir. Take part in the Dandenong Ranges Schools Eisteddfod and the many performance oppurtunities avaliable.
- Join a club or committee – magazine, readers and reviewers, science club, computer club, chess club, debating, and others such as the many sporting teams (short term and long term)… or even get into student politics with the SRC and even the College Council.
- Become invovled in the camps and excursions on offer such as the VCE Central Australia Trip (bi-annual), Year 9 outdoor education camps, Year 7 orientation camp, lifesaving camp, and the Year 8 Canberra tour.


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Interview with Heather
What is your name, age and how long have you lived in Tarragona? Which part of Tarragona do you live in ?
My name is Heather Ashdown, I´m 43 and I´ve been living in Altafulla, a small coastal town in the Tarragona region for the last twelve months.
Why did you move there?
I had been coming here on holiday for 30 years so it all felt very familiar. During a recent family holiday my husband and I were offered work and it just seemed to good an opportunity to pass up. We wanted a more family-orientated lifestyle and were ready for a different kind of challenge. Our daughter was just at the right age to start year one of primary school here. After much discussion we decided to rent out our house in the UK and take the plunge!
What is the area like where you live?
We live in the old quarter of the town which is a hub of activity all year round. We have a thriving high street, shops, banks, health centre, dentist, cafes and lots of local services. There is a large supermarket on the main road out of town in addition to a cinema, bowling alley and soft play centre for kids. There are about 5,000 inhabitants and this triples each summer with tourists and second home owners from nearby cities. The beach is long and sandy, sea shallow for a good stretch so safe for little children to paddle. There are a number of green spaces and play areas for children. In addition, the town has a fascinating history, a real sense of community and is well connected by rail and bus to other towns and cities along the Costa Dorada, 10 mins to Tarragona and just over an hour to Barcelona by train.
What nationality are you and your partner?
Both of us are English.
How many children do you have, what are their names and when were they born?
We have one daughter aged seven called Anabel, born in 2004.
What was your experience of relocating to Tarragona with children (if relevant)?
Prior to the move our main concern was our daughter´s education and whether she would settle. In fact she has adapted brilliantly. We made an initial trip to visit all the schools in the area. We opted for a small local primary, El Roquissar in Altafulla. There were only 15 kids in her year and Anabel received a fair amount of extra support. She has also made friends within the area and feels very much part of the town community. Her school day is all in Catalan which at first was difficult as she spoke only a little Spanish. I was enrolled in Catalan classes too so I could help her with homework and actively participate in school meetings etc. We put in a lot of hours rote learning vocab and reading every night, joined our local library and tried to use fun websites, vocab games and songs as well as the Catalan kids channel to help with the language.. It took about two terms before she could express herself but after 12 months she is amazing. I would recommend getting involved in school life as far as you can, making an effort with other parents, encouraging play dates and accepting as many birthday party invitations as you have the stamina for! It was important to appreciate that school was tiring for Anabel though and not to push too hard. It is important to make family time to do lots of fun things once lessons are over.
Do you work and if so what do you do?
We are both English teachers at the local language school, The Little School. We have different timetables so fortunately we can manage our own childcare. Most of the English speaking community here either teach English or run their own businesses, many have been here for over 20 years. Once here, opportunities often arise from your network of personal contacts.. There are numerous private language schools in nearby Tarragona and a few in neighbouring towns such as Torredembarra and Creixell. Having the CELTA qualification helps to find work in EFL and it is a definite advantage to be able to speak Spanish or Catalan. Work isn´t particularly well paid in comparison with British salaries and you might want to pay voluntary national insurance contributions in the UK in addition to those automtically paid into the Spanish Social Security system.
Did you buy or rent your property? How did you find the process?
We are renting a small house here. I used the internet initially from the UK and signed up with various estate agents, receiving updates of properties in the area withing my price range. It was a very useful way of finding out about the rental market. However it can be tricky to rely on photographs as there is nothing to beat walking around a flat, house or neighbourhood to get a proper feel for the place. As luck would have it, a contact here tipped me off about the availability of a house in an area I was familiar with and we contacted the owner directly. It has been quite straight forward. We have a standard rental contract and paid two months rent in advance as a deposit. Our employer was our referee. This house is furnished and the bills (electricity and water as gas isn´t mains, you buy cyclindesr called bombonas from local supplier) are a lot less than in the UK with the exception of the internet connection which is more expensive. Find out what heating the house-flat has and whether there is an existing phone line. We have a wood burning stove which is pretty common here but bought storage heaters for additional warmth in winter. You may need to pay a community charge for general cleaning of communal areas, shared gardens or pools in addition to rent. Get a contract.
How well integrated would you say you and your family are?
We are becoming steadily more integrated in community life here in our town. It really helps having a child at a local school as you get to know people more easily. It also helps enormously that we work locally and people know us around town. I would highly recommend joining local groups, and langauge classes. We go to weekly Catalan classes and have met some great people there.. It is good to meet others who are just settling in too and to share experiences. It can be isolating when you are new and don´t yet speak the language well. If you have a positive attitude and want to emerse yourself in local life, people seem generally happy to point you in the right direction.
What language do you speak to your children?
We speak mainly English to our daughter at home, although we speak Spanish and Catalan when interacting with others as our neighbours are pretty much all local. We watch Spanish and Catalan TV together, play DVDs in English and read in all three languages.
What is your impression of childcare and education in Tarragona?
It took a while for us to understand how the education system works here. It was fairly straightforward to register our daughter for school but we had to learn how the system worked once she was in it. At first it all seemed a bit chaotic and noisy. Information wasn´t always easy to interpret and communication with individual teachers a bit of a lottery. Sometimes we felt expectations were too high and the individual child wasn´t taken into account. By Easter we understood what was expected of us and what we could expect in return. Kids do get a lot of homework and many kids do after school activities. Our daughter was exhausted just by the end of the school day so we didn´t push anything else. Parents receive termly reports and we also had two parents meetings last academic year. There is a general atmosphere of informality in our school which doesn´t mean things are less professional. Children refer to teacher and head by first names and don't wear uniforms and there is less emphasis on rules. Families are encouraged to attend a variety of events each year. On a practical level, before autumn term parents are expected to buy all text and exercise books and other materials which can cost more than 200 euros in total. In addition you may pay the school an annual fee for materials and membership of the parents association. This latter group El AMPA provide a welcome and activity area for early drop offs and organise school lunches and monitors in addition to after school clubs and summer holiday clubs. Both of our local primaries are ´green schools´ children are actively encouraged to be environmentally aware. Our students spend time in the school alotment and bring home the produce. The subject range was good and we were satisfied that Anabel was learning. Recent cuts in Education have reduced the controversial six hour day to five. It remains to be seen if this change will have any serious impact.
What do you think are the main advantages and disadvantages of being a parent from the International Community living in Tarragona?
The advantages include simply living in such a beautiful area with a mild climate year round. You have access to coast and countryside and towns and cities by local transport or car. Reus airport is half an hour away for international flights. We get the beach to ourselves out of season for walks and spend much time outdoors so feel fitter in general. There is definitely more emphasis on time spent as a family. We love the sense of community and the way all of us are encouraged to participate in town events, bringing people of all ages together. There are fiestas and local celebrations of all types all year round and there is such a sense of pride in the town and region in general, it cannot fail to inspire. Children are adored and this has to have a positive effect on their self esteem. We all have more time to do what we enjoy most and stress levels have reduced considerably in addition to the number of colds we have per year. Disadvantages perhaps chiefly centre on a certain lack of job security, poorer salaries and career prospects s in general. You need to obtain accreditation in Catalan to access work in certain fields naturally. These are things one adapts to and you have to be a bit resourceful. We do live a simpler life here. We feel richer for it.
How welcoming were the locals when you arrived in Tarragona?
Generally speaking everyone here has been very welcoming, from neighbours, work colleagues and fellow parents at our daughter´s school to the shopkeepers and town hall clerks! We found everyone to be very helpful and accepting of us.
Would you say your area is family-friendly and is there anything you think would improve children´s lives where you live?
This area is very family orientated and there is excellent provision for children in terms of nurseries, primary and secondary schools, health facilities and after school clubs and sports groups. There is a small local library in the town although more activities and services are provided in nearby Torredembarra library along the coast. During the summer holidays there is a municipal open air swimming pool which holds swimming lessons at various levels which are quite economical. We would like an indoor swimming pool for the winter although there is a good sports centre and stadium here. There is no sixth form college for post 16s education, so local kids bus to Tarragona or Torredembarra. Perhaps there could be a few more parks with green spaces and gardens rather than just sand under the play equipment. A local register of child minders would be useful and some informal toddler groups. A market or opening for second hand children´s clothes, shoes, books, toys and other equipment may take off although the locals are a bit disparaging about the concept of used items! There are many community groups which admit people of all ages such as the Castellers, Bastoners etc.
Are you able to recommend to other MumAbroad members in the area any local services (home delivery, plumbers, dentists, babysitters etc) or any activities, restaurants or shops for children in the area?
Planet Magic. Indoor activity centre with a variety of fun inflatibles and bouncy castle type attractions with soft play area for younger kids. One off visits or available for birthday party hire. Just off the main road from Tarragona to Altafulla near Eroski supermarket. www.planetamagic.com
Altafulla library, currently open Mon to Friday from 4 to 8pm. Free membership, books in Catalan and Spanish for children, local press and PCs for public use with internet access. http://bibliotecaltafulla.blogspot.com/
Torredembarra library. Meeting venue for a variety of groups in addition to having up to date facilities for the public www.torredembarra.cat/categorias/index/biblioteca/706/adreces-i-horaris
Altafulla Dance centre with children´s classes located on the main road Carretera Marqués de Tamarit www.allegro.cat/inici/inici.php?lg=es
Horseriding Centre in Torredembarra with children´s groups competitions, pony club and horseriding centre for all ages, holds regular gymkanas. English spoken. www.hipicacet.com/contacto
Swimming classes in summer only at Altafulla municipal pool, contact the Town Hall in June
Also open to the public from June to September with a good café and boules area under pine trees Piscina Municipal, Carrer de l' Alcalde Pijoan, telf : 977652110
Altafulla Town Hall A wealth of information and place to register your arrival in the town. Located in the old quarter in the Placa del Pou , its website is a good port of call www.altafulla.cat
Bastons group, Bastons is a variety of folk dancing with sticks and there are groups of different ages who practice one or two Sundays per month and then perform in local and regional events. http://www.bastonsaltafulla.es/Ball_de_Bastons_dAltafulla/Inici.html
Castellers group Castellers meet and practice regularly, perform in local and regional fiestas and also do other fun things together such as excursions and picnics http://www.castellersaltafulla.cat/
Regal y Paper, Excellent stationary, school supplies, card, gift and book shop, will order school books Carrer M. Miquel Amoros, 5 Altafulla – 43893, Telefono - 977 652 267
Port Aventura. Afunfair and aquapark in nearby Salou on the other side of Tarragona and accesible by train from the city, with themes for all ages and special events at Hallowéen, Christmas and during the Summer holidays. New Sesame Street themed section for younger children. www.portaventura.co.uk
Yoga, dance for children, Altafulla, Alternative health centre, shop and practice rooms, see their programme online Dansa Per A Nens www.alnatur.org/index.php?...ALNATUR 977651549
Language classes for children, English classes for children from aged 3 onwards and adolscents of all ages from October June with intensive courses, revision and fun activities in July and August. Cambridge accreditation, The Little School http://thelittleschool.cat/english.htm
Castellani Dentists Altafulla, children´s dentist available and family treatment schemes. Calle Mossen Miquel Amoros, 12, 43893 Altafulla 977 651 433. Some English spoken.
Health Centre Altafulla, CENTRE ASSISTÈNCIA MÈDICA ALTAFULLA telf. 977 656007
Altafulla Music School Escola de Música, singing and musical instrument instruction. Carrer de Sant Antoni Abad, 11, telf : 977652060
Costa Dorada Restaurant, Altafulla Barrio Marítimo, Carrer Mestral, special children´s menu available and some British dishes available. English spoken.
Parks and Botanical Gardens, Parque Sama open all year round in Tarragona region between Cambrils y Montbrio del Camp with lake and aviary, interesting flora, fauna, follies and pony cart rides. www.parc-sama.es/parc_sama_esp.html, and www.parc-sama.es/tickets.html for ticket sales and opening times.
Cycling Club with children´s group, Penya ciclista infantil www.pcaltafulla.org
Athletes Group Altafulla, the penya infantil can be contacted via www.atletes.nireblog.com
Football Club, Altafulla has a good football stadium and team. www.altafullacfS.com
Sailing Club, www.clubmaritimaltafulla.com, this complex also has tennis courts for hire in addition to sailing, watersports and kayak classes and boat hire.
Table Tennis club: firstname.lastname@example.com
Cinema, situated to the back of Eroski supermarket along the main road Ctra Nac 340, Km. 1.173 Centro Lúdico Les Bruixes. Altafulla, 43893, Teléfono:
977651422. Films shown in only Catalan or Spanish.
International Cinema Festival of Tarragona, takes place April-May and shows some English films in original language as well as short animations etc. http://rec11.festivalrec.com/
Bowling Alley, situated alongside the cinema at the Bruixes leisure complex http://www.bowlingdiverland.com/altafulla.html
Fiestas in Tarragona, For the local listing of events in Tarragona including late September´s week long celebration of Santa Tecla see www.tarragona.cat/lajuntament/conselleries/cultura/festes/
Go Karts, a well established go kart track can be found off the main road between Altafulla and Torredembarra near the roundabout towards Campings Eulalia and Don Quixote www.kartingaltafulla.com/
Water Park, near La Pineda beach Tarragona region http://www.costa-dorada.aquopolis.es/en/water-park-tarragona
Adult Education Centre Altafulla, Tel 977651671. Carrer de l´onze de septembre Email firstname.lastname@example.com
El Hort de la Sínia (Parque Agroecológico del Baix Gaià) guided tours available, find out about solar energy, alotment gardening, bee keeping and fruit tree cultivation.
Associació Mediambiental La Sínia
C. de Dalt 45 Altafulla 977 652 212 655 486 115
www.siniadelgaia.com sinia@siniadelgaia.
Environmental Activities on Conservation beach at Cal Bofill, los Muntanyans. Guided tours available to find out more about projects on this beach conservation area. Patronat Municipal de Turisme de Torredembarra Av. de Montserrat 28, baixos Torredembarra 977 644 580 977 644 294 www.torredembarra.org firstname.lastname@example.com firstname.lastname@example.com
Walking with children, The Nature Reserve trail at the Tamarit end of Altafulla encompasses the fertile banks of the River Gaia with plaques indicating interesting wildlife and plants to be seen on route and the Eco centre Hort de la Sinia along its path, terminating at the Tamarit end of Altafulla beach. See walking signs on opposite side of main road from Eroski supermarket or follow the trai from the beach. There are other paths to the village of Ferran, Nou de Gaia and Riera de Gaia from the Ronda de Altafulla back of Eroski and from the high point at the back of the Hermitage of San Antonio which also has a picnic area.
Ebro Delta Walking Tours (some suitable for families with children over 5), nature walks through the River Ebro Delta region of Tarragona http://www.creuersdeltaebre.com/ca/activitats.html
Tarragona museums and monuments
Tarragona has several museums including the Archaeological and History museums. www.museutgn.com There are also many annual events under the heading Tarraco Viva, reenactments of famous historical events in the city which has a fascinating history and many Roman remains. www.tarracoviva.com/el_festival_roma_de_tarragona.php
The Roman Amphitheatre in Tarragona. This fabulous monument is well worth a visit, free entry for under 16s and less than 3 Euros for adults. See www.tarragona.cat
What advice would you give for anyone having a baby or thinking of relocating to Tarragona with children?
The Tarragona region is made up of many small and large towns as well as the chief city itself. Each has its unique selling points.It is a good idea to visit coastal towns off season to get an idea of where to live, as beachside apartments may not seem as cosy in January. We found it helpful to visit local schools and estate agents in person. Whereever you are in the region, joining a Catalan class is a good idea. Adult Education courses inCatalan or Spanish last 8 months from October to May and are reasonably priced. A crash course prior to arrival helps too. If possible give children a foundation in Catalan or Spanish before you are due to come over as this will help them cope with school and to make friends. I would recommend using local nurseries (llars d´infants) and schools (ceip-escolas primarias)so that you instantly become part of the community while helping your child to integrate at the same time. We found it helpful to stock up on children´s clothes, English language books and next size up shoes and trainers in the UK prior to moving here as these items are more expensive here.
What couldn´t you live without in Tarragona?
A patio or garden. We make the most of our outdoor room for meals and cultivating fresh herbs and salad veg. At night it is wonderful to be able to sit out star gazing, with a chorus of cicadas!
What could you live without in Tarragona?!
Tiger mosquitoes!
Sept 2011

subset: commoncrawl


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Game day in Montreal allowed members of the Raptors organization to reach out to the community and make a difference in the lives of some great fans.
First up was the Raptor and members of the Raptors Dance Pak paying a visit to patients at Montreal Children's Hospital.
Meanwhile, over at the Bell Centre, some local coaches affiliated with Basketball Québec were able to sit in on the morning shootaround and see how head coach Dwane Casey and his staff prepare for the evening's matchup against the Knicks.
"The first thing you get […]View Post...


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Patients and visitors
Café Vienne Room 341
Sunlit windows provide a welcoming atmosphere at the Café Vienne where you can purchase meals, snacks and beverages. Some of the profits support the hospital's mission.
Monday to Friday 7:00 to 19:00
Saturday, Sunday and holidays 8:30 to 14:30
Clinical Trials Studies
The Clinical Research Unit administers clinical trials studies of new drug therapies and treatments to assess their effectiveness. These studies are sponsored by pharmaceutical companies or by government agencies, and are conducted by physicians. Each clinical trial follows a strict protocol and begins only after extensive tests show that experimental drugs are safe for human use. Patients may ask their physician about clinical trials studies relevant to their condition. All patients receive quality care whether or not they choose to take part in clinical trials studies.
Family Waiting Rooms Rooms 346, 438
and 445
Families and friends are welcome to use the family waiting rooms on the third and fourth floors. These rooms are furnished for your comfort; some have TV sets and kitchenettes.
Friends of the
Neuro and Volunteer Services
For a quarter of a century, the Friends of the Neuro, a non-profit group of dedicated volunteers, has raised money for the hospital and helped patients and their families. The Friends purchase hospital equipment, fund bursaries for nurses, support the Patients' Committee, and do much more. Friends of the Neuro can be seen in their navy blue coats offering useful items for sale in the hospital. Telephone: 514-398-1923
Neurological Day Centre Room
Patients who need a treatment or procedure but do not need to be hospitalized are seen at the Day Centre. Day surgery is also performed in this quiet, comfortable setting. Patients are referred to the Day Centre by their physician. Telephone: 514-398-1986
Neuro-Patient Resource Centre Room
The Neuro-Patient Resource Centre provides information about symptoms and treatment of many neurological diseases and disorders in adults and children. You may drop in to pick up brochures and to consult books and videos, or send in questions by email. The Centre has a computer available for patients and their families.
|Monday to Friday 9:00 to 12:00, 13:00 to 16:00
|Web Site:
Occupational and Physiotherapy Rooms
224 and 232
With the goal of improving independence, occupational therapists (OTs) evaluate a patient's physical and cognitive capacities, and ability to perform activities of daily living such as feeding, dressing, bathing, cooking, driving, and managing medication or finances. Physiotherapists (PTs) help patients maintain their mobility and independence, and evaluate patients for strength, balance and mobility. OTs and PTs assist with the rehabilitation of patients challenged by disease or injury, make recommendations on assistive devices and help plan for discharge from the hospital. Telephone: 514-398-4640
Hospital staff strive to provide the best care for each patient but occasionally a patient is not satisfied. The Ombudsman will address patients' concerns and help resolve any complaints. In Quebec, the Ombudsman is the only one allowed by law to respond to a patient's complaint. Telephone: 514-934-8306
Patients' Committee
Patients' Committee volunteers greet newly hospitalized patients to answer any questions and visit them during their stay to provide friendly support. Committee members wear bright yellow coats and offer to help patients in many ways. Patients may also receive visits from Royal Victoria Hospital volunteers. Telephone: 514-398-5358
Pre-admission Clinic
Many patients who will be hospitalized for surgery are seen at the Pre-admission clinic. The clinic may contact patients about their surgery date and arrange for patients to complete any tests prior to surgery. Telephone: 514-398-1529
Physicians may order x-rays, CT scans and MRI scans which can be done at the hospital. Outpatients need a physician's referral for these services.
|514-398-1910 for CT scan
|514-398-8510 for MRI scan
|514-398-1909 for x-rays
Registration Office Room
Patients must have a hospital card for their appointment with a physician or clinic. To obtain a hospital card, patients need to present their provincial health card at the Registration Office.
|Monday to Friday 7:30 to 15:30
Security, Lost and Found Main Lobby,
Security Desk
Security staff is available 24 hours a day. Lost and found items can often be claimed at the Security Desk.
Social Services Room
Social workers help reduce stress related to illness and hospitalization by explaining the hospital system and helping patients to communicate with the health care team. Services include short term counseling, planning for discharge from the hospital and locating community resources. Patients and their families may contact Social Services. Telephone: 514-398-1916
Speech Language Pathology Room
Speech pathologists assess speech and language function, and provide therapy for patients with related disorders. Patients are referred to this service by a physician. Telephone: 514-398-8902
Spiritual Services
Anyone seeking spiritual and emotional support in times of stress or grief may call on Spiritual Services whose chaplains help people regardless of their religion. Chaplains are in the hospital every day or can be contacted at any time by the patient's nurse.
|In hospital hours:
|Monday to Friday 8:00 to 20:00
|Saturday, Sunday and holidays 8:00 to 16:00
|Office hours:
|Monday to Friday 8:00 to Noon
|514-934-1934, extension 34163
Wheelchair Accessible Washrooms
Accessible washrooms are on the first floor in the Jeanne Timmins Foyer.


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Eastern District position became open when longtime U.S. Attorney Jim Letten resigned in December after two top deputies became embroiled in a scandal that threatens to undermine some of his biggest cases.
U.S. Sen. Mary Landrieu is recommending New Orleans native Kenneth Polite Jr. for the position of U.S. Attorney in the Eastern District of Louisiana.
President Barack Obama will consider the suggestion and make the appointment.
The position opened up in December when longtime U.S. Attorney Jim Letten resigned in the aftermath of a scandal in which two of his top deputies admitted to making anonymous online comments, conduct that now threatens some of the district's biggest corruption cases.
Landrieu's press release is below:
"In no other place in America have people demonstrated a greater strength, resiliency and drive to remake their lives than those living here in New Orleans and the surrounding parishes," said Landrieu. "For the region to continue to build and thrive, it is imperative that we have a strong and proven crime fighter to protect the citizens of the Eastern District and root out corruption where it exists so that New Orleans remains the entrepreneurial capital of the nation.
"Mr. Polite is part of the next generation of dynamic leaders who are committed to ushering in that change. He believes in the potential of our region and understands that establishing and nurturing the public trust will be critical to this effort. His legal experience and years as a prosecutor, combined with his stellar academic credentials, quickly elevated him to the top of an impressive field of candidates. I am delighted to recommend him as the next U.S. attorney for our state's Eastern District."
Throughout his career as a federal prosecutor, criminal defense attorney, and corporate litigator, Mr. Polite's experience includes jury trials, internal investigations, regulatory and administrative proceedings, and extensive motion practice. A New Orleans native, Mr. Polite currently serves as an attorney with Liskow and Lewis, where he practices in the areas of business litigation, appellate advocacy, government investigations and white-collar criminal defense. Prior to joining Liskow, Mr. Polite served as an Assistant U.S. Attorney for the Southern District of New York, where served as lead counsel in numerous investigations and prosecutions of federal criminal offenses, including bribery, extortion, narcotics trafficking, money laundering, and identity theft. In addition to several jury trial convictions in the areas of public corruption and organized crime, Mr. Polite's experience as a federal prosecutor includes successfully briefing and arguing several cases before the Second Circuit Court of Appeals. Prior to serving as an Assistant U.S. Attorney, Mr. Polite practiced for six years in the New York office of Skadden, Arps, Slate, Meagher & Flom LLP. A graduate of Harvard University, and cum laude graduate of Georgetown University Law Center, Mr. Polite clerked for the Honorable Thomas L. Ambro, Circuit Judge, United States Court of Appeals for the Third Circuit.
Mr. Polite represents a true success story for the city of New Orleans. He was born at Charity Hospital to teenage parents, reared during his early childhood by family and caregivers in the Calliope and Lafitte housing projects, and raised in the Lower Ninth Ward. Despite their humble beginnings, Mr. Polite's family taught him that education would be the only path out of poverty. Following his formative years at Epiphany Elementary School, Mr. Polite attended De La Salle High School in New Orleans, where each year he won a competitively-awarded full academic scholarship. Among his numerous distinctions and awards, Mr. Polite was named Student Body President, Louisiana Boys State Governor, and Class Valedictorian, the first African-American to attain that distinction in the school's history.
Mr. Polite is active in the local community, serving in leadership positions for a variety of regional organizations, including the New Orleans Public Belt Railroad Commission, Breakthrough New Orleans, the Louisiana State Civil Service Commission, Young Leadership Council, the Pro Bono Project, and the New Orleans College Prep Charter School.
Sen. Landrieu's recommendation of Mr. Polite quickly garnered the support of well-regarded members of the regional community, including:
Boysie Bollinger, President and CEO of Bollinger Shipyards: "Kenneth Polite has all of the necessary qualifications, background and experience to do a terrific job as the next U.S. Attorney for the Eastern District of Louisiana. Senator Landrieu has made an excellent choice."
Edgar "Dooky" Chase III, Local Attorney and Dillard University Professor: "Senator Landrieu's nomination of Attorney Kenneth Polite as U.S. Attorney for the Eastern District in New Orleans is an assertive and responsive choice to the continuing need to fight crime of all kind in our community."
Rafael Goyeneche III, Managing Director/President of the Metropolitan Crime Commission: "Kenneth Polite possesses all the tangible attributes both personally and professionally that make him a qualified candidate for this appointment. However it is Ken's intangibles that include leadership ability, communication skills and his desire to serve that set him apart."
Rev. Fred Luter Jr., Pastor of the Franklin Avenue Baptist Church and President of the Southern Baptist Convention: "Kenneth Polite is the right person, at the right time, for the right job. He has the moral compass, intellect and wisdom to represent the United States and the citizens of the Eastern District of Louisiana with great humility and a steadfast commitment to justice for all."
Newell Normand, Jefferson Parish Sheriff: "Kenneth Polite has the experience, maturity and skill set necessary to effectively lead the U.S. Attorney's Office for the Eastern District of Louisiana. Equally important, he has a temperament that will make it easy for him to work successfully with state, local and federal agencies as well as community leaders. I congratulate Senator Landrieu on her choice."
Harry Rosenberg, former U.S. Attorney for the Eastern District of Louisiana: "Having had the privilege of serving as U.S. Attorney and working with many other U.S. Attorneys, I have a sense of the challenges and needs of that office. After working with Kenneth for a number of years, I am confident that upon confirmation he will be a true asset for federal law enforcement and the public."


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It's time to put on some working clothes and roll up your sleeves.
Earth day Community wide clean up takes place this Saturday (April 25). Those who want to take part in the clean up will meet at the Big Rapids City Hall at 9 a.m. At that time, garbage bags, gloves and refreshments will be provided to students and faculty who are invited to participate in the effort.
There's more to this, however. There will be $50 rewards given to the top five groups that bring back the most garbage.
The event starts at 9 a.m. and is scheduled to run until noon on Saturday (April 25).
For more information, contact Terry Harper at (231) 591-2279 or via e-mail at email@example.com.
Tuesday, April 21, 2009
Earth Day Clean Up ... We Only Have One Earth
Posted by Sandy Gholston at 9:34 AM
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USDA Rural Development works in partnership with the private sector, local governments and
community-based organizations to provide financial assistance and
business planning. It also provides technical assistance to rural
businesses and cooperatives, conducts research into rural economic
issues, and provides cooperative educational materials to the
Rural Development Business Programs help fund projects that create or preserve quality jobs,
encourage renewable energy/energy efficiency and promote a clean
rural environment. USDA financial resources are often leveraged with
those of other public and private credit source lenders to meet
business and credit needs in underserved areas. Recipients of these
programs may include individuals, corporations, partnerships,
cooperatives, public bodies, nonprofit corporations, Indian tribes
and private companies. Rural Development Business Programs include
Business and Industry Guaranteed and Direct Loans, Intermediary
Relending Program Loans, Rural Business Enterprise Grants, Rural
Economic Development Loans and Grants, Rural Business Opportunity
Grants, Renewable Energy/Energy Efficiency Grants and Guaranteed
Loans, and Rural Cooperative Development Grants.
USDA's Cooperative Programs
help rural residents form new cooperative businesses and improve the
operations of existing cooperatives (user-owned businesses). To
accomplish this, Cooperative Programs provides the technical
assistance to cooperatives. Value Added Producer Grants (VAPG) are
made to agricultural producers for planning and working capital for
innovative methods that add value to agricultural production.
Business and Cooperative Contacts:
Jesse T. Risher, Program Director
1835 Assembly Street, Suite 1007
Columbia, SC 29201
Phone: (803) 765-5881
Email: email@example.com
Douglas Dunkelberg
Business and Industry Specialist
1835 Assembly Street, Suite 1007
Columbia, SC 29201
Phone: (803) 765-5533
Email: firstname.lastname@example.com
Shannon Legree, Specialist
Energy Programs
1835 Assembly Street, Suite 1007
Columbia, SC 29201
Phone: (803) 253-3150
Email: email@example.com
Debbie Turbeville, Specialist
Agricultural Marketing Specialist
215 Third Loop Road, Suite 100
Florence, SC 29205
Phone: (843) 669-9686 ext. 133
Email: email@example.com
Helpful Links:


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Evaluation of a Midhumeral Block of the Radial, Ulnar, Musculocutaneous and Median (RUMM Block) Nerves for Analgesia of the Distal Aspect of the Thoracic Limb in Dogs.
Summary of "Evaluation of a Midhumeral Block of the Radial, Ulnar, Musculocutaneous and Median (RUMM Block) Nerves for Analgesia of the Distal Aspect of the Thoracic Limb in Dogs."
Objective: To evaluate a technique for midhumeral peripheral nerve blockade in the dog. Study Design: Cadaveric technique development; in vivo placebo-controlled, prospective crossover study. Animals: Canine cadavers (n=38) and 8 clinically healthy, adult hound dogs. Methods: A technique for peripheral block of the radial, ulnar, musculocutaneous, and median nerves (RUMM block) was evaluated using cadaver limbs. Eight purpose-bred, research dogs were anesthetized; a RUMM block was performed on each thoracic limb. One limb from each dog randomly received 0.5% bupivacaine and the opposite limb was assigned to receive sterile saline solution as a control. After recovery from anesthesia, skin sensation at selected dermatomes was evaluated for 24 hours using a mechanical stimulus. Weight-bearing, conscious proprioception, and withdrawal reflex were also evaluated. One month after initial testing, each dog was reanesthetized and each limb received the opposite treatment. Results: Sensory thresholds were significantly increased over baseline measurements when compared with control limbs for all nerves. Complete sensory block was achieved in radial (15/16), ulnar (3/16), musculocutaneous (8/16), and median (11/16) nerves, using a mechanical stimulus of analgesia. Complete simultaneous block of all nerves was only obtained in 1 of 16 limbs. Conclusion: RUMM block resulted in desensitization of the skin in the associated dermatomes for 4-10 hours. Complete sensory block of the dermatomes supplied by the radial nerve was most consistent. Clinical Relevance: RUMM block may be an effective technique to provide adjunctive analgesia for dogs undergoing surgery of the distal aspect of the thoracic limb.
Comparative Pain and Orthopedic Research Laboratories, College of Veterinary Medicine, North Carolina State University, Raleigh, NC.
Journal Details
This article was published in the following journal.
Name: Veterinary surgery : VS : the official journal of the American College of Veterinary Surgeons
- PubMed Source: http://www.ncbi.nlm.nih.gov/pubmed/20673276
- DOI: http://dx.doi.org/10.1111/j.1532-950X.2010.00712.x
PubMed Articles
Influence of ulnar translation of the radial shaft in distal radius fracture on distal radioulnar joint instability.
It has been reported that the distal interosseous membrane (DIOM) of the forearm constrains the dorsal dislocation of the distal radius. A residual ulnar translation deformity of the radial shaft in d...
Accessory superficial ulnar artery: a case report.
Variations in the arterial system of the upper limb have been well documented. A thorough knowledge on variations of arteries of upper extremity is necessary during performance of vascular and reconst...
Incidences and Clinical Implications of Communications between Musculocutaneous Nerve and Median Nerve in the Arm - A Cadaveric Study.
Variations such as communications between median nerve and musculocutaneous nerve or in their abnormal branching pattern constitute a major concern in clinical and surgical field. Knowledge of these v...
Anatomical Localization of Lister's Tubercle and its Clinical and Surgical Importance.
The dorsal tubercle of the radius, once called Lister's tubercle, is used as a landmark in wrist arthroscopy, wrist joint injections, and similar surgical and clinical procedures. However, there is no...
Inhibitory Effect of Acupuncture on Vibration-Induced Finger Flexion Reflex in Humans: Comparisons Among Radial, Median, and Ulnar Nerve Stimulation.
Vibration-induced finger flexion reflex (VFR) is inhibited with acupuncture to TE 5 or LI 4 at the skin innervated by the radial nerve.
Clinical Trials
Ulnar Nerve Block for Procedural Anesthesia - Wrist Versus Palm
Ulnar nerve blockade is necessary for sensory anesthesia and analgesia in the hand during minor procedures. The course of the ulnar nerve in the forearm, wrist, and hand is predictable and...
Trial Comparing the Incidence of Steal Syndrome in the Two Types of anTEcubitaL Fossa Arteriovenous fistuLa AVF
Background: Arteriovenous fistula (AVF) is a form of vascular access for haemodialysis. An AVF is normally created at the level of the wrist, but occasionally it is created in the elbow w...
Prospective Evaluation of Reverse End to Side Anterior Interosseous Nerve to Ulnar Nerve Transfer for Severe Compressive Ulnar Neuropathy at the Elbow
Ulnar nerve compression at the elbow is a common problem and can significantly affect hand function in severe cases. The current, standard treatment is Ulnar nerve decompression with or wi...
Evoked Fields After Median and Ulnar Stimulation
In order to be able to study the effects of evoked fields with magnetoencephalography (MEG) in two groups of patients, comparison is made with a group of healthy volunteers.
Efficacy of Median Nerve Block Performed Using Echographic Guidance
Observational study of the efficacy of median nerve blocks performed using echographic guidance in patients presenting with or without carpal tunnel syndrome.
Medical and Biotech [MESH] Definitions
Brachial Artery
The continuation of the axillary artery; it branches into the radial and ulnar arteries.
Median Neuropathy
Disease involving the median nerve, from its origin at the BRACHIAL PLEXUS to its termination in the hand. Clinical features include weakness of wrist and finger flexion, forearm pronation, thenar abduction, and loss of sensation over the lateral palm, first three fingers, and radial half of the ring finger. Common sites of injury include the elbow, where the nerve passes through the two heads of the pronator teres muscle (pronator syndrome) and in the carpal tunnel (CARPAL TUNNEL SYNDROME).
Musculocutaneous Nerve
A major nerve of the upper extremity. The fibers of the musculocutaneous nerve originate in the lower cervical spinal cord (usually C5 to C7), travel via the lateral cord of the brachial plexus, and supply sensory and motor innervation to the upper arm, elbow, and forearm.
Ulnar Artery
The larger of the two terminal branches of the brachial artery, beginning about one centimeter distal to the bend of the elbow. Like the RADIAL ARTERY, its branches may be divided into three groups corresponding to their locations in the forearm, wrist, and hand.
Ulnar Nerve Compression Syndromes
Ulnar neuropathies caused by mechanical compression of the nerve at any location from its origin at the BRACHIAL PLEXUS to its terminations in the hand. Common sites of compression include the retroepicondylar groove, cubital tunnel at the elbow (CUBITAL TUNNEL SYNDROME), and Guyon's canal at the wrist. Clinical features depend on the site of injury, but may include weakness or paralysis of wrist flexion, finger flexion, and ulnar innervated intrinsic hand muscles, and impaired sensation over the ulnar aspect of the hand, fifth finger, and ulnar half of the ring finger. (Joynt, Clinical Neurology, 1995, Ch51, p43)


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