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Yes! Lisbon Hostel
Brand New Hostel!!
Yes! Lisbon Hostel Introduces a new standard of quality for hostels;
It features a brand new incredible set of services and facilities in a fully refurbished building in Lisbon's most perfect location, right by the main square: Praa do Comrcio! Believe us, the location cant get any better.
We made sure it fits both party people as well as families, because the fun and sleeping areas are well contained and separated to make sure you have a good night's sleep.
Behind Yes! Lisbon Hostel is an experienced hostel owner who made sure everything that a modern backpacker and traveler could desire and more is available! You won't believe some of ours perks but to name a few:
- AC in EVERY room! (Lisbon can be a hot city)
- Free Internet + WiFi in all floors
- Professional kitchen for the guests use!
- Free huge Lockers
- Free Towels and linen
- Free Movies and parties every night
- Our own bar/Lounge on the ground floor!
- Private bathrooms available on every floor.
Book now to experience the unique atmosphere.
See you soon!
Availability & RatesTo view availability and prices please select dates and click 'Update Dates'
Hostel Facilities & Policies
- 24 Hour Reception
- 24 Hour Security
- Adaptors
- Air Conditioning
- Bar
- Board Games
- Book Exchange
- Breakfast Not Included
- Cable TV
- Café
- Common Room
- Credit Cards Accepted
- DVDs
- Elevator
- Free City Maps
- Free Internet Access
- Free WiFi
- Hair Dryers For Hire
- Hot Showers
- House Keeping
- Internet Access
- Key Card Access
- Self-Catering Facilities
- Laundry Facilities
- Linen Included
- Security Lockers
- Luggage Storage
- No Curfew
- Non Smoking
- Playstation
- Reading Light
- Restaurant
- Tea & Coffee Making Facilities
- Tours/Travel Desk
- Towels For Hire
- Washing Machine
Cancellation PolicyThis property has a 1 day cancellation policy. Failure to cancel within this time will result in a cancellation charge equal to the first night of your stay.
Must-Read Hostel InfoThis property has specific Terms & Conditions.
'According to Lisbon's new tourism legislation, an extra fee of 2 euro will be charged per person and per night up to a maximum of 7 euros'
Please note that if you booked with a debit card or PayPal, please warn us if you will be arriving more than two hours after your stated time of arrival.
Otherwise your booking will be cancelled and the beds released.
Please email or call us if you'll be arriving after midnight.
Towels available for 2 euro rental.
The famous Yes! dinners available every night, all included for a fair price.
Breakfast 3 euros
Pub crawls also available.
Tours to Sintra and Cabo da Roca all year long.
Daily morning Walking tours
Free shot at 11 pm.
If you have a group booking, we will always try our best to put you together in the same room, but keep in mind this is a hostel and that's not always possible!
There is a mandatory 5 Euro refundable deposit for the keys.
Bring your padlock!
We provide group dinners at the hostel around 21h for €10 including a starter, main dish and dessert plus three drinks of your choice.
Just ask on arrival about our famous dinner and tours!
Please note:
City tax not included in the price and must be paid upon arrival. The price is €2 per person per night.
DirectionsShow MapHide Map
Our location is the best in Lisbon - Save money walking everywhere.
Airport and Santa Apolonia, Oriente or Sete Rios bus and train stations:
Metro (1.40euro 40min)
Take the subway to Baixa/Chiado station, take the Rua do Ouro/Rua do Crucifixo exit. Once outside, go straight ahead, turn right on Rua Aurea. then left on the 3rd street; Rua de Sao Juliao, we are on number 148.
Aerobus (from Aeroport):
(3.5 euro 30min)
Exit at Pc. do Comercio stop and go back two streets down the same street (Rua Aurea) than turn right on Rua de Sao Juliao, we are on number 148.
By taxi:
(max 15 euro! 20min)
Never pay more than 15 euro! At the airport try catching one from the departures area instead of the arrivals as they are more reliable.
Located Near
Our location is simply the best in Lisbon! Save money walking everywhere.
We are near Praca do Comercio, Rua Augusta and Baixa Pombalina.
near de historical and comercial districts of lisbon, near the design museum.


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Friday, August 17, 2012
Eggplant Bruschetta
I think I have the worst luck with cameras...broken, again. I have been using my kids iPod, its fun. I enjoy the smallness of it. Anyhow, I made this tonight for dinner. It was really good. I usually don't get eggplant all that much. It's a weird vegetable, but a friend brought one over the other day. She thought it would be fun to see what I would cook for lunch with it. ( lunch was good too!)
I still had half of it my fridge so I thought I would use it up. This is super easy to make, and would make great sandwich filling mix. We ate this with a bowl of beet soup, I love summer!!
Eggplant Bruschetta
4 tbsp olive oil- more if it looks dry
1/2 large eggplant- peeled, small diced
2 cloves garlic-minced
1 small red onion- small diced
1/2 tsp sea salt
balsamic vinegar-splash
1/4 cup fresh chopped parsley
In a sauté pan ( I like to use my cast-iron) heat oil, add eggplant.
The eggplant is going to suck up the oil like sponge..so add more as needed.
Once is is soft add garlic and onion. Sauté for 7-10 minutes on low/medium heat.
season with salt, and a splash of balsamic. Remove from heat. Stir in parsley.
2 comments:
So sorry to hear about your camera! I hope it gets fixed soon.ReplyDelete
I love eggplants but I sometimes find them hard to prepare. I love them best roasted but a bruschetta sounds great, too.
I know it sucks Mihl, the camera thing. I guess I just need to be a bit more loving to it. Eggplants can be tricky..they are good roasted. I love them grilled too!ReplyDelete
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subset: commoncrawl


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- WiFi
- Car park
- Air conditioning
- Swimming pool
- Pets admitted
- Golf
- Rural
- Airport Shuttle
- Sports
- Eco-friendly
Choose your room
Mirabó, which dates from 1500, has been enjoyed by and belonged to the same family since the end of the nineteenth century. Today, converted into a hotel, it preserves its character, redolent of traditional and undiscovered Majorca. Its location, 500 mts. high in the middle of the Sierra de Tramuntana, offers absolutely spectacular and unique views over the valley and the famous village of Valldemossa. The pleasures offered by Mirabó, which have captivated our clients, have much to do with the sensation of living in a privileged spot removed from the everyday and the conventional. Our aim is to create harmony in this idyllic spot with a personalised touch, with attention to detail but no superfluous luxuries, where the guest feels included and at home, far from home. We have eight large different double rooms, almost all with a private terrace and views over the valley, and all of them with a level of comfort that makes every room unforgettable. Mirabó's location in the middle of the mountains and its proximity to Palma and the marvellous town of Deià, with some of the island's best restaurants, makes it the perfect starting point for treks or drive. The menu of our cosy restaurant, exclusive to our clients, is based on the best fresh products prepared with our family recipes, most of them traditional Majorcan dishes. The careful selection of excellent wines at affordable prices fulfils another of our ambitions, to offer our guests all the comforts they can enjoy at home.


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Elementary Education (2002-2003)
Admission | Certificates | Courses | Program | Requirements
Department Chairperson: Kathy Barclay
Graduate Faculty
Associate Graduate Faculty
The Department of Curriculum and Instruction offers work leading to a Master of Science in Education with a major in elementary education. The degree program enables candidates to develop an area of specialization in language and literature, science, mathematics, social studies, early childhood education, or a multidisciplinary area (a combination of courses from the other specializations).
A minimum of 30 or 33 semester hours is required for the M.S.Ed. degree in Elementary Education, which includes a choice of two exit options.
Courses graded on a satisfactory/unsatisfactory basis cannot be included on a degree plan. A degree plan may contain the following courses as electives only and any combination of these courses may not exceed six semester hours:
Core Requirements: 27-28 s.h.
Select one of the following exit options:
TOTAL PROGRAM: 30 or 33 s.h.
Post-Baccalaureate Certificate Program
The department offers post-baccalaureate certificates in Early Childhood, Mathematics, Science and Social Studies. For program details, please go to www.wiu.edu/grad/0203catalog/eledcert.shtml.
Curriculum and Instruction
403G Middle Level Education. (4) Philosophical development of the middle school will be analyzed as well as the advisory role of the middle school teacher for health and social services. Developmentally appropriate curriculum and instructional methods including content area reading instruction and techniques for blending subject matter content relevant to the early adolescent are provided.
476G Parent/Community Involvement. (3) Techniques for working with and involving families/communities, including conferencing skills, newsletters, home visits, parent education, volunteers, meetings, and other ways to develop open communication and parental and community support. A minimum grade of C is required of teacher education students. Restricted: departmental permission.
506 Research in Elementary and Middle Level Education. (3) A review of readings, techniques, and research designs in elementary and middle level education with emphasis on preparation for capstone practica courses.
533 Special Problems in Elementary, Middle, and Junior High Education. (1–4, repeatable) Designed to provide a group of students an opportunity for further professional growth and to apply problem-solving approaches in dealing with a specific educational problem in an actual school setting. Graded S/U.
590-591 Field Study Projects. (1-3) Extensive readings, observations, and interpretations of education systems in the United States and selected foreign countries. Prerequisites: Permission of the student's adviser and the Departmental Graduate Committee.
599 Independent Study. (1–4, repeatable to 4) An investigation of problems related to the student's major area. A substantial written report, as well as an informal oral report, will be required. Students will meet regularly with an instructor during the course on a period arranged basis. Enrollment by permission only.
600 Graduate Seminar. (3) Elementary, middle, and junior high school education. Primarily a research-writing courses. Each student will be expected to identify an appropriate research problem and write a report in an acceptable form. Prerequisite: 24 semester hours in graduate work or permission of the instructor.
605 Leadership in Elementary Education. (3) This capstone course focuses on the issue of the master's degree student as an instructional leader in his or her school, going beyond the roll of classroom teacher. Key issues concern the philosophy related to specific areas of specialization, action research, and engaging in leadership activities. Prerequisites: 22 hours of course work applicable to the M.S.Ed. With a major in Elementary Education.
679 Overseas Study. (1–9, repeatable to 18) Course work undertaken as part of approved University overseas study program. Prerequisite: Approval of Study Abroad Coordinator and Department Chairperson.
Early Childhood Education
474G Early Childhood Assessment. (3) Intensive investigation of informal and formal assessment strategies including basic principles of measurement and evaluation, to plan educational experiences, communicate with parents, identify children in need of specialized services, and evaluate programs for young children from birth through eight years of age. The administration of some assessment instruments is required. Restricted: early childhood program or departmental permission.
519 The Young Child: Learning with Technology. (3) The course provides an in-depth examination of technological applications with young children from birth to six including children with special needs. Practical experience includes strategies for selection and use of a wide range of technological advances including computer hardware, peripherals, adaptive devices, software, and techniques for integrating technology into the early childhood curriculum. Prerequisites: Background in early childhood education and ITT 509 or equivalent or permission of the instructor.
524 Intervention Techniques in Early Childhood Education. (3) The course focuses on developing an understanding of early intervention systems designed to support families with young children with special needs. Students will examine how early childhood program objectives, family support networks, community resources, various agencies, and funding resources work together to create a support system for families. Students will locate resources within local communities, engage in grant writing, and work toward making changes in current practices.
539 Curriculum in Early Childhood Education. (3) Application of the principles of the administration and organization of curriculum development to programs for young children, with emphasis on integration of curriculum to maximize the effectiveness of experiences. The student will develop curriculum plans in selected content areas.
549 Practicum in Early Childhood Education. (1–4) Students will work with young children in selected early childhood settings under supervision of a "master teacher," with emphasis on bridging the gap between theory and practice. Actual experiences will be provided along with philosophical and/or psychological foundations for the basic practices within the various early childhood education programs and activities. Credit will be arranged according to the experiential background of the student. Prerequisite: Permission of the adviser.
564 Language and Thought of the Child. (3) A detailed study of current theoretical issues and positions related to the young child's development and use of language and thought. Emphasis on current issues in language acquisition as well as systematic analysis of potential application of various practices for inclusion in early childhood programs.
565 Seminar in Early Childhood Education. (3) Advanced study of the historical, philosophical, and theoretical influences on the field of early childhood education, as well as exploration of current research, issues, and trends. Students will write an in-depth research paper as means of extending and developing knowledge and understanding of course content.
571 Theory and Function of Play. (3) Students will engage in a detailed study of theoretical and practical positions regarding development of young children, birth through age eight. The emphasis will be on play as a process for learning and for teaching. Observations of children and application of course content to teaching practices are required.
573 Infancy and Childhood Education. (3) An in-depth study of the developmental and theoretical basis of infancy and early childhood education for young children from birth through eight years of age. Typical and atypical development and the contributions of prenatal and home care, ethnicity, race, and other aspects of diversity to children's learning and development will be explored. Emphasizes application of child development knowledge in early childhood settings.
574 Integrated Learning in Early Childhood Education. (3) In-depth study of the theoretical basis for integrated learning and teaching, and of several approaches for integrating curricular areas: language arts, math, science, social studies, art, and music. The value of curricular integration in meeting the needs of diverse learners will be addressed. Students will explore methods and materials for integrating technological and multimedia materials into the early childhood curriculum.
603 Research in Early Childhood Education I. (3–4) In-depth documentation of knowledge gained through the graduate program leading to application to classroom teaching and the early childhood profession. Credit will be arranged with the instructor. Prerequisite: Permission of the adviser.
Elementary Education
450G Professional Workshop. (1–3) An inservice course for teachers.
560 Seminar in Elementary Curriculum. (3) An exploration of the curriculum at elementary and middle levels, including the role of the classroom teacher in curriculum development, dynamics of curriculum change and school improvement, factors that influence curriculum decisions, and alternative and innovative ways to approach problems and entertain solutions for improving teaching and leaning.
566 Recent Trends and Research in Elementary Education. (3) A review and appraisal of recent trends and practices in elementary education. An examination of recent research done in elementary education and related fields. In addition, course content will directly address the importance of practicing teachers assuming leadership roles in various settings. School leadership research and developments with national and state standards will be examined. Students are expected to read widely and critically in professional books and journals.
Gifted Education
569 Developing Creative and Critical Thinking Skills. (3) Emphasizes cognitive approaches to creativity, the teaching of specific creative and critical thinking techniques, and the integration of creative and critical thinking skills, problem-finding processes, and problem-solving processes within the content areas.
581 Psychology of Giftedness. (3) An in-depth study of the nature of giftedness, factors that influence the development of giftedness, unique problems and concomitant needs of gifted individuals, and techniques and methods for enhancing the development of gifted behaviors. Prerequisite: Graduate standing.
582 Instructional Strategies and Curriculum for Gifted Students. (3) Focuses on the development of a differentiated curriculum for gifted students through the examination of specific content, process, and product modifications in mathematics, science, social studies, language arts, and the fine arts. Emphasizes the selection and implementation of appropriate instructional strategies, methods, and materials.
583 Comprehensive Gifted Program Development and Administration. (3) Examines systems for identifying gifted, talented, and creative students and assessing their progress in differentiated programs. Models for creating, implementing, administering, and evaluating comprehensive programs, services, and curriculum that reflects the unique needs of these students are emphasized.
584 Language Arts and Reading for the Gifted. (3) Presents differentiated instructional strategies and appropriately challenging materials for the gifted in the area of language arts and reading. The focus of the courses is on the role of the classroom teacher in adapting the regular curriculum to meet the needs of the gifted. Attention will be given to the selection and evaluation of materials, the implementation of special writing and literature programs and the use of independent research projects in language arts.
589 Practicum in Teaching the Gifted in the Content Areas. (1–3) Provides field experiences with gifted students in language arts, reading, science, social studies, and mathematics. Enrollees are placed in a variety of settings including public and private schools, and University and community based programs. Prerequisite: Permission of the instructor.
Language Arts
567 Teaching Language Arts in the Elementary School. (3) This course considers the scope and nature of an adequate program of instruction in the language arts from kindergarten through the sixth grade. Primary emphasis is placed on the identification of skills to be taught and methods and materials to be used in the teaching of composition, grammar and usage, listening, spelling, and handwriting.
577 Writing in the Elementary Schools. (3) Designed to give exposure to a variety of methods and materials for using a process approach to writing instruction in the elementary school.
578 Language Arts for Diverse Learners. (3) A course which focuses on language, learning, and the diagnostic and corrective techniques that can be used by the elementary classroom teacher in the areas of oral and written language, spelling, handwriting, and listening. Prerequisites: LA567 or permission of the instructor.
Literature and Language Arts
443G Creative Uses of Literature for Children and Young Adults. (3) Presents the development of effective programs in informal and formalized interpretive experiences for children and young adults, emphasizing individual creativity and sources for materials. Prerequisite: LLA 313 or permission of the instructor.
513 Advanced Children's Literature. (3) Evaluation, selection, and use of all types of literature based on children's interests, needs and learning ability that are found in elementary school library media centers. Discussion of historical development, problems, and trends in children's literature. Prerequisite: LLA 313 or permission of the instructor.
523 Advanced Literature for Young Adults. (3) Evaluation, selection, and use of library materials designed for or appropriate to the needs, interests, and learning abilities of young adults (grades 7-12). Discussion of historical development, problems, and trends in literature for young adults. Prerequisite: LLA 433 or permission of the instructor.
533 Issues in Young Adult and Children's Literature. (1–3 repeatable) Designed to provide students with an opportunity for further professional growth in literature and topics related to its evaluation and usage. (Degree candidates may receive credit on degree programs only with the permission of the appropriate departmental committee and student's adviser.) Graded S/U. Prerequisite: Graduate standing.
Mathematics (See Mathematics)
Science Education
489G Energy Education for Elementary Teachers. (3) Provides content information on basic energy concepts and how to teach them to elementary students. Topics include forms and sources of energy, renewable and nonrenewable energy, changes in energy forms, and energy conservation. Energy curricula will be examined through presentations and laboratory-based activity formats. Prerequisite: Senior standing or bachelor's degree.
490G Environmental Science Education for Elementary Teachers. (3) Provides teachers with background information related to various environmental concepts and issues through numerous activities, including field trips. Topics include map and compass reading, forests, woodlands, ponds, wetlands, rivers, predator/prey relationships, rocks, tree identification, and minerals, water quality testing, and weather.
491G Biological Science for Elementary Teachers. (3) Designed to strengthen teachers' biological science background. Emphasis is on life science concepts from contemporary elementary curricula, stressing direct experience in laboratory activities. Topics include plant growth, development, physiology, propagation, and classification; microscope work, animal activity, microscopic organisms, human biology, and outdoor biology.
492G Physical Science for Elementary Teachers. (3) Designed to help elementary teachers strengthen their understanding of physical science. Course topics include chemistry, energy, force, heat, light, magnetism, matter, motion, and sound. Students will explore concepts through discussion and laboratory-based activities from classic and contemporary science curricula.
505 Science: An Inquiry Approach. (3) This course is designed to help educators learn and better understand inquiry as an instructional approach. Topics include what inquiry is, how to conduct inquiry, and ways to teach inquiry processes and skills to students, particularly those in upper elementary and middle level grades. The course will involve identifying and conducting an inquiry investigation into some science topic. Prerequisites: SCED 364 or equivalent and graduate standing.
507 Science in the Early Childhood Classroom. (3) This course is designed around a constructivist approach to early childhood science education (preschool-grade 3). The focus of this course is on children - how they experience the world, interact with each other, pose questions and problems, and construct knowledge. Topics will include integrated and thematic curriculum representing the life, earth, physical, and environmental sciences. Current research related to the brain and children's thinking, and curriculum models dealing with modeling, role playing, cooperative play, and the culture of the early childhood classroom will be emphasized. Alternative assessment models for the early childhood science classroom will also be examined. Prerequisite: Graduate standing.
559 Teaching Earth Science in the Elementary School. (3) This course provides elementary and middle level school teachers with basic content and methodology from contemporary elementary science programs to strengthen their teaching of earth science. Basic content topics will include astronomy, geology, hydrology, meteorology, and oceanology. Background information and methodology will be presented by using content as a vehicle in lectures, demonstrations, experiments, and group activities which will help teachers develop skills in working with equipment and materials, and to help them better understand appropriate instructional strategies in earth science for children at different grade levels.
561 Measurement in Elementary Science. (3) Emphasis will be placed on techniques of measurement development in contemporary elementary science curricula. An activity-centered approach will provide students with an opportunity to develop systems of measurements, calibrate simple measuring devices, and design measurement projects suitable for use in an elementary science program. The introduction and use of the metric system in the elementary school will be stressed.
562 Science Curriculum in the Elementary School. (3) An analysis of the latest curriculum innovations in elementary science education, and the application of recent discoveries in learning theory to the teaching of elementary science. Emphasis will be placed on the development of a contemporary philosophy of elementary science and its contribution to the total science program.
602 Practicum in Science Education. (3) Direct internship experience in a science education program at the local district level under the guidance of a qualified field representative. Enrollment by permission only.
Social Science Education
439G Secondary Social Science Methods. (3) Designed to aid the prospective secondary social studies teacher to develop objectives, to select and organize content, to use various techniques, and to evaluate learning. See other 439 listings under academic areas. These are special methods courses and carry education credit. Prerequisite: Graduate standing and permission of instructor.
493G Teaching Social Studies for Involvement: Simulation Games and Activities. (3) Deals with the use and design of simulation games and activities that can be used to increase the involvement of students in the learning process. Prerequisite: SSED 365 or 439.
494G Teaching Social Studies for Environmental Understanding. (3) Focuses on human interaction with the environment, using the school and community as a "real life" setting.
496G Teaching Social Studies for an Understanding of Legal Concepts. (3) Deals with legal concepts and issues necessary for citizenship education.
550 Workshop in Current Developments in Teaching Social Studies. (1-3, repeatable to 3) Explores current content, techniques, media, and information technology for teaching social studies in school settings. Students will adapt course topics for use in their own classrooms.
568 Improvement of Instruction in Social Studies. (3) This course deals with current developments in techniques, materials and technology for teaching social studies. Explores ways to engage students in social science instruction.
572 Social Studies Curriculum. (3) This course deals with the nature of social studies and its role in the school curriculum. Emphasis is placed on current curriculum developments in social studies and the social sciences.
595 Teaching Social Studies for Global Understanding. (3) Develops the conceptual base for teaching the understanding of global connections including those dealing with social, environmental, economic, technological, and individual cultural dimensions. Field component required. Prerequisite: SSED 365 or 439.


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REBUILD MY WORLD is romantic suspense, but its theme is forgiveness. In the course of the story, several characters must learn the power and peace of forgiveness. It isn't a preachy story or a religious one, rather a lesson in mental health.
You read that right. Forgiveness is good mental health.
How can Taylor Drake forgive the man who attacked her and murdered her roommate? How can Adam Gillespie forgive the man who contributed to his family's financial ruin? How can Taylor and Wil forgive the person responsible for their mother's death? How can Adam forgive the man who abandoned his pregnant sister and later forgive a startling betrayal within his own family?
Yet, ultimately, they do forgive, and that's the heart of the story. Have you had to forgive someone when it went against every fiber of your being? Or have you had to forgive yourself?
I've watched television programs about people who visit the killer of a loved one in prison and forgive them. How can they? I've asked myself repeatedly. Could I do that? Frankly, I hope I never have to test myself on that one!
I remember after the terrorist attacks of September 11, 2001, when ministers called on their congregations to forgive those attackers. How'd you do with that one? I struggled. I was angry and shocked. I wanted swift justice. Forgiving those responsible for all those innocent lives asked too much. Yet I finally made peace with myself and forgave them, thanks to the five lessons I learned (and share below).
Forgiveness isn't easy. It can be one of the hardest emotional decisions you'll make. If you aren't able to forgive, the price you pay is high. The Drake and Gillespie families find this out for themselves until they learn these five lessons:
1. Forgiveness isn't earned. You don't forgive an offender because he deserves it.
2. Forgiveness isn't necessarily wanted or requested. The offender need not ask you for forgiveness. In fact, he may be indifferent to your feelings.
3. Forgiveness isn't approval. You aren't endorsing the behavior by forgiving the offender.
4. Forgiveness can be anonymous. Just because you forgive an offender, doesn't mean he or she will know about it (i.e. he may even be dead).
5. Forgiveness is healthy. It relieves stress. (Remember, resentment is an acid that eats away at its container).
In conclusion, forgiveness is about the forgiver, not about the forgiven. Do it for your own health.
I hope you enjoy the mystery and romance that unfolds in REBUILD MY WORLD. Although its theme is forgiveness, the story is much more. Enjoy.
Read more from this author in the Small Town Charm Box Set! 8 Stories. 8 Authors. 99 cents!
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Everyone knows small towns have their own unique charm, that's why they make fabulous settings for stories! Turquoise Morning Press presents the best of their small town settings—all in one volume, and for one very small town price!
From Drakes Springs, Florida, to Briny Bay, North Carolina, to Wheeler, Texas, where a little romance and a lot of murder and mystery take center-stage—and then to Honey Creek, Ohio and Legend, Tennessee, where home-grown romance blooms, and love lives right next door.
Eight fabulous authors share their views of small town charm, love and mystery in this eight book boxed set—providing you with a satisfying glimpse into the lives and stories of the quirky characters who live in these charming settings.
About Cheryl Norman:
Cheryl Norman lives in the Suwannee River Valley area of Florida, near her fictional Drake Springs. She writes romance in several genres: romantic suspense, time-travel, inspirational, and sweet series romance, including the upcoming Drake Springs category romance series. She also writes cookbooks and hosts the award-winning blog, hastytastymeals.com. For more about Cheryl, follow her on Twitter (cherylnorman) and visit her site (cherylnorman.com). Her author blog is at http://cherylnorman.blogspot.com.


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What We Do
2014-2015 Tuition Rates
Frequently Asked Questions
2009 Award Winners
2010 Award Winners
2011 Award Winners
Career Bridge
Make a wise investment by finding the education and training you need to get the job you want.
Funding for the WAVE scholarship is suspended as of 2011. There are no scholarships available, and no funding for future scholarships.
Find scholarships at The Washboard
Previous awards continue to be funded
Please note that although the WAVE Scholarship has been in financial flux the past few years, previous monetary awards have been funded and will be honored.
The awards pay undergraduate educational tuition for two years (six quarters or four semesters) at an accredited public or private college or university, or licensed vocational school. The school must be in Washington. Students are reimbursed up to the amount of the highest tuition charged by a public university in the state.
If tuition is paid for through other means, the WAVE funds can be used to pay for other valid educational expenses, such as books, supplies, room, board, or transportation. The grant is based on undergraduate study only. The student must maintain a term grade point average (GPA) of 3.0 to continue using the award.
The Financial Award -- SUSPENDED
Although past awards are being honored, new WAVE monetary awards are NOT currently being issued.. Also, the recognition program is suspended.
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Review our Career Guide and order free copies
2010 Poster Design by Melanie Hoff.


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Here is the recipe for the Applesauce Banana Bread I first published on my personal blog, Denverish. The adjustments have been made for baking at 5,000 feet.
You will need:
1 cup brown sugar minus 2 T
1/2 cup applesauce
2 T vegetable oil
4 ripe bananas, mashed well
2 cups flour
1/2 t baking soda
1/4 cup + 4 T vanilla soy milk, mixed with 1 t apple cider vinegar (or 2 eggs)
1 t vanilla (preferably from Mexico)
1 T ground cinammon
1/4 t ground allspice
1/2 t salt
8 x 4 inches bread pan, or slightly larger
nonstick cooking spray
Handful of chopped walnut
What to do
Preheat oven to 375 degress Fahrenheit and coat bread pan with nonstick cooking spray.
Sift together flour, baking soda, salt and spices in a very large bowl.
In a slightly smaller bowl, mash the bananas up really well. Then cream them with the sugar, and mix in the soymilk and vanilla.
Add the wet ingredients (the banana mixture) to the dry ones. Mix well. It's OK if the mixture is not perfectly smooth. In fact, leaving a few lumpy pieces of banana in the mixture will make the bread extra yummy. If desired, stir in a handful of chopped walnuts.
Using a spatula to scrape the gooeyness from the sides of the bowl, pour the batter into the bread pan. Bake for 50 minutes to 1 hour. The bread will be done when it is golden on top and you can poke a knife in the middle of the bread and have it come out almost, but not perfectly clean.
Email your own successful high-altitude recipes to [email protected] and they will be published here.
This post first appeared on Mile High Kitchen | High Altitude Cooking Is Fun!, please read the originial post: here


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CLEVELAND, Ohio -- The intersection of East 55th Street and Woodland Avenue, one of the busiest in Cleveland, is dominated by gas stations, fast food joints and lots of asphalt and concrete.
If the Maingate Business Development Corp. has its way, five acres of sunburned grass and weeds at the southwest corner of the intersection could sprout something healthier and more appealing than the present landscape -- a new East Side market.
Conceived as the gateway to the large but little-noticed cluster of food wholesaling businesses in the area, the Maingate Market Place would be the East Side's answer to the West Side Market.
It would also bring fresh food to low-income neighborhoods in the area, while giving a nondescript part of the city a far more prominent place on the mental map of the region.
"This has the ability to draw from all of Northeast Ohio, but also to be the front door to the neighborhood," said Michael May, executive director of the Maingate Corp.
The nonprofit organization represents 500 businesses with 15,000 employees in the city's little-noticed food distribution and industrial zone, which swings in an arc from the Cuyahoga River to East 93rd Street.
Over the past year, May has quietly promoted Maingate's vision for the $30 million project. It would include a seasonal farmers market, restaurants, retail outlets for local food distributors plus the renovation of an office and warehouse building just west of the intersection, owned by the Cleveland Metropolitan School District.
Maingate will formally test the viability of the idea in mid-September by sending a request for proposals to developers. The main challenge is money. Maingate Corp. can't finance the development independently, but hopes a private developer will step up.
The vision is very much back-to-the-future. In the 1940s, before explosive growth in the city's suburbs, East 55th and Woodland was a dense, vibrant retail district.
May said the Maingate Market could restore vitality to the intersection and call attention to nearby businesses such as the Northern Ohio Food Terminal, which houses a large slice of the region's wholesale food industry.
It would also boost prior redevelopment projects in the area, including Arbor Park Village, an attractive, federally subsidized housing project built in the 2000s, which replaced the blighted Longwood apartments.
Conceptual plans drawn by the Cleveland architecture firm of Dorsky Hodgson Parrish Yue call for a 50,000-square-foot farmers market on five acres of city-owned land facing the big intersection, with an arcade leading to a pair of restaurants, specialty food shops and a greenhouse.
The main building would be open-air, but would also have enclosed areas to keep it running year-round, May said.
"It would be a food and farmers market through the more friendly months, but also a venue for activities, entertainment, festivals and holiday gatherings," he said.
The school district building west of the intersection, built in the 1930s as an office and factory for General Electric, would be renovated with a year-round public market on the ground floor and with spaces for culinary education and offices above.
May said the school district would lease back the building's third floor, which is now used as a computer data center.
In total, the project would encompass more than 10 acres of property and roughly 270,000 square feet of construction.
So far, the concept is receiving a strong positive response from city officials, neighbors and foundation officers.
In March, the Cleveland Planning Commission approved the market enthusiastically.
"This proposal is a way of capitalizing on assets" such as the Northern Ohio Food Terminal, said Robert Brown, the city's planning director. "It's a great marriage of retail with a wholesale facility."
Lillian Kuri, the Cleveland Foundation's program director for architecture, urban design and sustainable development, said Maingate Market "is a fabulous idea."
"It's going to take something that is already an important economic engine for the future, like food, and turn it into and anchor for the community. From a strategic planning point of view, it's top-notch."
Kuri also said the market would bring fresh food to a "food desert" on the city's East Side, where supermarkets are scarce -- an irony considering the massive wholesaling operations in the neighborhood.
Eliot Gelb, president of Ohio Farmers Inc., which operates a food service distribution plant on 13.5 acres just south of the site proposed for Maingate Market, said it would bring new prominence to the wholesaling district. It would also capitalize on the area's close proximity to Interstates 490 and 77.
"I think they'd get a lot of visibility," Gelb said. "A lot of people would go through there."
May said that part of the motivation behind the project is to prevent the last open property at the intersection from filling up with another gas station or drive-through business. On a hot July morning, the roar of traffic mingles with the aroma of tailpipes and fried food.
Brown said he agrees strongly with May's logic.
"If there were a modern, classy destination" at the intersection, "you would get people going to that corner," Brown said.
It's uncertain how much Maingate or its developer would have to pay to acquire the property needed for the project. Discussions have been cordial, but Maingate hasn't asked about prices. For their part, officials for the district and the city say they haven't evaluated how much the property might be worth.
May said he doesn't want to make the "asks" until he hears from developers.
"It's chicken-egg," he said.
Nevertheless, May said he hopes the city would simply give the five acres to Maingate or charge only a nominal amount.
"These kinds of projects are costly, so obviously if [the cost of] land can be brought down as part of the financing. That's a great jump start," May said.
Brown said it would be premature to discuss what the land might be worth. A spokesman for the school district said the same of the district's building.
Still, May is hopeful.
The market, he said, "is going to be a great gathering place for people of the immediate area and all of Northeast Ohio. We really want to see it be a draw throughout the region"


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How to create a short film with no actors, no budget and no idea/
How do you create a film with no actors and no budget? Easy! Well, easyish.Read More
Rabbit Hole is about recovering creativity. Read essays, interviews, reviews on the art of writing, illustrating, film and more.
How do you create a film with no actors and no budget? Easy! Well, easyish.Read More
Painter Tracey Read talks about spending four weeks painting and drawing her way around Italy.
Lia McKnight is a Perth-based artist who seamlessly moves between drawing, textiles, installation and sculpture. McKnight's beautifully strange, yet eerily familiar works confuse the boundaries between the 'natural' and the 'personal'—an idea that she and eleven other artists explore in a new group show at the Fremantle Arts Centre.
Mum's recurring complaint is that dad never finishes anything. There's a half-built brick barbecue at the end of the garden that in twenty years has never seen a hotplate, let alone a sausage or steak. It was the same too with the model train layout he built for me as a kid, which never sported truck nor track. But I didn't realise till now that not finishing things could be a good thing, a helpful trick to keep your creativity on track.
More difficult than knowing where to begin is knowing when to stop. Pieces of writing we're working on. Bad relationships. Eating. But when it comes to finding the best ending for a creative work, the perfect solution might be right under our noses.
Can't afford an expensive holiday overseas? Take some advice from an eighteen century writer, soldier and artist under house arrest and go on a magical sight-seeing tour of your very own home.
To be an artist, constantly risking your self-esteem by putting things out there in the world, requires a certain level of masochism. But how can that masochism be harnessed for good?
Brian Eno and Peter Schmidt developed a series of cards to help artists break through their creative blocks and take risks in their work.
We can only hope that the resurgence of the extreme right in America inspires an equally strong counterculture. In the era of Trump, only punk can save us now.
Author H.G. Wells had some great advice for writers, which is equally good advice for teachers too.
There are few noble professions left unspoiled by controversy. Take the all too common occurrence of pyromaniac firefighters, corrupt cops and sinful priests. But with librarians, it's different. As Michelle Astrid Francis shows us, in her first essay for Rabbit Hole, your average librarian is not only guardian of the stacks, but also a gatekeeper to imaginary worlds beyond.
Make Your Own Rabbit Hole is about recovering creativity. Read essays, interviews, reviews and much more on writing, art, film and all things creative.


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Found 10 resultsAuthor Title Type [ Year]
Filters: Author is Graham, David E. [Clear All Filters]
Microbial Community and Functional Gene Changes in Arctic Tundra Soils in a Microcosm Warming Experiment. Frontiers in Microbiology.. 2017.
Active layer hydrology in an arctic tundra ecosystem: quantifying water sources and cycling using water stable isotopes. Hydrological Processes.. 2016.
Biogeochemical modeling of CO2 and CH4 production in anoxic Arctic soil microcosms. Biogeosciences. 13(17):5021-5041.. 2016.
Effects of warming on the degradation and production of low-molecular-weight labile organic carbon in an Arctic tundra soil. Soil Biology and Biochemistry. 95:202-211.. 2016.
Potential carbon emissions dominated by carbon dioxide from thawed permafrost soils. Nature Climate Change.. 2016.
Reviews and syntheses: Four decades of modeling methane cycling in terrestrial ecosystems. Biogeosciences. 13(12):3735-3755.. 2016.
Warming increases methylmercury production in an Arctic soil. Environmental Pollution. 214:504-509.. 2016.
Geochemical drivers of organic matter decomposition in arctic tundra soils. Biogeochemistry. 126(3):397-414.. 2015.
Indexing Permafrost Soil Organic Matter Degradation Using High-Resolution Mass Spectrometry. PLOS ONE. 10(6):e0130557.. 2015.
A microbial functional group-based module for simulating methane production and consumption: Application to an incubated permafrost soil. Journal of Geophysical Research: Biogeosciences. 120(7):1315-1333.. 2015.


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Rapids player ratings vs. FC Dallas: Newcomers score and a veteran does it all
This week's Rapids player-ratings come care of Kevin Villegas, a Denver native who has been following the Rapids since their inaugural season, plays midfield himself and works as a producer for a local advertising agency.
It's possible Daniel Hernandez and Blas Perez both woke up on the wrong side of the bed Sunday morning. Maybe they didn't get their two pieces of bacon, or their eggs were cooked wrong.
Whatever happened, the FC Dallas pair picked up red cards within two minutes of each other, and helped the Colorado Rapids cruise to a 2-0 victory in Dallas on Sunday evening.
Hernandez was sent off in the 34th minute for accumulation of yellow cards, and Perez was shown a straight red for a studs-up challenge on Drew Moor. For the remainder of the game, the Rapids played poised, patient football.
They enjoyed the lion's share of the possession, and found the back of the net in the 61st minute and 74th minute. Castrillon and Rivero, two key offseason acquisitions for the new Rapids front office, were the goal scorers. Brian Mullan was on the service side for both goals.
FC Dallas drops to 3-3-4, 12 points on 10 games, and the Rapids improve to 5-0-5, 15 points on 10 games.
Now for the ratings:


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Here's a photo of Ryan Lochte watching Team USA square off against Argentina (where the referees seem to have placed their chips on "untimely player death" and Team USA is dominating) with famous American rapper/star of 2 Fast 2 Furious Chris "Ludacris" Bridges. The other guy is apparently also a swimmer.
In other Ryan Lochte news, noted gumshoe journalist Lynn Hoppes has come up with the scoop of the London Olympics: he interviewed Paul Wall (seriously) because Paul Wall's grill company apparently produced that grill Lochte wasn't allowed to wear on the podium. Weird!


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While end-of-year blogs, news items, and missives emanating from Google HQ were filled with upbeat talk of a great year of launches; an equal and opposite number of industry comments have applied a rather more judgmental critique to the company's latest developments.
Before preparing for his holiday period, Google blog editor Scott Knaster wrote, "At Google, we love to launch." Before going on to remind users of the company's new APIs, client libraries, HTML5, and Chrome developments, as well as its work on Google+ and developer news pertaining to Google Apps.
But for all its talk of emerging cloud technologies and commerce-related in-app payment technologies (developers love to "monetize their apps" after all, the search giant reminds us), Google has undeniably come under fire for its work with the Android mobile operating system.
Despite the growth and popularity of Android, the platform's update status has clearly caused consternation among the rank and file of the user and developer cognoscenti from far and wide. It appears to be the unpredictability of Android's update program more than anything else that has caused concern.
To be clearer — the speed at which Google allows manufacturers to update both existing and new handsets has come into question. This problem has led to levels of fragmentation where different devices all run Android on different core specs. Knowing what to update and where has become a challenge.
Android is open in the sense that developers can modify the source code as they see fit; but Google has held tight reigns over which devices it will approve for Android usage, so a narrowing funnel neck has been created from the start.
Independent developers have voiced concerns for some time over the inertia that has appeared to impede Google's release of both SDKs and APIs with regard to Android. But largely, developers want to build for Android and have no doubt been collectively hoping that device support and toolkit openness will one day be taken as a given.
In light of this, it is interesting to note that last year did see Google form a consortium of firms with mutual interest in Android updates. This news broke around the time of the Google I/O conference last May — and stipulations were laid down for device updates at that time.
Nevertheless, many will still argue that Google's Android smells rather more of grease, working machinery, and factory-floor sweat than it does of roses. Perhaps Google's acquisition of Motorola matched with the wake up call it received after the Android Market malware scare of 2011 will have positive future (more predictable) affects on roadmaps at all levels.


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|Get the Book
Delivered to Your Door!
Reading Merit Badge Requirements
|1) Do EACH of the following:
A) Lean how to search your library's card catalog or computerized catalog by author, title, and subject.
B) With the assistance of your merit badge counselor or a librarian, select six books of four different types such as poetry, drama/plays, fiction, nonfiction, biographies, etc.). Ask your librarian or counselor about award-winning books that are recommended for readers your age and include at least one of those titles.
C) Find the books in the library catalog. With your counselor's or a librarian's assistance, locate the books on the shelves.
D) Read each book. Keep a log of your reading that includes the title of the book, the pages or chapters read, the date you completed them, and your thoughts about what you have read so far. Discuss your reading with your counselor. Using your log as reference, explain why you chose each book and tell whether you enjoyed it and what it meant to you.
2) Read about the world around you from any two sources – books, magazines, newspapers, the Internet (with your parent's permission), field manuals, etc. Topics may include sports, environmental problems, politics, social issues, current events, nature, religion, etc. Discuss what you have learned with your counselor.
3) Do ONE of the following:
A) From a catalog of your choice, fill out an order form for merchandise as if you intended to place an order. Share the completed form with your counselor and discuss it.
B) With your parent's permission, locate at least five Web sites that are helpful for your scouting or other activities. Write the Internet addresses of these sites in your log. Talk with your counselor or a librarian about safety rules for using the Internet.
4) With your counselor's and parent's permission, choose ONE of the following activities and devote at least 4 hours of service to that activity. Discuss your participation with your counselor.
A) Read to a sick, blind, or homebound person in a hospital or in an extended-care facility.
B) Perform volunteer work at your school library or a public library.
C) Read stories to younger children, in a group or individually.
Source: Boy Scout Requirements, 33215, revised 2004


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Cottage 481522
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Are you a Tilda Fan?
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Trac 12 miniature LED modules use approximately one-eighth of the energy of a typical 5W or 10W xenon lamp while reducing energy use by 85%, according to the company. Featuring a wrap-around diffuse lens, the dimmable modules provide up to 398 lm/ft and efficacy of up to 57 lm/W, with 85 CRI typical. Additional features include a 50,000-hr life; 2,700K, 3,000K, 3,500K, or 4,000K color temperatures; three different light output packages, 3-step MacAdam ellipse color binning; and cool, UV-free operation.
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In his column, "Battle Plans," Dev Panchwagh covers the Ravens' biggest offensive and defensive keys to victory for popular blog Russell Street Report.
"My main goal is to analyze the matchups and break down where the Ravens can gain an edge against their opponents," said Panchwagh, 30, who has been writing for Russell Street Report since 2004. Panchwagh, who's originally from Columbia and now lives in White Marsh, was an analyst for scout.com before coming to Russell Street Report. As tPanchwagh prepares to get very, very busy, he ttalked to us about his favorite Ravens moment, cube-shaped cars and more.
Worst pet peeve? Bad manners. I really think good manners are becoming a rarity in our society. .
What song/songs are you loving/hating right now? One of my favorite songs on the radio is "Get Lucky" by Pharrell and Daft Punk. I could listen to that track all day. I'm not exactly a Bruno Mars fan, so he's squarely on my skip list.
Your worst habit? I'm not sure if you'd call it a habit, but I do a terrible job of giving directions to a destination. Fortunately, I have gotten somewhat better at following directions.
Trend that has exceeded its natural lifespan? Cube-shaped cars. They look like refrigerators on wheels.
Last movie you liked/disliked? I loved "This is the End." One of the funniest movies I've seen.
Favorite Ravens moment? Even though the moment is still fresh, I have to go with the defensive goal-line stand in the Super Bowl. For everything the organization went through to get to that point, to have it all come down to making four stops, it was amazing to see them buckle down and persevere. That stand epitomized what the Ravens are all about.
Favorite Ravens player (past or present)? Jamal Lewis in his prime remains one of my favorites. His combination of power and speed was off the charts.
TV show(s) you can't get enough of? I'm a huge fan of "The Sopranos," but today, I can't get enough of "Mad Men."
Favorite and most loathed fashion statement? I'm not too crazy about the big-framed, nerdy glasses. My favorite fashion statement is the vest/tie look.
Last great meal you had? At Liberatore's in White Marsh, I had one of the best spaghetti and meatballs meals I can remember.
Favorite place to get a drink in Baltimore? Brewer's Art in Mount Vernon. They have a great atmosphere and it's a Baltimore staple.
Best advice you ever got? To keep pursuing my passions in life and never give up on them.
Favorite thing about Baltimore? The Fells Point waterfront area. It's my favorite spot to hang out in the city.


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Jesse McCartney Releases New Ballad 'The Other Guy' [LISTEN]by Thomas Chau | PopCrush
On Friday, MTV premiered a new ballad by Jesse McCartney titled 'The Other Guy.' The song is McCartney's second track that has been released off his upcoming 'In Technicolor' album, due out on July 22. Click the play button above to hear the new song.
McCartney sings with heartfelt emotion and guilt about his frustrations of being "the other guy" in this stripped-down tune.
The 27-year-old singer explains in the lyrics, "The selfish part of me needs for you to stay / Cause girl, you keep a smile stretched across my face / And I would give anything now / But you'd lose everything now."
Deep inside, despite his feelings for this cheating girl, McCartney sings that he doesn't want to be the one that causes hurt. "My heart is heavy with something I just can't ignore / Girl I'm standing here, wondering what it is that we've done / Baby, who am I to be that other guy? Cause I've seen tables turned / A world of hurt / I never want to feel twice / I know what's it like from the other side."
'In Technicolor' is McCartney's first studio album released under his own label, Eight0Eight Records.


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NEW YORK, March 15 (UPI) -- Former Vice President Dick Cheney, in a Showtime Channel documentary, says he resolutely defends his actions during his time in the White House.
"I did what I did. It's all on the public record and I feel very good about it. If I had to do it over again, I'd do it in a minute," he says in the "The World According to Dick Cheney," which debuts Friday evening.
The two-hour documentary is a biography of Cheney's life, told through his own comments, with a narrator, interviews with journalists and biographers, and commentary by friend and mentor Donald Rumsfeld, former U.S. secretary of defense, CNN said Friday.
In the television program he points out his turnabout, from Yale dropout with drunk driving convictions and no sense of direction to his return to college and White House chief of staff in the Ford Administration, was the result of an ultimatum from his eventual wife Lynne.
She informed him she wouldn't marry someone in his condition, and that did the trick, CNN said.
Missing from the documentary are details of his life after the George W. Bush administration, CNN noted. Cheney, 72, offers no insights on his heart transplant surgery or his decision to support same-sex marriage after his daughter Mary wed her long-time partner Heather Poe in 2012.


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Blogging again
Wednesday, May 5, 2010 at 2:59PM
I stopped blogging last year for two reasons:
- I'd started a new job and I had no time
- I was utterly sick of handling the spam comments. I was getting 1000+ spam comments a day and I just couldn't be bothered moderating them any more.
I've now moved my blog over to squarespace.com where the moderation tools are even worse, but the spammers are less likely to be able to get to me (hopefully).
Wish me luck.
rob | 2 Comments | 6 References |


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Make Your Little Black Dress Party-Ready!
Marcus Owen/startraksphoto.com; FameFlynet Pictures
With holiday party invites pouring in, try this easy outfit idea: Wow-ify your Little Black Dress! We've compiled a list of our favorite accessories that can spruce up any LBD, like bright, color-contrasting bracelets (Sofia Vergara is a fan) and embellished black heels (like those rocked by Jessica Alba). Click through the gallery to see more LBD-enhancing tricks!
MORE:• Sofia Vergara's Epic Emmys Diamonds• 5 Things We Love About Sofia• See Jessica's Hairstyles On Yourself!


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With events throughout the year, Our Chalet welcomes independant and groups of visitors of all ages for tours, programmed events and overnight stays.
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Our Chalet is open to groups, families and individuals throughout the year. We'd love to see you soon, book your stay online todayEnquire now!


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Former England hooker Mears forced to retire with heart condition
FORMER England hooker Lee Mears has been forced to retire with immediate effect due to a heart condition, his club Bath have announced.
An abnormality known to occur in some athletes was discovered during a cardiac screening completed by the 33-year-old Bath front row, who announced his international retirement last year.
"There is a significant potential risk of developing further complications if Lee continues to perform the prolonged strenuous exercises required to be an elite rugby player," read a statement issued by Bath.
"He has therefore been advised by a specialist to retire from professional rugby."
Mears won 42 caps for England in a seven-year international career that began against Samoa in 2005 and ended as a replacement on last summer's tour to South Africa.
The Devonian participated in the 2007 and 2011 World Cups and was also capped in the opening Test of the Lions' 2009 series against the Springboks.
Bath have been his only club since his professional career began in 1998, making 268 appearances for the Recreation Ground outfit.
"This is not how I saw it ending but I feel enormously proud to have played for Bath so many times," Mears said.
"This will be a tough period, but the memories I have and the friends I have made over the years will be of huge support. Thank you to the club and to the supporters, I've loved every minute."
Bath head coach Gary Gold stressed that Mears was left with no option but to retire.
"Lee is a legend, pure and simple. His retirement will be felt by all of us at Bath and also by the supporters who have cheered him on over the years," Gold said.
"The only thing that matters is to be healthy and if that means he stops playing, then that's the way it has to be.
"He will be missed, but we will always welcome him back with open arms. This is his club, and it always will be. We send him off with real affection and gratitude."
Within the last six years there have been several instances in British and Irish rugby of heart-related conditions causing retirement, all among the front row.
The career of Wales and Scarlets prop Rhys Thomas ended after he underwent heart surgery in January 2012, while his international team-mate and hooker Lloyd Burns retired in April of the same year with a neck injury and damaged aorta.
Ireland prop Simon Best was diagnosed with an irregular heartbeat during the 2007 World Cup and was forced to hang up his boots a year later.
Munster prop Marcus Horan, however, was able to continue playing despite undergoing minor heart surgery in 2009.
Online Editors


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I already sent this out to a few of you and boy are you fast! Here's the info in case you're interested in anything. Send request via my email at camdensmommy at gmail dot com.
Click here. Password is closet.
Tuesday, February 02, 2010
A Peek Inside Rory's Closet
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