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Beginning Brilliance
by Stephanie S. Tolan
In order to meet the needs of our brightest children, it is necessary first to identify them. This can be done in various ways, by giving standardized intelligence tests, or by observing precocious developmental patterns and behaviors. It is not always easy, however, to learn exactly where on the broad span of the human intellectual continuum an individual child's cognitive capacity may fall.
Many people do not believe it is important to have this information. They assume it is enough to know that the child is above normal, intelligent, "smart," gifted. But within the gifted range there is a far larger span of cognitive difference than there is between normal and gifted. In order to appropriately address a child's intellectual needs, it is important to have a reasonably solid idea of just how different those needs are.
If you must clothe an unusually large child it isn't enough to know that you need clothing that is larger than normal. A 6X child fits little better into a 3X dress than into a regular size. Even if you intend to have her clothes made specifically to fit, the dressmaker still needs measurements to know how much material to buy, and how to cut and stitch it. The more we know about a child's capacities, the better prepared we will be to nourish them appropriately.
The terms highly, exceptionally or unusually gifted are not exact, and the degree of giftedness they indicate is not precisely defined, even when derived from IQ scores. They refer to a range, and a rather broad one. The baseline score for exceptional giftedness has been put anywhere from 145 to 160. However, a score over 150 is commonly used to identify a child as highly or exceptionally gifted. Children with scores over 180 (extrapolated scores on the Stanford-Binet Form L-M can go well above 200) are sometimes called profoundly gifted. These are children so far from the norms that they are likely to have difficulty finding a comfortable place for themselves in the world. They sometimes seem stranded between worlds, not quite children, not quite adults.
Other Methods of Identifying
Though a high score on an IQ test is an almost certain indication of extreme intelligence (it is unlikely that a child will "test high" by accident) tests are not as reliable for this population today as they have been in the past. Recent revisions of the Stanford-Binet and Wechsler tests have virtually eliminated the high scores that act as identifiers. It is critical to remember that when the scores that allowed us to identify the upper range of the population are no longer obtainable, the upper range does not disappear. These children will merely be harder to find and identify accurately. If a thermometer with no markings higher than 102 is used to determine the temperature of a sick child, the child's temperature will appear to be 102, whether it is 102 or 104 or an immediately life-threatening 106. The new tests, like such a thermometer, leave us without a solid quantitative measurement.
With tests no longer accurate at the highest ranges, we are forced to rely on more qualitative (and more subjective) means of recognizing extreme intellectual capacities. We can observe that a child accomplishes a particular cognitive task earlier than others, or with greater depth or complexity, but we are forced to rely on our limited experience of normal performance for comparison, rather than on the vast pool of children who have taken IQ tests over the years.
If no IQ scores are available, or if the child's scores have been achieved on the newer tests and are below traditional cutoff points, we can look for many of the same traits and characteristics that identify more moderately gifted children. The differences we can expect in the higher ranges will be in intensity and degree of precocity. A gifted child may enjoy math and function a year or two ahead of age peers in the subject, for instance, while a highly gifted child may be virtually obsessed by math, functioning four or more years ahead. Though most unusually bright children show preferences for one or more general cognitive areas, they typically excel to one degree or another in many. Unusual intensity and precocity usually show up in all of them.
Children given the "highly gifted" label may be prodigies in one or more culturally recognized fields (chess, music, art, math or writing for instance) or they may show extreme capabilities in unusual domains, such as creating complex and fully-developed imaginary worlds; developing, displaying and cross-referencing arcane collections that are unlikely to interest other children; or researching a particular narrow subject, developing a range of knowledge that approaches that of an adult expert. On the other hand, they may develop a rich internal life and keep their unusual mental processing to themselves, seldom displaying it in public.
*Very early language development, large and precise vocabulary, complex sentence structure
(children have been reported speaking in three or four word sentences as early as four months; whenever spoken language begins there is a high rate of vocabulary acquisition, accompanied by a concern with precise terminology)
*Very early manipulation of numbers
(a passion for counting, numbers, and measurement, self-taught math concepts -- addition, subtraction and beyond)
*High levels of energy
(some highly gifted infants and toddlers seem to need less sleep than their parents; even those with normal sleep patterns are able to bring intense energy over long periods to projects that engage them; sitting still can be difficult; mental activity seems to generate physical energy)
*Extreme levels of curiosity and highly connective mental processing.
(every answer to one question brings a flurry of further, elaborative questions, a process that often goes on until the answerer rather than the questioner, tires)
*Capacious and clear memory, observable early
(spontaneous memorization of songs, jingles, commercials and whole picture books; memory may be "photographic"; the memory process is often associative and accompanied by a refusal or apparent inability to memorize by rote)
*Early reading and/or early comprehension and use of other written symbol systems, e.g. numbers and musical notation
(some begin reading soon after their first birthdays; they are likely to grasp not only words, but also the uses of punctuation; some children take note of spellings, while others perceive sounds and meanings and virtually ignore the arrangement of letters)
*Precocious sense of humor
(recognition and enjoyment of puns, witticisms, and the surprise endings of complex "shaggy dog stories"; many children are able to compose jokes, riddles and puns that make adults laugh; some have a taste for the bizarre)
*Powerful imagination
(daydreaming, pretending, inventing complex stories that may be built serially for days, weeks and longer; imagining new uses for old objects or inventing and constructing new objects)
*Unusual levels of empathy and connectedness to other children and other life forms
(An exaggerated focus on "fairness"; a tendency to be traumatized or depressed by cruelty and random violence; an insistence on precise honesty; concern that behavior fit expressed principles)
*Precocious interest in spiritual/religious, moral/ethical, metaphysical and philosophical issues
(early questions about life and death, time, the boundaries of the universe, etc., often accompanied by high levels of emotion; fears and stress levels on these topics may seem exaggerated)
*Desire for close friendships, often a preference for a few deep relationships rather than many short or shallow ones
(in lieu of such friendships a child may invent several imaginary friends -- even whole cities or countries of them -- or form intense attachments to pets, dolls or stuffed animals; many highly gifted children prefer the company of adults or older children to that of their age peers)
Not every highly gifted child, of course, will exhibit all of the above characteristics; however if a child shows more than one or two on a consistent basis, it is safe to assume a very high level intelligence.
Nature or Nurture
The debate over nature or nurture continues to rage in academic circles, fueled by our egalitarian social and political beliefs ("all men are created equal") and what has been called the "Standard Social Science Model" [ii] which asserts that the human psyche is molded by the surrounding culture. Books and clinics offer advice to parents on the best way to raise a more intelligent child. In addition, parents of many obviously brilliant children (with little or no experience of children other than their own) take credit for making them brilliant, telling other parents that they need only "do what we did" to "have what we have.
The mother of a child known as an "antiques prodigy" explained on a Phil Donahue show in 1993 that he was a perfectly normal child, but she had talked to him as if he were an adult rather than as if he were a child and that accounted for his unusual abilities. A family in Indiana claims to have "created" four intellectual and musical prodigies by an intensive coaching effort that began before the girls were born. When unusual parent-child interactions or intense coaching has taken place, it is difficult to disentangle the strands of nature and nurture in the child's later intellectual achievements.
However, there are many other parents whose unusually capable offspring came as something of a shock. "My son began speaking three and four word sentences at six months," the mother of a child who graduated from high school at age ten says. "People asked me what I had done to make him do that. What do most mothers do with a new baby? I changed him and bathed him and fed him and put him to bed -- and suddenly he was talking to me!" The mother of a boy who achieved a score of 750 on the Math portion of the SAT at the age of eight says that when he was still in the womb she could tap on her belly and he would kick back, matching the number of her taps with the number of his kicks. These parents do not take credit for their children's differences because their experience of child rearing has been, not an effort to teach and lead, but a constant struggle simply to keep up!
In other cases extreme intelligence has been found in children whose early environment was anything but intellectually nourishing. Torey L. Hayden's book, One Child, is the story of "Sheila," a girl whose Stanford-Binet IQ score of 182 was attained at age six after a life of extreme abuse and neglect and after the child had been diagnosed as emotionally disturbed.
It is clear that biology plays a crucial, probably the crucial role in the creation of unusual intelligence. "They absolutely came this way," is how the harried mother of three highly gifted children put it. "My first born sat for two hours the day we brought her home from the hospital, looking at the kitchen with great interest and intensity. Her eyes moved carefully from one side of the room to the other taking in one detail at a time. This was no passive, unfocused, unseeing lump of protoplasm! Strapped into that infant seat, she was systematically investigating her world the only way she could."
In studies of twins reared apart, intelligence has been found to be among the most heritable of individual characteristics. [iv] The heritability of intelligence may be one reason it is hard for parents (and observers) to determine how great a role their parenting plays in their children's unusual intellectual functioning. The gifted parent is likely to respond naturally to an infant's intensity and curiosity, recognizing it and supporting it. These are the parents who are most likely to read to a nursing infant, to use a large and precise vocabulary both in speaking to their children and in dealing with the world, to fill the household with stimulating sounds, sights and activities. In sharing with their children what they love themselves, they enrich the learning environment even without specifically intending to do so. Dylan Thomas attributed his poetic gift in part to the fact that his father sat by his crib every night and read Shakespeare aloud to him.
We may never be able to draw a clear line between nature and nurture. Sheila's case shows that even a hostile and severely deprived environment may not destroy innate intelligence; Dylan Thomas's case shows that providing a bright infant with a rich and nourishing intellectual diet can encourage the full development of innate gifts. What we do know is that not all parents who (by following the prescriptions of books or clinics) attempt to make what one clinic calls "better babies" actually succeed in creating unusually bright children and not all unusually bright children come from specially enriched environments.
Nurture Vs. Pushing
It may be important to point out here that there is a big difference between following a child's lead, providing the information, materials and resources a fast-growing intelligence demands and pushing the child to constantly prove that intelligence. Even the most cautious parents may find themselves overinvesting in their child's gifts and abilities. Even the best coach or teacher may find it difficult to allow a brilliant and capable child to sometimes relax into childhood, whatever childhood may mean for an individual precocious child. A restless, searching intelligence may drive a child to attempt to do and learn everything; adults may need to help him set a few limits and learn to take an occasional break from his normal, frenetic pace. An obvious potential for major achievement can be a trap, leading everyone to focus on achievement to the exclusion of every other aspect of life. Cognitive ability is not everything; it may not even be all that goes into unusual intelligence.
Dabrowski's Contributions
The Polish psychiatrist and psychologist Kasimierz Dabrowski, studying gifted and creative clients, including children and adolescents as well as adults, recognized five dimensions in which they showed greater than normal psychic intensity. He called these intensities "overexcitabilities" (OE's). They are not negative characteristics, but constitute a heightened awareness of and sensitivity to various stimuli. The OE's are thought to be innate and can be found so consistently in gifted children that they may one day serve as one means of identification.
Overexcitabilities
PSYCHOMOTOR
An unusual need for physical activity and movement. Energy may be converted into rapid talk, pacing, the use of hand gestures.
Greater than normal perceptiveness of sensory experiences; unusual awareness and enjoyment of sensation. Aesthetic awareness.
IMAGINATIONAL
Inventiveness, the ability to visualize clearly, metaphorical speech, dreaming, daydreaming, fantasy and magical thinking.
The desire to question, to analyze; the ability to delight in the abstract and theoretical, in logical thinking and puzzles and problem-solving.
An intensity of feeling and of relationships; preference for few close friends rather than many acquaintances; natural empathy and compassion. Susceptability to depression, anxiety, loneliness.
The first two of these OE's, though consistently observed in highly gifted children, have not been shown to differentiate between this population and others, but Imaginational, Intellectual and Emotional do. Gifted children tend to exhibit most or all of them in different degrees. An individual child's profile depends on which overexcitabilities are the strongest.
Children who lead with intellectual OE are more likely to be identified as gifted in school; those who lead with imaginational may be less recognizable in an academic environment. These are the "space cadets," the dreamy, creative, fantasy builders, the poets and artists and visionary scientists. If these children are recognized as gifted, they are likely to be labeled underachievers.
Though it would be a surprise to many who think of giftedness purely in terms of cognitive ability, Dabrowski considered Emotional OE to be central. It accounts for the extreme sensitivity often seen in highly gifted individuals, both children and adults. It can leave many of them feeling (and appearing to others) "crazy," or neurotic.
Many highly gifted children experience both internal and external pressure to keep this OE hidden, something they may be able to do by focusing their energies on the products their Imaginational and Intellectual OE's make possible. But it is Emotional OE, the ability to relate deeply to others, to experience a full range of human feeling, that Dabrowski believed was critical to the unusual levels of moral/spiritual development he saw that gifted individuals could achieve.
It is Emotional OE that accounts for the two year old child who, in tears, brings her piggy bank to her mother and begs her to send all the money to the victims of an earthquake half a world away. Or the second grade boy who refuses to go to recess with the other children because he can't bear to watch the bullying that regularly takes place on the playground. As with other aspects of unusual intelligence, it is important that this one be recognized as a normal feature of the child's development rather than an anomaly that needs correcting.
Asynchronous Development
Recently, a group of parents, psychologists and educators known as the Columbus Group suggested a new definition of giftedness:
Giftedness is asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm. This asynchrony increases with higher intellectual capacity. The uniqueness of the gifted renders the particularly vulnerable and requires modifications in parenting, teaching and counseling in order for them to develop optimally. [vi]
Highly gifted children begin and live their lives on a developmental trajectory that is outside norms. This trajectory assures that they won't fit the expectations of a culture based on norms. They will be out of sync with family, school and society in a variety of ways, from when they begin speaking to what they notice and care about, to what games they like to play. But asynchrony is not only external; it is internal as well. Their cognitive development proceeds at a different rate from their physical, their social, their emotional or their spiritual development.
In an article entitled "Giftedness, a View from Within," Martha Morelock tells the story of Jennie, a four year old whose grandfather has recently died. In addition to her grief over the loss, Jennie is now imagining her mother's death and her own. Her mother has tried to assure her that Grandpa was old and that she and her mother are not, so she promises they will not die soon. Jennie is not comforted. Tearfully, she tells her mother that she can't make such a promise; mothers do die, even children die.
In order to feel secure, to trust in the world and to begin to develop her own identity, Jennie requires a certain comfortable predictability in her daily existence. She also needs to have a simple, solid trust in the strength and reliability of her parents. However, the fulfillment of those four-year-old emotional needs is complicated by Jennie's extraordinary capacity for abstract thought. Her internally imposed demand for logical consistency leaves her emotionally unable to accept anything contradicting it...For Jennie--and for other gifted children like her--the world can threaten to dissolve into unpredictable and frightening chaos.[vii]
Many parents and school programs expose very bright children to the news of the world, assuming that the cognitive capacities that lead the children to an early interest in world affairs will enable them to handle what they learn. Unaware of the problems inherent in asynchronous development (coupled with Emotional Overexcitability), most adults fail to offer sensitive and appropriate support for the emotional consequences of the information to which the children are exposed.
The concept of "mental age" is useful in grasping cognitive differences in a children at the highest ranges. We understand that a six year old with an IQ of 200 (a mental age of twelve) is likely to be desperately out of place in a first grade classroom. But mental age is too narrow a concept to help us cope with asynchronous development. There are many ages within any highly gifted child, and the interaction of those ages is complicated. Parents usually have at least some sense of the age variation. One mother explains that her eight year old son Tad is "eight on the soccer field, fourteen in algebra class, twenty when pleading the case for more challenging school work, and three when he can't find his teddy bear at bedtime." The fact that all of these developmental levels are present in one small boy trying to find a place in a world that thinks it knows about eight year olds makes his task even harder than his mother may grasp.
Teachers aren't likely to be as aware as parents of the complexities of asynchronous development. Even a teacher who sees and adapts to Tad's extraordinary cognitive needs, may expect him to be normal in all other ways, failing to understand the social and emotional pressures he faces. It is important to recognize that when he is in class with age mates, he is attempting to relate to children who are in many ways far younger than he, and when he is in class with his intellectual peers, he must relate to children in many ways much older. Nothing about the process will be ordinary and in neither of these settings will he find a fully comfortable fit.
Michael Grost's first day in kindergarten is an example of the difficulty.Seeing another child coloring an apple blue, Mike compared her choice of color to Picasso's. She asked where Picasso was sitting. Mike attempted to explain Picasso's blue period. She pointed out that she didn't know which crayon was the red one. He showed her where the color name was printed. She said they wouldn't learn to read till first grade. Though Michael's case is the extreme case of a child above 200 IQ, children less dramatically different still face the complex task of trying to understand the behaviors and conversations of age mates. Their own minds are the only minds they know, so they naturally expect other children to think, act and speak as they do. When they discover this is not the case, they must come up with some sort of explanation, and then attempt to establish relationships across the gulf that divides them from others. This is virtually impossible for a very young child without adult help.
In the movie, "Little Man Tate," we see the discrepancy from the other side, as a child tries to build a friendship with a college student classmate. Humans have always had difficulty establishing and maintaining friendly contact with people perceived as "other." For the highly gifted child, it can seem that everyone in the world is "other." Like E.T. he may feel a desperate longing to "phone home." Unlike E.T., he knows this is the only home he has.
The Achievement Focus in Education
The Columbus Group's emphasis on the internal reality of the gifted provides an important balance for the growing emphasis in the academic world on performance and achievement. The definition proposed in the 1993 Report of the Office of Education Research and Improvement makes this emphasis clear:
Children and youth with outstanding talent perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience, or environment.
These children and youth exhibit high performance capability in intellectual, creative, and/or artistic areas, possess an unusual leadership capacity, or excel in specific academic fields.[ix]
Before dealing with the issue of achievement raised in this federal definition, we should take note of the absense of the term gifted. Because that word carries considerable negative baggage, the current educational fashion is to substitute the word talented. Unfortunately, talent has its own long-established meaning; it refers to an aptitude or ability. One may be very talented in one or more ways and yet not show the integrative intelligence that has been referred to throughout this century as giftedness. Whether the change in terminology will bring a change in concept or approach, effectively eliminating attention to the phenomenon of extreme intelligence, it is too soon to tell.
Schools, themselves evaluated on the achievement and performance of their students, must continually measure achievement and performance. Because unusually bright children have a potential for unusual performance, many educators have come to equate that performance with giftedness, assuming that children who perform unusually well in the classroom are gifted and children who do not are not. Children who do not get good grades may be refused admittance to special programs. In some cases where test scores consistently show potential well beyond academic performance children are said to have "overachieved" on the tests, suggesting the incredible idea that they have achieved beyond their capacities.
In other cases where test scores outdo school performance, children are labeled underachievers and a search may be started to find emotional problems or learning disabilities to account for the discrepancy between aptitude and achievement. Though it is true that there could be learning disabilities or emotional problems involved, the discrepancy between a highly gifted children's cognitive capacities and the tasks they are asked to perform in the classroom is a far more common culprit in underachievement.
Consider the plight of Nicole, a six year old girl with an IQ score over 150, who reads and comprehends at the eighth grade level but is put into the first grade with her age mates. In her school the recent emphasis on "inclusion" has dictated that all first graders use the same reading text. It is impossible for Nicole to exhibit an eighth grade reading level on the primer she is given (she can't read the words "I see the dog" eight levels better than any of the others). Further, she is likely to find the tasks in the accompanying workbook to be boring at best (how can she help but compare "I see the dog" to the rich language and complex stories of Wind in the Willows that she is reading at home), incomprehensible at worst. She may either refuse to do them at all, or do them so carelessly that her performance is actually poorer than that of children far less able. Her handwriting, far too slow to keep up with her agile mind, is ponderous and messy; for this reason she often writes short, simple sentences rather than the complex ones she is thinking. Even in open ended writing assignments she is unable to show her level of verbal reasoning.
Matt, a first grader with an IQ over 170, is not a math prodigy, but does have an intuitive grasp of the conceptual connections between adding and subtracting, multiplying and dividing. He understands simple fractions and is able to do complex mental arithmetic problems, using his fingers to keep track of the process. Week after week he is given timed tests on "addition facts under ten" with the rest of his class. Occasionally his score is a perfect 100 (which never earns him a reprieve from the inevitable Friday tests), but far more often it is 60 or 40 or even 10. His mother asks him for an explanation of the erratic scores which have occasioned a note from the teacher. "I get to playing in my mind," he says, "and all of a sudden, the time's up." Knowing that there is nothing to be gained by doing perfectly on any given test, Matt cannot keep his mind focused enough to complete them. There are too many more interesting things to think about.
Teachers who equate good classroom performance with intelligence may evaluate children who get top scores on normal first grade tasks (children who may have only slightly above normal cognitive capacities) as far more gifted than Matt or Nicole.
The word "potential" can create confusion. It is not the capacity that is potential; the capacity is actual and (unless affected by physiological damage, or emotional trauma) constant. The highly gifted child processes and draws meaning from experience in ways unusual for his or her age all the time, whether the expression of that unusual processing is obvious or not. It is only achievement that is potential.
A highly gifted child can fail to achieve for an almost infinite variety of reasons -- from a wish not to appear different from the children around her, to an inability to relate to the tasks at hand, to a sense that her internal reality is so aberrant that it must be denied. Decades ago Leta Hollingworth observed that children above 170 IQ could learn all that was available in the regular classroom in less than a quarter of the time provided. [x] Highly gifted children, when not given curriculum and materials suited to their cognitive abilities, waste most of their time in school, doing their best to find ways to occupy their active minds. How they do that determines how they will be evaluated, and how successfully they will survive their early school years.
From their earliest months highly gifted children absorb information from the world around them at an astonishing rate. Outside the school environment their learning and development may proceed naturally, encountering few obstacles. Though parents may not always be prepared to provide optimum learning experiences and materials, they aren't likely to actively work against the child's development. It would be a rare mother who would tell her nine month old to stop speaking in full sentences and start babbling like other children his age.
Once unusually bright children begin formal schooling, however, this open-ended learning environment almost always disappears. For the first time they are expected to conform to a learning curve that bears no relationship to their own. They are expected to stop learning and wait for other children to "catch up." (Given the difference in developmental trajectories, this can no more happen than a younger sibling can catch up in age to an older one.)
In school the problems of boredom, lack of challenge, dearth of materials and adult failure to recognize the extent of the children's capabilities combine to short circuit learning. Teachers who have been taught that skipping stages can adversely affect a child's development frequently insist that every child proceed through the prescribed steps in order and on time. They may not understand that the highly gifted child has already taken those steps, both far earlier and far faster than other children. Parents often rush to the schools to ask for (or demand) special attention for children who are exhibiting boredom, frustration, listlessness, disinterest or hostility to school. "I can hardly believe the change in Amy since school started," a father tells his daughter's first grade teacher. "She used to run on high from dawn till dark, doing, doing, doing. She was always in the middle of a project. Sometimes three or four. Now she comes home and flops on the floor in front of the television. And when it's time to leave for school in the morning she complains of headaches or stomach aches. Sometimes she gets nosebleeds."
Taking their case to teachers, principals, even superintendents, parents may encounter a brick wall -- there is no flexibility in the school's basic program and no special program for the gifted. Or they may be told that a gifted program begins in the fourth grade, so their daughter should just hang on till then. Sometimes they are told they're lucky; the school has a wonderful program beginning in first grade and their daughter is eligible. Only after she has been in that gifted program for a few weeks do the parents discover the painful truth. Few gifted programs anywhere are designed to meet the needs of exceptionally gifted children. Parents are faced with fitting their 6X child into a 3X outfit.
There are ways to keep highly gifted children learning, even in a school that has no special programs, providing there is a willingness to address the child as an individual and be flexible. There is no way to fully meet the educational needs of the highly gifted solely by providing "enrichment" of the regular curriculum, however. Acceleration becomes part of any individual program simply because of the speed with which these children learn and because they are already accelerated before school begins.
Moving a child ahead either in grade level or in subject matter does not "push" the child; it merely acknowledges the actual level of knowledge and capability and the child's rapid learning rate. Off-level testing can provide an estimate of even the brightest child's highest level of achievement and placement in all subjects can be determined from that information, according to the available opportunities and resources. Sometimes it is scheduling and transportation rather than programming rigidity that create problems, particularly when appropriate placement requires that a child travel from an elementary to a middle or high school for a single subject or a part of the academic day.
Both parents and teachers often worry that moving a child ahead will leave gaps in his knowledge. This is not a concern that justifies keeping that child in a class that is not appropriately challenging. It is essential to remember that these children learn very quickly, even more quickly when they perceive a genuine need for the information. Gaps can be filled when they become apparent with very little effort.
The other worry about acceleration is social. How will the young child get along with older students? This is the time to consider the child's own preferences. If she is eager to move ahead and get out of a boring class, she will be far more likely to take social complications in stride. Furthermore, when considering acceleration too many parents and teachers forget that staying with age mates is not the ideal situation for an asynchronous child. Age mates are not true peers. There are social difficulties for the child in their company that can be made worse by the complication of boredom or an effort to hold back intellectually in order to "fit" better.
If a school adamantly refuses to consider acceleration of any kind, there are other options. Some parents have found mentors for their children in subjects covered by the school curriculum or in subjects far afield. Adults with a passionate interest are often delighted to share it with a bright, interested child. They may let their children stay out of school one or more afternoons a week to spend time with their mentor. Though it seems unreasonable to force a child to sit in a classroom that isn't providing real learning all day every day, some school situations give families no way out; mentorships can occur on weekends or during the evening.
Some colleges, museums, art studios and learning centers offer evening or weekend classes for adults and will allow a child to attend either as an auditor or with an enrolled parent. Some may even accept a child as a student on the basis of an interview.
From time to time a child follows in the footsteps of the fictional "Doogie Howser" and becomes a full-fledged college student when other children of the same age are still in the primary grades. Whether to take such a radical step depends on the child. Michael Kearney, who graduated from college in 1994 at the age of ten, simply could not find the intellectual challenge he wanted in any other way. He had consumed the K-12 curriculum by the time he was six years old, and did not want to be held back. College was the challenge he wanted; his mother attended classes with him, but he did the work himself. On the day of his graduation (an event covered by most of the major media) he had no regrets. He was full of ideas and eager to get on with the next phase of his life. He has since appeared on many television news magazine programs and works as a roving reporter on a syndicated talk show.
Homeschooling / Unschooling
More and more parents are choosing either not to send their exceptionally bright children to school at all, or to take them out of school environments that are unsatisfactory and educate them at home. Usually called homeschooling, this process varies from family to family. Some parents create a school-like environment and schedule, designating one room or area as the school and providing "lessons" for as much as half of every day. Curriculum is planned by adults (or purchased) or created or revised in collaboration with the children. Few families devote as many hours to formal learning as schools seem to (though school schedules can be deceiving, with much learning time lost to a variety of non-academic activities) because these children learn so quickly.
Other parents maintain the same sort of environment they provided for their children when they were toddlers. One mother of two 180+ IQ children prefers to call her family's program "unschooling." She wants nothing in her children's lives that smacks of school, which she associates with being forced to do things of little or no interest for little or no reason. "Shelley learned incredibly well when she was eighteen months old and I wasn't trying to teach her anything. Why should I start teaching her now? Her brother likes different subjects and does different things, but he learns quite well on his own, too."
These two children make out their own schedules and devise their own learning plans, checking them with her and getting her help to find the resources and materials they need. They seem willing to take adult advice, but resist efforts to get them to add a subject they aren't interested in pursuing at the moment. When they take standardized achievement tests, their scores surprise even their mother -- they are well beyond their age mates even in subjects they have made no apparent effort to study. And in subjects of current interest they are routinely off the scales. "No matter how haphazard our system might appear, I don't think it can be educationally any worse than school. And both of my children are more comfortable with themselves than they would be if they had had to endure the incessant teasing of other children about their differences. They are independent learners, independent thinkers, and happy kids. I doubt if they would be any of these if they went to school."
The decision to educate children at home, whether formally or informally, can be a difficult one. All fifty states currently allow homeschooling, but regulations vary from state to state. Some districts are friendly and accomodating, allowing homeschooled children to use school facilities for nonacademic subjects for instance, while others purposely set up roadblocks to discourage parents from taking children (and state money) out of the system.
Homeschooling is not for everyone. There are families that have tried homeschooling and found it too demanding. Other families need two incomes and can't arrange to have one parent at home all day every day. Many parents fear that they don't "know enough" to homeschool. Some families have chosen homeschooling for a year or two in order to get past a particular problem in their local school and then allowed their children to return.
For some the obstacle to homeschooling is social. Many highly gifted children are introverts and don't seem to need the constant companionship of other children, but others are extraverts. The mother of one such admitted to being disappointed when her son chose to stay in a seriously unchallenging school environment instead of staying at home. "I need the kids, Mom," he told her. "I can learn stuff after school and on weekends and during the summer, but I can't have friends with me at home all day." She comforted herself with the understanding that bright as her son was, intellectual challenge was not his only need.
A Sense of Self
Some people may wonder whether it is really important to focus so strongly on highly gifted children's differences. They're just children after all. Can't they be left to find their own way?
The answer to that question is a resounding no. They are children whose differences affect every aspect of their lives, both internal and external. Leaving them in a world designed for other children is like leaving Hansel and Gretel alone in the deep woods. Because they are only children, they have few internal resources and little life experience to help them cope.
The capacities these children bring with them are fully integrated with who they are. Failing to nourish them thwarts and distorts their whole being. Psychiatrist Theodore Isaac Rubin believes that much psychic pain and disorder in adults is caused by deprivation of the resources and support necessary to fully develop their abilities. "The stunting and crippling effect of deprivation is directly proportional to the innate capabilities and potential of the person in question." [xi] Highly gifted children bring into the world with them astonishing capacities. They are children of great promise, and children at great risk. Whether they will be able to develop a firm and realistic sense of self and fulfill their promise largely depends on the adults in their world.
[i]. Silverman, L., and K. Kearney. (1992) Don't throw away the old Binet, Understanding Our Gifted, 4, 4.; Silverman, L.K. and K. Kearney (1992) The case for the Stanford-Binet L-M as a supplemental test, Roeper Review, 15, 1, pp. 34-37.
[ii]. Pinker, Steven. (1994) The Language Instinct. New York: William Morrow and Company.
[iii]. Hayden, Torey L. (1980) One Child. New York: G.P. Putnam's Sons.
[iv]. Bouchard, T.J., Jr., Lykken, D.T., McGue, M., Segal, N.L., & Tellegen, A. 1990. Sources of human psychological differences: The Minnesota study of twins reared apart. Science, 250, 223-228.
[v]. Piechowski, M.M. (1979). Developmental potential. In N. Colangelo & R.T. Zaffran (Eds.), New voices in counseling the gifted. (pp. 25-57). Dubuque, IA: Kendall/Hunt.; Piechowski, M.M. (1986). The concept of developmental potential. Roeper Review, 8(3), 190-197.
[vi]. The Columbus Group, 1991, unpublished minutes
[vii]. Morelock, M. (1992). Giftedness: a view from within, Understanding Our Gifted, 4(3), pp. 11-12.
[viii]. Grost, A. (1970). Genius in residence. Englewood Cliffs, NJ: Prentice-Hall, Inc.
[ix]. Office of Educational Research and Improvement. (1993). National excellence: A case for developing America's talent. Washington, DC: U.S. Government Printing Office.
[x]. Hollingworth, Children Above 180 IQ, p. 287.
[xi]. Rubin, T.I. (1990). Child potential, fulfilling your child's intellectual emotional and creative promise. New York: The Continuum Publishing Company.


Color by number and gradually reveal beautiful princess-themed pictures. Choose your own numbered color key and with each filled pixel, move closer to revealing the final masterpiece. Book contains 18 sheets including 6 create your own pages, let the creativity begin!


Honey Masks are very popular these days.
Honey has been used for centuries for its excellent wound healing qualities. Honey masks are very popular because they are extremely moisturizing and soothing. Believe it or not, there's actually good science to support to their effectiveness.


Method of Use: Unscrew black ring of the bottle and remove inner cap. Replace black ring, insert twigs in to bottle, place on a level surface & let aroma gently diffuse. Fragrance lasts up to 8 weeks.
To refresh fragrance: refill bottle with matching SPA CEYLON Room Aromizer Oil.
* Avoid skin contact with Room Aromizer Oil.
* Prevent Room Aromizer Oil contact with polished, painted or synthetic surfaces.
* Keep out of reach of children & pets.


text:
import React from 'react';
import { StyleSheet, Text, View } from 'react-native';

export default function DoneText({ done, numFailed, results }) {
  return (
    <View testID="test_suite_results" style={styles.container}>
      {!done && (
        <Text testID="test_suite_loading_results" style={styles.doneMessage}>
          Running Tests...
        </Text>
      )}
      {done && (
        <Text testID="test_suite_text_results" style={styles.doneMessage}>
          Complete: {numFailed}
          {numFailed === 1 ? ' test' : ' tests'} failed.
        </Text>
      )}
      {done && (
        <View pointerEvents="none">
          <Text style={styles.finalResults} testID="test_suite_final_results">
            {results}
          </Text>
        </View>
      )}
    </View>
  );
}

const styles = StyleSheet.create({
  container: {
    paddingHorizontal: 16,
    paddingVertical: 8,
  },
  finalResults: {
    // Hide text for Detox to read
    position: 'absolute',
    opacity: 0,
  },
  doneMessage: {
    fontWeight: 'bold',
    fontSize: 16,
  },
});

redpajama_set_name: RedPajamaGithub


Then he paused, looked at me, and said "I bet you had that problem!
It shouldn't come as any surprise that Lionel is worried about his daughter's well-being.
In June, Sofia revealed that her dad tracks her location via her cellphone.
My boss has been acting weird/standoffish towards me since I made this comment, and understandably so. This is problematic on multiple levels, including that you shouldn't be calling teenage girls "whores" for expressing a perfectly age-appropriate, culture-appropriate interest in dating.
"#Nofiltermoment With the daily routine of life, family and work I'm distract..." height="194" src="//static-global-s-msn-com.akamaized.net/img-resizer/tenant/amp/entityid/BBEXTar.img?


Researchers from Stanford Medicine have published preliminary findings from their Apple Heart Study which involved over 400,000 participants. The researchers found that wearable technology such as the Apple Watch can be used to safely identify people who have an irregular heart rhythm which gives them time to seek medical help.
Describing the key findings from the study, Stanford Medicine said that 0.5% (around 2,000 participants) of all those involved with the study received a notification that they had irregular heart rhythms. While Apple Watch didn't get it right all of the time, the researchers found that 84% of those who got a notification were found to be in atrial fibrillation at the time of the notification; this means that notifications from Apple Watch are a strong indicator of a problem. As a result of the detections, 57% of those who were notified decided to follow up with medical attention to get the problem looked into further.
While the study had a huge amount of participants it should be noted that the Apple Heart Study was funded by Apple. While this shouldn't nullify the findings, more research into whether wearables are effective for detecting atrial fibrillation is needed.


text:
matthews' doubles initial bushfire-relief target
Matthews has more than doubled its initial target to support wildlife impacted by the bushfires.
Mark Dingley, Matthews' CEO, said, "Within 48 hours, we'd already exceeded our target of $10,000 to donate to WIRES. Seeing the wonderful support from our staff and then our supplier partners, we increased that target to $25,000.
"We were very proud of the way our own and our supplier teams got behind this staff-driven initiative – it was really indicative of how communities across Australia have banded together in this time of crisis.
"For instance, Matthews Marking in the USA pitched in US$1,000, which equates to nearly A$1,500, along with Evolabel in Sweden and Solaris in Poland also making donations.
"We asked for small amounts – which we matched – but the responses were all very generous, with comments back saying it's an extremely good cause."
Mr Dingley said the initial informal staff discussions quickly evolved into a desire to help as a business to support the bushfire-recovery efforts.
"While the fires have affected so many parts of the nation in so many ways, the devastation to native wildlife resonated the most in our team discussions Australia wide. I think everyone was moved on hearing the estimates that more than a billion animals have perished, with hundreds of thousands more severely or permanently injured, and their habitats and food sources destroyed."
Mr Dingley said the company-wide fundraising initiative began with Matthews donating $5,000 to WIRES, then matching all staff and supplier partner donations, dollar for dollar.
"In just the first 24 hours, staff donations alone were at $2,175. By the second day, the total had exceeded $10,000 and now we're at $25,000."
"WIRES is Australia's largest wildlife rescue organisation. In late January they announced $3 million of funding for two new national-emergency-relief grant programs to support volunteers and veterinarians, who are working tirelessly to manage native animals needing immediate and ongoing care. It is exceptionally pleasing to know we are part of helping do this.
"I'm so proud of our team for their concern and sympathy for all involved in the fires. As one staff member said, 'this support will help ensure future generations will actually get to see wildlife in the wild'."
NSW-based WIRES has committed to distributing funds raised nationally to areas most in need.
Alex Kelly, Marketing Manager, Matthews Australasia
1300 CODING
AKelly@matthews.com.au
Samantha Schelling, for Matthews Australasia. 0431 015 904 or 03 5831 3767

redpajama_set_name: RedPajamaCommonCrawl


Comment one more bubbles. now with enchanced thin-film diffraction effect.
ScionOfWar wrote: lol very cool! I only wish a couple of the bubbles were popped, leaving behind wet zones like you'd probably expect in something like this. Nevertheless, 9/10!
Match wrote: How I can download it?
anthony_ck610 wrote: I like it a lot.
n00b wrote: U rule man!
Clydej wrote: Well #$W$ing done!! Great work.
triAr wrote: nice! Klass< spAsbIBO!
bluejh23 wrote: wow amazing ~ looks great ~!
LevaLeva wrote: Да написал уж.. Скорость реагирования оставляет желать лучшего..
OO7 wrote: это друзья одного победителя, как пить дать.
LevaLeva wrote: чо за педурезы топят мои маты?
Pross wrote: Let's burst these bubbles! Tnx!
Flatshader wrote: looks a bit blurry, everything else seems perfect.
Banshee wrote: @Capp: YOu might be right ;-) I´m quite excited to see your next materials!
capp wrote: @banshee i dont think that this one is perfect enough to become the first 10.00 material ever, because the reflections/highlights on the bubbles are not sharp enough ;-) but its a really cool work and for me a 10. for others might not. !!
jojo1975 wrote: more bubbles :) COol !


The market, and marketplace systems, are very conventional features of the economic space and organization of developing countries. By "marketplace" is meant a specific authorized site where buyers and sellers meet at defined, regular intervals for the purpose of exchange (Good, 1971, p. 1). Nowhere are these markets as prominent as they are in Nigeria. These markets provide the setting for trading and marketing and thus play a vital role in the economic life of the country. Networks of markets serve as nodal points for the collectioon and distribution of a wide range of local and regional goods and services. It is also through these markets that most agricultural and cottage industrial products first enter the exchange system, and imported goods finally reach the consumer. Overall, markets are the linking force between rural populations and the national and international economic structure. These markets, however, are not merely economic institutions but are rather multi-functional, serving a variety of political, religious and social functions as well.
Allison, Ken, "An Analysis of the Factors Determining the Spatio-Temporal Patterns and Functional Characteristics of Markets in the Yola Study Area, Northeast Nigeria" (1975). Theses and Dissertations (Comprehensive). 1136.


text:
Members and Associates
Consecrated lay women
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A Secular Institute
History of Notre Dame de Vie Institute
The Prophet Elijah
A thirst for God
God's grip
Experience of God
Greatness of Soul
Teresian Prayer
Ascent of Carmel
Faith, Hope and Love
St. Therese of the Child Jesus
Spiritual Childhood
Word of God for our time
More on Therese
Her life in Video
Blessed Fr. Marie Eugene of the Child Jesus
His life in Video
Cause for Canonization
Works & Activities
Catechesis: Mother of Life (MOL)
NDV Retreat House
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Colegio Sta. Monica de Angat
Community outreach: MEFAMDEV
Retreats and recollections
Taking Time with God
Other Activities with the Youth
Contact Notre Dame de Vie Philippines
Welcome to Notre Dame de Vie Philippines
A life of total consecration to God and to the world.
Pope Francis approves beatification of Venerable Marie-Eugene of the Child Jesus
Pope Francis recently approved the publication of the decree for the beatification of Venerable Fr. Marie-Eugene of the Child Jesus, Founder of the Carmelite Secular Institute Notre Dame de Vie (Our Lady of Life).
On March 3, during an audience with the Prefect of the Congregation for the Causes of Saints, the Supreme Pontiff has approved the miracle attributed to the intercession of Venerable Fr. Marie-Eugene, hence, paved way for the beatification of the Servant of God, together with a dozen of newly declared saints and blessed in the Roman Catholic Church.
Among this new set 21st Century saints and blessed, Venerable Fr. Marie-Eugene was the only one who visited the Philippines twice,in response to the call for evangelization in the remote areas and peripehries of this land through intensive and experiential teaching of the faith to all people who search and thirst for God.
Seeing the importance of catechesis to deepen the living faith of the Filipino people, Venerable Fr. Marie-Eugene generously sent members of Notre Dame de Vie coming from different parts of the world, mainly to respond to the actual needs of the faithful here, and later on, guided the foundation of Mother of Life Center, a catechetical formation center for Religious Educators in Novaliches, Quezon City. A deeply spiritual and practical man, Venerable Fr. Marie-Eugene believes in the importance of action and contemplation, well-united. For him, silent prayer, that is to say, our personal relationship with God, is the backbone of our apostolate. Without this deep union with God, all our missionary works may be successful, but not necessarily fruitful and beneficial to the people whom we endeavor to serve. He, then, wishes to reveal to all peoples the merciful love of God and make them experience His goodness by establishing a personal and intimate relationship with Him who is our Way, our Truth, and our Light.
Master of the spiritual life, Venerable Fr. Marie-Eugene wrote the book Je Veux Voir Dieu (I Want To See God),shedding practical lights on the the teachings of the Carmelite Saints and doctors of the Church namely John of the Cross, Teresa of Avila, and Therese of the Child Jesus and outlining the spiritual journey, the difficulties and challenges along the way, as well as the graces that God offers to all those who wish to follow and serve Christ, and establish a deep and lasting relationship with Him.
Together with the whole Church and Institute of Notre Dame de Vie, it is with great joy that we announce to you our dear friends, relatives, benefactors, followers, and all those who in one way or another have been touched by the grace and presence of Venerable Fr. Marie-Eugene of the Child Jesus, his forthcoming beatification. May his teachings and presence in our midst inspire and draw us all closer to our merciful God who loves and cares for us.
http://www.catholicculture.org/news/headlines/index.cfm?storyid=27683&utm_source=feedburner&utm_medium=feed&utm_campaign=Feed:+CatholicWorldNewsFeatureStories+(Catholic+World+News+(on+CatholicCulture.org
Promulgazione di DecretidellaCongregazionedelle Cause dei Santi, 04.03.2016 (Holy See Press Office)
Statement from Monseigneur Jean-Pierre Cattenoz,
Archbishop of Avignon, France
In 1932, Father Marie-Eugene of the Child Jesus, a Discalced Carmelite priest, asked the Archbishop of Avignon to visit the small group that was starting at Notre Dame de Vie in Venasque. Bishop de Llobet arrived on May 1; it was raining that day. Upon leaving, he told the group: "It's raining, it will germinate." As a matter of fact, the group developed and has become the Institute of Notre-Dame de Vie, a secular Institute with three branches -- of laywomen, laymen and priests-- working in many different countries all over the world.
Today, following the decision of Pope Francis, the Church has approved the beatification of Father Marie-Eugene of the Child Jesus, Carmelite priest and Founder.
Today, God, in a way, has "placed him on the balcony of Paradise" (to use Father Marie-Eugene's own expression), proposing him to be a model for us. In the wake of the Little Saint, Therese of the Child Jesus, and of all the saints of Carmel, the Lord invites us to enter into the divine intimacy, through faith in Jesus. He invites us to discover, in all humility, the joy of allowing ourselves to be led by the Holy Spirit along the pathways of Love.
May our Church prepare itself to live this important event for all of us by discovering all the spiritual riches of the life and teaching of Father Marie-Eugene of the Child Jesus.
Avignon, 4 Mars 2016
+ Jean-Pierre Cattenoz, Archbishop of Avignon
Statement from Monseigneur François Fontlupt,
Bishop of Rodez and Vabres, France
The Diocese welcomes with great joy the announcement of the coming beatification of Father Henri Grialou, better known as Father Marie-Eugène of the Child Jesus. He was born in Gua, in the mining area of Decazeville. He grew up in our diocese where he also studied and received his call to the priesthood and to the religious life of Carmel. He deeply loved his homeland which shaped his personality--concrete, realistic and optimistic, and so generously given to his vocation and to his mission. He came back here as often as he could.
It is my wish that this event be an opportunity for each one to discover the beautiful testimony of this man of God whose life was so turned towards others and, trusting the Holy Spirit, to advance on the road addressing the needs of our times. May it also serve as an impetus and an encouragement for our diocesan Church as we gather these days in synod.
Monseigneur François Fontlupt
Declaration from the General Responsables
of the Institut of Notre-Dame de Vie
"The greatest act of charity we can do for the world and for humanity is to get them a saint--whether another person or ourselves." (Fr. Marie-Eugene, 1961)
The Institute of Notre Dame de Vie welcomes with great joy and thanksgiving the news of the coming beatification of its Founder, Father Marie-Eugene of the Child Jesus, Discalced Carmelite priest.
A shining and humble witness of the pathways to God, attentive to the essential needs of the Church and of our time, Father Marie-Eugene said one day: People seeking God are everywhere! Oh, how I would like to meet all of them and speak to them of infinite Love! The members of Notre Dame de Vie, engaged in the world to bear witness to the presence of the living God, desire to widely share the message and teaching of this master of prayer, this daring missionary, and to thus contribute to his mission of guiding us on the pathways towards meeting God.
Emmanuelle Ruppert, Vincent Delépine, P. Benoît Caulle
iSearch Final Talk:
Joy of a Lifetime!
Come and join us on March 17, 2019 for the concluding talk of iSearch spiritual journey of discernment.
2019 Lenten Recollection
Beloved. Forgiven. Redeemed.
This Lenten season, attune your hearts to the silence within your hearts where God speaks. Invite your friends. Share the word. Be blessed and be a blessing. Contact us at 09567795944 (Alex) for more details.
Young men and women: Are you on this life's crossroads? Thinking about your vocation: marriage? religious/consecrated life? priesthood? Come and journey with us.
Pope Francis approves beatification of
Venerable Marie-Eugene
On March 4, 2016, Pope Francis authorized the Church to proceed with the beatification of the Venerable Marie-Eugene of the Child Jesus...
Feast of Our Lady's Assumption
HAPPY FEAST of OUR LADY'S ASSUMPTION! Today, in spite of the rain, of the divisions among us, the reign of death and violence in many places, including our country, the triumph of lies and deception in hearts and minds, we still celebrate...
Carmel, Virgin Mary and Elijah
In the heart of every person, of whatever culture, period or place, there exists a desire to be in touch with God. Every human person bears a sense of transcendence, a longing for something or someone, a higher or greater Reality,
Quotes from Blessed Fr. Marie-Eugene
"This is our life : to fix our eyes on God through living faith and to put all our actions at the disposal of the Holy Spirit (1953)."
"I have understood Mercy. Saint Therese felt its gentleness; I feel its power (1967)."
"God is the foundation of everything, the only Being for whom one can decently sacrifice one's life. This can be drawn from what we see everyday (1918)."
Tweets by @ndv_philippines
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By subscribing to our mailing list you will always be updated with the latest news from us.
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text:
Home Message boards General Open Space / Lounge / Feedback
Delay the Orange Line One Year!
On July 23, 2016, we discontinued our forums. We ask our members to please join us in our new community site, The Hartmann Report. Please note that you will have to register a new account on The Hartmann Report.
by demandside
Sep. 10, 2015 10:50 am
The Orange/Milwaukee line scheduled to open September 12 is a splash boondoggle costing $1.6 billion for 7 miles of track ($200 million a mile).
The following letter was sent to Mayor Hales and the Portland City Commissioners on August 26, 2015. Changing our mind, delaying and reflecting can be life-giving!
I am a 60+ freelance translator gratefully surviving on social security and living in Portland. On my website (www.freembtranslations.net) are links to 12 free Internet books, 50 videos and over 700 translated articles on the economic crisis and liberation theology. On the website openculture.com, we are given 700 free movies, 700 free E-books and 450 audio books. Free and shared seem to be tabooed realities to the corporate mindset fixated on profits.
Crisis and opportunity are represented by the same Chinese letter. We are living in crisis times where stagnant wages, missing investments, fear of the future and fear of the unknown make the future blurry. According to mainstream neoliberal economic myths, higher profits should lead to more investments and more jobs. According to reality, soaring profits lead to companies buying back their stock, speculations on currency markets and $11 trillion in tax havens. The TTIP, TPP and TISA trade agreements under negotiation will accelerate income inequality and make labor and environmental protections into trade barriers. Public sector jobs will be threatened by privatization and private investor-state-dispute settlement tribunals. Foreign investors will be able to sue for lost profits. The threat of lawsuits will have a chilling effect.
Shriveling the financial sector and expanding the public sector are two vital lessons from the 2008 financial meltdown. Closing the tax havens, taxing the rich, building community centers (as in Vancouver BC), expanding affordable education, health care and housing are counter-measures to exploding inequality, plutocracy, demoralization and resignation.
Many articles on my website showcase alternative economics. (1) Profit-making is different than profit-maximizing. Profit maximization violates the sustainable ideal and the primacy of politics (cf. Ulrich Thielemann). (2) The neoliberal model promotes profits, not investments (cf. Nicolaus Krowall). (3) Reduced working hours could be a socio-economic investment leading to better long-term health and more time sovereignty. Reduced working hours is not a cost-trap (cf. Michael Schwendinger). Similarly the $15 minimum wage will lead to economic growth and greater economic demand (cf. PSU and Lewis and Clark economists). (4) The economy should be embedded in society; society should not be embedded or commodified in the economy (cf. Peter Ulrich). (5) Community centers have a cushioning and multiplying effect and could be a third way beyond state and market. There are surrogate counseling and classroom possibilities at the Carnegie Community Center in Vancouver BC along with theater, gym, meals, library, game room, TV room and computer room. The market is not self-healing but a mechanism helpful after fundamental political questions are answered: what kind of society do we want? What is the best relation of state and market? How were New Deal lessons forgotten? All personal achievement depends on public investment in roads, schools, hospitals, airwaves, food safety and water. Inequality was long justified as a necessary goad and stimulation. CEOs were stylized as job creators and workers as "cost factors.' The financial sector was expanded and the young were herded into the co-called "crisis-free" speculative economy! Wages are not only cost factors. Consumer societies depend on consumer demand. All people should share in the benefits of technology and higher productivity. Everyone could receive a post-autistic economy dividend if the financial sector were shriveled and the public sector expanded. Restoring progressive taxation and taxing capital gains would promote generalized security instead of privileging speculators and hedge fund gamblers. Trade agreements like TTIP, TPP and TISA could make labor and environment protections into trade barriers. State intervention is vital to counter market failure, tax evasion, tax fraud and exploding inequality. Market radicalism or market fundamentalism rests on lies, myths, fairy-tales and path-dependency. Authoritarian low growth capitalism often makes criticism and alternatives taboo. Free movies, free E-books and free audio-books are seen as profit-endangering and have a hard time gaining a hearing. News decays to entertainment. Universities become profit centers. Critical thinking atrophies when market-conforming democracy pretends to be without alternative.
Radical change is necessary for a post-crisis, post-growth, post-fossil and post-autistic economy. Those who caused the 2008 financial meltdown through fraud and/or speculation should not evade responsibility and shift risks to taxpayers.
I urge a 1-year delay for the Orange line, the Milwaukee line. Let the 1700 daily riders continue using the busses. Use all your energy and resources to build affordable housing. There should be 20 buildings like the 1200 building. Between 2 and 3 million units have already been created through the federal Low Income Housing Tax Credit program.
An empathic civilization can develop by redirecting resources and energy and redefining priorities. On a federal level, removing the archaic $118K cap on social security taxes would make social security solvent for 75 years and create public spirit and trust between the generations. Access could replace excess as enough could replace more. The future could be open and dynamic and not closed and static. The future could be anticipated and protected in the present, not extrapolated from the present (cf. Jurgen Moltmann).
A people without vision perish, the prophet Isaiah warns. We see how 35 years of trickle down economics led to exploding inequality, money-out-of-thin-air cynicism, plutocracy, laws by lobbyists and corruption through campaign contributions. Portland is ideal as an alternative to the mega-machine. Making affordable housing a priority would be a sign of healthy iconoclasm (as in Vancouver BC s 26 community centers, SF/LA/NYC s $15 minimum wage). Oregon is wedged between 2 military states and should lead an innovative alternative existence for a more social and more humane world. As prejudice can be overcome by the event of understanding and the fusion of horizons (cf. Hans Georg Gadamer), the cart stuck in the mud could be replaced by paradigms of self-organization and social courage.
The Canada line, a computer-operated light rail from downtown to the airport, opened in Vancouver BC in August 2009. The cost was roughly the same as the Orange line. If we could think Cascadian and congratulate Vancouver, we could save $1.6 billion from the Orange line boondoggle and Jerry Brown could save $800 billion on his turbo-train from Bakersfield to SF!! Here is link to a 30-minute video explaining how the SkyTrain was built: https://www.youtube.com/watch?v=N9kGEdcYTPs
Thanks for your time and attention. I look forward to your comments and to a postponement of the Orange/ Milwaukee line.
Salud,
Marc Batko
marc1seed@yahoo.com
www.freembtranslations.net
demandside
Open Space / Lounge / Feedback
Latest Community Blogs
Inspection- There is NO Such Thing as 'Fake News'
Trump? An "innocent" man? Hah! And BILLY JOEL? Rolling in the floor LAUGHING!
Poor & Middle Class "GOP" Voters: Exactly WHAT PLANET are you living on?
Inspection- There is NO Such Thing as 'Fake News'


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我的位置 > 首页 > 专辑 > No.5 Collaborations Project (第五张合作专辑)
专辑名:No.5 Collaborations Project (第五张合作专辑)
歌手:Ed Sheeran
唱片公司:华纳唱片
简介:Ed Sheeran (born 17 February 1991) is a British singer/songwriter who is currently signed under record label Atlantic Records.Sheeran broke through commercially in June 2011, when his debut single "The A Team" debuted at number 3 on the UK chart. Sheeran was born in West Yorkshire, before moving to Framlingham, Suffolk. He learned guitar at a very young age, and began writing songs during his time at Thomas Mills High School in Framlingham. His early childhood memories, that he referred to in a interview on the Zane Lowe show, included listening to Van Morrison on his countless trips to London with his parents and going to an intimate gig with Damien Rice in Ireland when he was 11. He also attended a Nizlopi show at Shepherds Bush Empire No. 5 Collaborations Project is an album of collaborations recorded by English singer-songwriter Ed Sheeran. It was released on January 7, 2011 as a digital download in the United Kingdom and reached number 46 on the UK Albums Chart.
Ed Sheeran (born 17 February 1991) is a British singer/songwriter who is currently signed under record label Atlantic Records.Sheeran broke through commercially in June 2011, when his debut single "The A Team" debuted at number 3 on the UK chart. Sheeran was born in West Yorkshire, before moving to Framlingham, Suffolk. He learned guitar at a very young age, and began writing songs during his time at Thomas Mills High School in Framlingham. His early childhood memories, that he referred to in a interview on the Zane Lowe show, included listening to Van Morrison on his countless trips to London with his parents and going to an intimate gig with Damien Rice in Ireland when he was 11. He also attended a Nizlopi show at Shepherds Bush Empire No. 5 Collaborations Project is an album of collaborations recorded by English singer-songwriter Ed Sheeran. It was released on January 7, 2011 as a digital download in the United Kingdom and reached number 46 on the UK Albums Chart.
<No.5 Collaborations Project (第五张合作专辑)> - 歌曲列表
01Ed Sheeran - Lately (+Devlin)
02Ed Sheeran - You (+Wiley)
03Ed Sheeran - Family (+ P Money)
04Ed Sheeran、JME - Radio
05Ed Sheeran - Little Lady (+ Mikill Pane)
06Ed Sheeran - Drown Me Out (+ Ghetts)
07Ed Sheeran - Nightmares (+ Random Impulse + Sway + Wretch 32)
08Ed Sheeran - Goodbye To You (+ Dot Rotten)
Beautiful People (Acoustic)
Beautiful People (Jack Wins Remix)
I Don't Care (Chronixx & Koffee Remix)


text:
>> AnnArborObserver.com >> City Guide >> Restaurants >> Asian
View our map of Asian restaurants in Ann Arbor >>
3135 Oak Valley (Village Centre) [map]
Korean favorites and barbecue. Mon.-Fri. 11 a.m.-9:30 p.m., Sat. noon-9:30 p.m. Closed Sun. arirangrestaurantannarbor.com
Asian Legend
516 E. William [map]
Taiwanese and Szechuan specialties. Tues.-Thurs. 11 a.m.-10 p.m., Fri. & Sat. 11 a.m.-10:30 p.m., Sun. 11 a.m.-9 p.m. Closed Mon. asianlegendannarbor.com
Bangkok Cuisine Express
4119 Stone School [map]
Thai food. Mon.-Fri. 11 a.m.-9 p.m., Sat. noon-9 p.m. Closed Sun. bangkokcuisineexpress3.com
BeWon
3574 Plymouth (Plymouth Green Shopping Center) [map]
Fried calamari, Korean standards, special noodle dishes, dessert. Mon.-Fri. 11 a.m.-3 p.m. & 5-9 p.m., Sat. noon-3 p.m. & 5-9 p.m. Closed Sun. bewonannarbor.com
Bell's Diner
2167 W. Stadium [map]
Korean menu alongside classic diner favorites. Breakfast all day, dinner, and carry out. Bi-bim-bop, kimchi, homemade soups, salads, sandwiches, hamburgers. Mon.-Sat. 8 a.m.-8:30 p.m., Sat. 6:30 a.m.-8:30 p.m., Sun 8 a.m.-8:30 p.m.
Belly Deli
1317 S. University [map]
Asian fusion sandwiches and salads. Daily 11 a.m.-9 p.m. (8 p.m. summer). info@a2bellydeli.com, a2bellydeli.com
Bopjib
621 Church [map]
Charbroiled chicken, short ribs, Korean standards. Mon.-Fri. 11 a.m.-9 p.m., Sat. noon-8:30 p.m. Closed Sun. bopjib.com
Broadway Cafe & Cheesesteak Hoagie
1139 Broadway [map]
Korean food and Philly-style cheesesteaks, hoagies. Mon.-Fri. 10:30 a.m.-8:30 p.m., Sat. 10:30 a.m.-8 p.m. Closed Sun. broadwaycafehoagie@gmail.com, broadwaycafehoagie.com
1739 Plymouth, (Courtyard Shops) [map]
Curries, wraps, salads, steamed dumplings. Lunch Tues.-Sun. 11 a.m.-3 p.m.; dinner Tues.-Thurs. & Sun. 5-10 p.m., Fri. & Sat. 5-10:30 p.m. Closed Mon. cardamoma2.com
Chan's Garden
2265 W. Liberty [map]
Chinese and American food. Mon.-Thurs. 10:30 a.m.-10:30 p.m., Fri. 10:30 a.m.-11 p.m. & Sat. 11 a.m.-11 p.m., Sun. 11 a.m.-10 p.m. chansgardenannarbor.com
Chia Shiang
2016 Packard [map]
Traditional and Shanghai-style Chinese and Malaysian cuisine. Dumplings. Vegetarian specialties. Tues.-Sat. 11 a.m.-10 p.m., Sun. noon-10 p.m. Closed Mon. chiashiangannarbor.com
Chow Asian Street Food
208 W. Liberty [map]
Rou jia mo sandwiches, bowls, noodle and rice dishes. Daily 11 a.m.-11 p.m. chowannarbor.com
Curry On Indian Street Food
2711 Plymouth [map]
Indian-style wraps, sandwiches, rice dishes, dosas, chaats, and Asian and fusion foods. Mon.-Thurs. 11 a.m.-9 p.m., Fri. & Sat. 11 a.m.-10 p.m. Closed Sun.
10 percent off
DKY Sushi
283 S. Zeeb (Scio Town Center) [map]
Japanese food. Sushi, sashimi, teriyaki, tempura, and noodle dishes. Mon.-Thurs. 11 a.m.-10 p.m., Fri. 11 a.m.-10:30 p.m., Sat. noon-10:30 p.m. Closed Sun. dkysushi.net
Dalat Restaurant
2216 S. Main [map]
Traditional Vietnamese fare in a home-cooked style. Fresh spring rolls, rice plates, noodles, bowls, stir-fries and sautés, and hot soups, plus vegan and vegetarian options. Mon.-Sat. 11 a.m.-9 p.m. Closed Sun. dalatrestaurantannarbor.com
Ypbor Yan
4905 Washtenaw [map]
Northern Chinese food. Formerly called Emerald City. Mon.-Thurs. 11 a.m.-9 p.m., Fri. & Sat. 11 a.m.-10 p.m., Sun. noon-9 p.m. usbgfood.com
Everest Sherpa Restaurant
2803 Oak Valley [map]
Nepali, Tibetan, and Indian staples. Momos, biryani, tandoori roasts, curries. Tues.-Sun. 11 a.m.-3 p.m. & 5-9 p.m. Closed Mon. everestsherparestaurant.com
Evergreen Restaurant
2771 Plymouth (Plymouth Mall) [map]
Asian and Chinese cuisine. Sun.-Thurs. 11 a.m.-10 p.m., Fri. & Sat. 11 a.m.-10:30 p.m. evergreen-restaurant.com
10 percent; cash only
Godaiko
Traditional Japanese cuisine. Mon.-Thurs. 11:30 a.m.-10 p.m., Fri. 11:30 a.m.-11 p.m., Sat. noon-11 p.m., Sun. noon-10 p.m. godaiko.com
Happy Wok
Chinese, Malaysian-Singaporean, and Thai cuisine; sushi (no raw fish). Mon.-Thurs. 10:45 a.m.-10:15 p.m., Fri. & Sat. 10:45 a.m.-10:30 p.m., Sun. 11:45 a.m.-10:15 p.m. orderhappywok.com
Hot Pot Chen
Cantonese, Szechuan, Hunan, and Mandarin food. Mon.-Thurs. 11 a.m.-9:30 p.m., Fri. & Sat. 11 a.m.-10 p.m.; Sun. noon-9:30 p.m. hotpotchen.com
Japanese cuisine and a hibachi table. Serves tempura, udon, soba. Sushi bar; private tatami room. Mon.-Thurs. 11 a.m.-2:30 p.m. & 4:30-10 p.m., Fri. 11 a.m.-2:30 p.m. & 4:30-11 p.m., Sat. noon-11 p.m., Sun. noon-9 p.m. ichibanrestaurants.com
India Cafe
1143 Broadway (inside Foods of India grocery store) [map]
Northern Indian cuisine. Limited seating. Daily 11 a.m.-9 p.m. indiacafea2.com
Kang's Korean Restaurant
1327 South University [map]
Korean favorites including bi bim bop, soups, charbroiled ribs, seafood. Daily 11 a.m.-9 p.m. kangsannarbor.com
King Shing Chinese Food
2865 Carpenter [map]
Chinese standards; rice and noodle dishes. Mon.-Sat. 11 a.m.-10:15 p.m., Sun. noon-9:45 p.m. kingshingannarbor.com
Kosmo's Bop Shop
308 S. Ashley [map]
Customizable Korean bibimbap. Mon. 11 a.m.-4 p.m., Tues.-Thurs. 11 p.m.-midnight, Fri. & Sat. 11 a.m.-4 a.m. Closed Sun. kosmobopshop.com
Lucky Kitchen
1753 Plymouth (Courtyard Shops) [map]
Chinese food with low-calorie and low-fat options. Mon.-Thurs. 11 a.m.-10 p.m., Fri. & Sat. 11 a.m.-10:30 p.m., Sun. noon-10:30 p.m. luckykitchen.net
Madras Masala
328 Maynard [map]
Indian cuisine including south Indian, Mughlai, and Indo-Chinese. Lunch buffet. Large vegetarian & vegan selection. Mon.-Thurs. 11:30 a.m.-3 p.m. & 5-10 p.m., Fri. 11:30 a.m.-3 p.m. & 5-10:30 p.m., Sat. noon-3:15 p.m. & 5-10:30 p.m., Sun. noon-3:15 p.m. & 5-9:30 p.m. madrasmasala.com
Mama Satto Sushi & Noodle Bar
715 North University [map]
Korean and Japanese cuisine. Mon.-Fri. 11 a.m.-10 p.m., Sat. noon-10 p.m., Sun. noon-9 p.m. Seasonal hours may vary. facebook.com/mamasattoaa
2018 Summer opening slated. Build-your-own bowls inspired by Chinese street food. Roujiamo, a pocket bun sandwich.
106 S. First [map]
Japanese cuisine and Korean dishes; sushi bar. Mon.-Wed. 11:30 a.m.-2 p.m. & 4:30-9:30 p.m., Thurs. 11:30 a.m.-2 p.m. & 5-10 p.m., Fri. 11:30 a.m.-2 p.m. & 4:30-10 p.m., Sat. noon-10:00 p.m., Sun. 4-9:30 p.m. mikijapanese.com
Miss Kim
415 N. Fifth Ave. (Kerrytown Shops) [map]
Korean specialties from Zingerman's. Tues.-Sat. 11 a.m.-2:30 p.m. & 5-10 p.m., Sun. 11 a.m.-2:30 p.m. & 5-9 p.m. Closed Mon. misskimannarbor.com
Momo Sushi
895 W. Eisenhower, (The Colonnade) [map]
Fast-casual seafood fusion. Sushi burritos, cupbop, and udon. Mon.-Thurs. 11 a.m.-2:30 p.m. and 4-9 p.m., Fri.-Sun. 11 a.m.-9 p.m. facebook.com/momosushia2
Nagomi Sushi North
Sushi, from California rolls to more exotic fare; teriyaki dishes, soups, and donburi. Bubble tea and drink bar. Jazz nights every other Wed. during school year. Mon.-Thurs. 11 a.m.-10 p.m., Fri. & Sat. 11 a.m.-10:30 p.m., Sun. noon-10 p.m. nagomiannarbor.com
Nagomi Sushi Downtown
241 E. Liberty [map]
Japanese sushi, noodles, and skewers. Sake bar. Mon.-Thurs. 11 a.m.-10 p.m.; Fri. & Sat. 11 a.m.-1 a.m.; Sun. noon-10 p.m. nagomiannarbor.com
Namaste Flavours
400 S. Division [map]
Chicken, lamb, seafood, vegetarian, and tandoori Indian specialties. Mon., Wed.-Sun. 11:30 a.m.-3 p.m., & 5-9 p.m. Closed Tues. namasteflavoursarbor.com
No Thai!
226 N. FOURTH AVE. [map]
Noodles, stir-fry, and fried rice dishes; choose your own protein and spice level. Mon.-Sat. 11 a.m.-10 p.m., Sun. noon-10- p.m. Hours subject to seasonal changes. nothai.com
Fourth Ave. only
The Old Siam by Siam Kitchen
2509 Jackson (Westgate) [map]
Authentic Thai cuisine. Full-service dining room. Tues.-Thurs. 11:30 a.m.-2 p.m. & 5-8:30 p.m., Fri. 11:30 a.m.-2 p.m. & 5-9 p.m., Sat. 5-9 p.m., Closed Sun. & Mon.
Once Upon a Grill
Pakistani offerings including kati rolls. Tues.-Thur. 11 a.m.-10 p.m., Fri. 4 p.m.-11 p.m., Sat. 11 p.m.- 11 p.m., Sun. 11 a.m.-11 p.m. Closed Mon.
Starting August 2019
One Bowl
1220 South University (entrance on S. Forest) [map]
Chinese, Korean, Japanese, and Vietnamese specialties all served in bowls. Mon.-Fri. 11 a.m.-10 p.m., Sat.& Sun. 11:30 a.m.-10 p.m. onebowltogo.com
after 2 p.m.
P.F. Chang's China Bistro
720 Briarwood Cir. [map]
Chinese cuisine and bar. Sun.-Thurs. 11 a.m.-10 p.m., Fri.& Sat. 11 a.m.-11 p.m. pfchangs.com
Pan-Asian cuisine with Western flair. Mon.-Thurs. 5:30-9:30 p.m., Fri. & Sat. 5:30-10:30 p.m., Sun. 5-9 p.m. pacificrimbykana.com
Panda Express
Chinese fast food. pandaexpress.com
201 BONISTEEL [map]
Pierpont Commons (734-769-6382): Mon.-Thurs. 10:30 a.m.-9:30 p.m., Fri. 10:30 a.m.-8 p.m., Sat. & Sun. noon-7 p.m. May-Aug.: Mon.-Fri. 11 a.m.-5 p.m. Closed Sat. & Sun.
CLOSED UNTIL COMPLETION OF MICHIGAN UNION'S RENOVATIONS. 501 S. STATE [map]
Michigan Union (734-222-9130): Mon.-Fri. 10:30 a.m.-11 p.m., Sat. & Sun. 11 a.m.-11 p.m. May-Aug.: Mon.-Thurs. 11 a.m.-5 p.m., Fri.-Sun. 11 a.m.-5 p.m.
620 BRIARWOOD [map]
Briarwood Mall (734-994-3696): Mon.-Sat. 10 a.m.-9 p.m., Sun. 10 a.m.-6 p.m.
Panda House
229 N. Maple (Maple Village) [map]
Szechuan, Hunan, Mandarin, and Cantonese cuisine. Mon.-Thurs. 10:30 a.m.-9:45 p.m., Fri. & Sat. 10:30 a.m.-10:30 p.m., Sun. 11 a.m.-9:45 p.m. annarborpandahouse.com
Panda Korean and Chinese Restaurant
Mostly Korean cuisine. Mon.-Fri. 11 a.m.-3 p.m. & 5 p.m.-10 p.m., Sat. noon-3 p.m. & 5 p.m-9 p.m. Closed Sun.
Poke Fish
3500 Washtenaw (Washtenaw Commons) [map]
Sushi burritos, ramen, poke fish, and Japanese dishes. Mon.-Thurs. 11 a.m.-10 p.m., Fri. & Sat. 11 a.m.-10:30 p.m., Sun. noon-9 p.m. order.menusifu.com/poke-fish-mi
Rich J.C. Korean Restaurant
Korean lunch and dinner. Mon.-Sat. 11 a.m.-8:30 p.m. Closed Sun.
Rod's Diner
812 S. State [map]
Korean food, frozen yogurt. Mon.-Sat. 11 a.m.-midnight., Sun. 11 a.m.-11 p.m.
Sushi, teriyaki, and other Japanese food. Mon.-Thurs. 11 a.m.-10 p.m., Fri. & Sat. 11 a.m.-10:30 p.m., Sun. noon-9 p.m. sadakojapaneserestaurant.com
Saica
Sushi, sashimi, tempura, nabemono dishes like sukiyaki. Mon.-Fri. 11 a.m.-3 p.m.& 5-10 p.m., Sat. noon-10 p.m., Sun. noon-9 p.m. saicasushi.com
Seoul Garden Restaurant
3125 Boardwalk [map]
Korean and Japanese cuisine, including sushi bar and tabletop Korean barbecue. Mon.-Thurs. 11:30 a.m.-10 p.m., Fri. 11:30 a.m.-10:30 p.m., Sat. noon-10:30 p.m., Sun. noon-10 p.m. aaseoulgarden.com
Seoul Street
1771 Plymouth, #101 [map]
Korean-style fried chicken, kim bop rolls, bi bim bop. Mon.-Thur. 11 a.m.-9:45 p.m., Fri. 11 a.m.-10:15 p.m., Sat. 11:30 a.m.-10:15 p.m., Sun. 11:30 a.m.-9:45 p.m. eatseoulstreet.com
307 S. Main [map]
North Indian cuisine; tandoori and Mughlai dishes. Mon.-Thurs. 11:30 a.m.-2:45 p.m. & 5-10 p.m., Fri. 11:30 a.m.-2:45 p.m. & 5-11 p.m., Sat. noon-3:15 p.m. & 5-11 p.m. Sun. noon-3:15 p.m. & 5-10 p.m. shalimarrestaurant.com
3750 Washtenaw (Victory Inn & Suites) [map]
Authentic Thai cuisine. Mon.-Sat. 11 a.m.-10 p.m., Sun. noon-9 p.m. siamsquare.us
Slurping Turtle
Japanese food. Ramen, tapas, sushi. Sun.-Thurs. 11:30 a.m.-10 p.m., Fri.-Sat. 11:30 a.m.-11 p.m. events@slurplingturtle.com, slurpingturtle.com/annarbor
free cream puff
Sozo Japanese Grill
474 Briarwood Cir [map]
Fast and casual Japanese hibachi grill. Mon.-Sat. 11 a.m.-9 p.m., Sun. 11 a.m.-6 p.m. sozogrill.com
Sushi Town
740 Packard [map]
Sushi with options including design your own. Mon.-Fri. noon-3 p.m. & 4-10 p.m., Sat. 4-10 p.m. Closed Sun. sushitown.org
Taste of India Suvai
Northern and southern Indian favorites with some Indo-Chinese choices. Mon.-Thurs. 11:30 a.m.-3 p.m. & 5-10 p.m., Fri. & Sat. 11:30 a.m.-3:30 p.m. & 5-10:30 p.m., Sun. 11:30 a.m.-3:30 p.m. & 5-9:30 p.m. tasteofindiaannarbor.com
Tatsu Sushi
100 Briarwood Circle [map]
Korean and Japanese cuisine. Full sushi bar. Mon.-Sat. 11:30 a.m.-9 p.m., Sun. 11:30 a.m.-6 p.m.
Teriyaki Time
314 Detroit [map]
Flame-broiled marinated meat dishes; Asian fusion and vegetarian dishes. Mon.-Sat. 11 a.m.-9 p.m. Closed Sun. facebook.com/aateriyakitime
Tianchu
Korean fare with house-made kimchi plus Chinese and Taiwanese items, bubble tea, and smoothies. Daily 11 a.m.-10 p.m. Closed early during the summer. tianchuannarbor.com
TK WU
Taiwanese, Hunan, and Szechuan dishes; bubble teas. Sun.-Thurs. 11 a.m.-10 p.m., Fri. & Sat. 11 a.m.-11 p.m. mei@jbiz.com, tkwurestaurant.com
Tomukun Korean Barbeque
505 E. Liberty, #200 [map]
Korean Barbeque, neng myun, soon dubu, and sulung tang. Mon.-Sun. 11:30 a.m.-10 p.m. Kitchen closes 9:30 p.m. bbq.tomukun.com
Tomukun Noodle Bar
Noodle and rice dishes from across Asia, steamed meat buns. Sun.-Thurs. 11:30 a.m.-10 p.m., Fri. & Sat. 11:30 a.m.-1 a.m. noodlebar.tomukun.com
Sushi, udon, tempura, and teriyaki dishes. Mon.-Sat. 11:30 a.m.-10 p.m., Sun. noon-10 p.m. totoroannarbor.com
Tuptim Thai Cuisine
Traditional Thai specialties, exotic contemporary dishes. Mon.-Fri. 11 a.m.-9:30 p.m., Sat. noon-9:30 p.m., Sun. noon-9 p.m. tuptim.com
Umi Sushi
3393 Plymouth (Plymouth Green Crossings) [map]
Japanese and Korean fare. Mon.-Thurs. 11 a.m.-10 p.m., Fri. 11 a.m.-10:30 p.m., Sat. noon-10:30 p.m., Sun. 4:30-10 p.m. umisushiannarbor.com
Mon.-Fri. 11 a.m.-2 p.m., min. $25
VKitchen
883 W. Eisenhower (Colonnade) [map]
Vietnamese cuisine, pho, rice and noodle bowls, specialty herb and fruit drinks. Mon.-Sat. 11 a.m.-9:30 p.m., Sun. noon-9 p.m. vkitchen.annarbor@gmail.com, vkitcheninc.com
Wild Poke
413 E. Huron, (Foundry Lofts) [map]
Build your poke, bibimbop. bulgogi, ramen, fruit smoothies. Sun.-Wed. 11 a.m.-10 p.m., Thurs.-Sat. 11 a.m.-midnight. wildpoke.menufy.com
Yee Siang
Northern Chinese dumplings, hot chili noodles, appetizers. Tue.-Thur. 11 a.m.-9 p.m., Fri.& Sat. 11 a.m.-9:30 p.m., Sun. 11 a.m.-9 p.m. Closed Mon. yeesiangannarbor.com
Yotsuba Japanese Restaurant
2222 Hogback [map]
Traditional Japanese cuisine and fine dining. Mon.-Sat. 11:30 a.m.-10 p.m., Sun. noon-9 p.m. yotsuba-restaurant.com


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Biografia
Membro della famiglia Ceci, nobile casato romano del Rione Monti, Pomponio Ceci fu valente studioso di filosofia e astronomia, e canonico di San Giovanni in Laterano.

Fu vescovo di Civita Castellana e Orte, poi di Nepi e Sutri.

Il 2 giugno 1542 fu nominato cardinale da papa Paolo III e il 12 giugno ricevette il titolo di San Ciriaco alle Terme. Fu vicario per la città di Roma.

Morì pochi mesi dopo e fu sepolto nella basilica di San Giovanni in Laterano.

Note

Collegamenti esterni

Cardinali nominati da Paolo III
Sepolti nella basilica di San Giovanni in Laterano
Vescovi di Nepi e Sutri

redpajama_set_name: RedPajamaWikipedia


Getting kids to eat their greens has long been the bane of parents. Carrots, cauliflower, broccoli, peas; no matter the veg, children rarely take to them like they do other foods – so mums and dads often have their work cut out encouraging them to polish off their plates.
Thing is though, kids need veggies now more than ever. Childhood obesity rates continue to hit the headlines and a quarter of all secondary school age children eat less than one portion of their recommended intake of greens a day, which could be detrimental to their long-term health.
And the problem with veg doesn't end with kids. In 2017, Diabetes UK discovered that two-thirds of adults are guilty of eating fewer than three portions of fruit and veg a day, putting them at an increased risk of diabetes in later life. So, with seemingly half the country taking an anti-veg stance, just how do you get people into greens and improve their eating habits?
One of the best ways is by incorporating more veg into their favourite meals, giving them healthier credentials without forgoing flavour. Here, we look at some of the best secret vegetable recipes your kids will love, including a couple of suggestions from our favourite bloggers.
It is possible to get your kids to love veggies.
Lunch should be a time to fill up on healthy vegetables that will help power you through the afternoon, but too many of us – especially kids – aren't getting enough midday sustenance in the form of fresh greens. These simple lunchtime treats aim to change that, providing plenty of flavour with a shedload of veggie goodness.
Perfect diced up in a wrap for lunch, green fritters are a tasty option that's sure to be a hit. Protein, vitamins and minerals, these all-veg patties pack a powerful punch and are ideal for keeping the kids going until the end-of-day bell. Best of all, they're super easy to make and require the bare minimum of ingredients, including courgette, broccoli, flour and sunflower oil. Top with a poached egg for a nourishing breakfast that hits the flavour spot.
Green fritters are a guaranteed hit.
Ditch the Dairylea Dunkers for something a little less calorific with these delicious kid-friendly broccoli and potato croquettes. There'll be no complaints from your little ones when you send them off with a couple of these in their lunchbox, as they provide a satisfying crunchy treat that's the perfect veg-packed lunch for little appetites. Broccoli is among the most loathed veg out there, but in these croquettes, they'll barely notice it but still benefit from its nutrition. Make up a big batch at the beginning of the week and you'll have easy lunches for the whole week.
Most people love pasta, but put too many veggies in and you risk losing the interest of your fussy eaters. That's why this clever pasta with hidden veg sauce is such a great idea for sneaking more veg into their everyday meals. The trick here is to blitz all the veg in a blender or food processor to create a tasty tomato sauce that's secretly packed with vegetables, including carrots, celery, peppers and tomatoes. They'll be none the wiser as they tuck into a seemingly simple pasta dish, and you can rest assured they're getting their daily dose of greens.
Dinner time is often when good intentions can fly out the window; a good excuse for you to call up the takeaway or cook up a quick, from-the-freezer meal that's devoid of any healthy greens. However, there are plenty of ways to keep teatime exciting while incorporating healthy veg-filled meals – as the recipes below demonstrate.
If there's anything all kids love it's pizza, and this recipe for a simple tomato, red pepper and mozzarella calzone, sent to us by Jo Middleton of Slummy Single Mummy, is sure to be a big win with the family. Here's what Jo had to say about her veg-filled calzone creation: "Calzone is very easy to make, with either shop-bought dough or your own. I roast a tray of red onions, cherry tomatoes and red peppers for about 20 minutes and mix this with chunks of mozzarella as a filling."
Another kid-friendly staple that's made healthier with the addition of fresh veggies; these beef and red pepper burgers are the ultimate Friday-night treat. Carrot and roasted red peppers help give these burgers a boost while totting up their daily veg intake. And, they're actually surprisingly easy to make, so it won't feel like you're faffing for hours and missing out on family time. Serve with sweet potato fries for the perfect combination of healthy and hearty.
Sneak some red peppers into your kids' burgers.
Korma is by far the most kid-friendly curry and this version, which incorporates a shedload of hidden veggies, is bound to get them reaching for the naan bread and tucking in. As well as the usual bits and bobs you normally throw in a curry, this korma recipe uses 800g of vegetables to make it a healthy dinnertime staple. From cauliflower to potato to courgette, you can throw anything you like in here and it'll generally be disguised by the classic taste of korma – stealth veg indeed.
Kids love snacks and sweet treats, but everyone knows they're no good for their health, waistline or concentration. Swap bags of crisps and bars of chocolate for these healthy alternatives, however, and your kids can snack happy and stay full between mealtimes.
The brainchild of Vicki Montague of Free From Fairy, these carrot cake muffins are the perfect sweet treat for kids as they don't rely on tonnes of sugar. Here's what Vicki said about her snack-friendly muffins: "I created this carrot cake cupcake recipe to try and sneak some fruit and vegetables into my kids' diets, while at the same time giving them a treat.
"There's no added sugar in the recipe, with the sweetness coming from the fruit and vegetables alone. It is a firm favourite in our house!"
Get the recipe for Vicki's muffins, here.
Avocados have become much sought-after in the UK for their health benefits, but perhaps not so much among younger crowds. A good way to get kids eating these super healthy fruits is to turn them into lollies – because what child doesn't enjoy a frozen treat? This recipe uses fresh avocado, yoghurt, lime and vanilla to create a truly satisfying snack on a stick. And with summer right around the corner, we can't think of a better way of stealthily getting some veg into your child's diet.
Your kids could get a kick out of avocado lollies.
Kids love ice cream, it's a fact. But while the odd 99 with a Flake is OK, it isn't the most nourishing of desserts in the world. If your family has a penchant for ice cream, swap standard full-fat vanilla for this irresistible, fat-free frozen strawberry yoghurt. Combining the natural sweetness of strawberries with the creaminess of traditional ice cream, this healthy alternative is a real no-brainer. Best of all, it's super cheap and quick to make, so you can knock it together for your kids any time of the day.
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The total value of foreign direct investment into Britain has topped £1 trillion for the first time, Prime Minister David Cameron's government said yestgerday, hailing "a sharp increase" in net flows last year.
The data is likely to be seized upon by Cameron's Conservatives who reject assertions from opponents that his plan to reform Britain's ties with the European Union ahead of an in-out membership referendum risks hurting foreign investment.
Cameron first announced the EU plan in 2013.
The government said the value of accumulated foreign direct investment rose by £90 billion in 2014 to take the total to more than £1 trillion, the highest in Europe and third highest in the world after the US and China.
It said Britain's strong economic performance in 2014 meant the number of foreign investment projects increased 12 per cent year-on-year.