title: Gifted education

text: Within the United States, in addition to programs designed by the state, some counties also choose to form their own Talented and Gifted Programs. Sometimes this means that an individual county will form its own TAG program; sometimes several counties will come together if not enough gifted students are present in a single county. Generally, a TAG program focuses on a specific age group, particularly the local TAG programs. This could mean elementary age, high school age, or by years such as ages 9 through 14.


title: Gifted education

text: These classes are generally organized so that students have the opportunity to choose several courses they wish to participate in. Courses offered often vary between subjects, but are not typically strictly academically related to that subject. For example, a TAG course that could be offered in history could be the students learning about a certain event and then acting it out in a performance to be presented to parents on the last night of the program. These courses are designed to challenge the students to think in new ways and not merely to be lectured as they are in school.


title: Gifted education

text: The term "Gifted Assessment" is typically applied to a process of using norm-referenced psychometric tests administered by a qualified psychologist or psychometrist with the goal of identifying children whose intellectual functioning is significantly advanced as compared to the appropriate reference group (i.e., individuals of their age, gender, and country). The cut-off score for differentiating this group is usually determined by district school boards and can differ slightly from area to area, however, the majority defines this group as students scoring in the top 2 percentiles on one of the accepted tests of intellectual (cognitive) functioning or IQ. Some school boards also require a child to demonstrate advanced academic standing on individualized achievement tests and/or through their classroom performance. Identifying gifted children is often difficult but is very important because typical school teachers are not qualified to educate a gifted student. This can lead to a situation where a gifted child is bored, underachieves and misbehaves in class.


title: Gifted education

text: Individual IQ testing is usually the optimal method to identify giftedness among children. However it does not distinguish well among those found to be gifted. Therefore, examiners prefer using a variety of tests to first identify giftedness and then further differentiate. This is often done by using individual IQ tests and then group or individual achievement tests. There is no standard consensus on which tests to use, as each test is better suited for a certain role.


title: Gifted education

text: The two most popular tests for identifying giftedness in the school-age population are the WISC IV and the SB5. The WIAT III is considered the most popular academic achievement test to determine a child's aggregate learned knowledge.


title: Gifted education

text: Although a newer WISC version, the WISC V, was developed in late 2014, the WISC IV is still the most commonplace test. It has been translated into several languages including Spanish, Portuguese, Norwegian, Swedish, French, German, Dutch, Japanese, Chinese, Korean, and Italian. The WISC-IV assesses a child's cognitive abilities, with respect to age group. Coupled with results from other tests, the WISC accurately depicts a child's developmental and psychological needs for the future.


title: Gifted education

text: The SB5 is an intelligence test that determines cognitive abilities and can be administered to persons in virtually any age group. It assesses a series of intelligence indicators including fluid reasoning, general knowledge, quantitative reasoning, spatial processing, and working memory. The SB5 makes use of both verbal and nonverbal testing.


title: Gifted education

text: The WIAT-III cannot assess all components of learned knowledge, but does give an understanding of a child's ability to acquire skills and knowledge through formal education. This test measures aspects of the learning process that take place in a traditional school setting in reading, writing, math, and oral language. Although the WIAT-III tests a wide range of material, it is designed primarily to assess children's learning before adolescence.


title: Gifted education

text: Versions of these tests exist for each age group. However it is recommended to begin assessment as early as possible, with approximately eight years of age being the optimal time to test. Testing allows identification of specific needs of students and help to plan an education early.


title: Gifted education

text: Out-of-group achievement testing (such as taking the SAT or ACT early) can also help to identify these students early on (see SMPY) and is implemented by various talent search programs in use by education programs. Out-of-group testing can also help to differentiate children who have scored in the highest percentiles in a single IQ test.


title: Gifted education

text: Testing alone cannot accurately identify every gifted child. Teacher and parent nominations are essential additions to the objective information provided by grades and scores. Parents are encouraged to keep portfolios of their children's work, and documentation of their early signs of gifted behavior.


title: Gifted education

text: The development of early intelligence tests by Alfred Binet led to the Stanford-Binet IQ test developed by Lewis Terman. Terman began long-term studies of gifted children with a view to checking if the popular view "early ripe, early rot" was true. The Terman Genetic Studies of Genius longitudinal study has been described by successor researchers who conducted the study after Terman's death and also by an independent researcher who had full access to the study files.


title: Gifted education

text: Modern studies by James and Kulik conclude that gifted students benefit "least" from working in a mixed-level class, and benefit "most" from learning with other similarly advanced students in accelerated or enriched classes.


title: Gifted education

text: Educational authorities differ on the definition of giftedness: even when using the same IQ test to define giftedness, they may disagree on what gifted means—one may take up the top 2 percent of the population, another might take up the top 5 percent of a population, which may be within a state, district, or school. Within a single school district, there can be substantial differences in the distribution of measured IQ. The IQ for the top percentile at a high-performing school may be quite different from that at a lower performing school.


title: Gifted education

text: Peter Marshall obtained his doctorate in 1995, for research carried out in this field in the years from 1986. At the time, he was the first Research Director of the Mensa Foundation for Gifted Children. His work challenged the difficult childhood hypothesis, concluding that gifted children, by and large, do not have any more difficult childhoods than mainstream children and, in fact, that where they do, their giftedness probably helps them cope better than mainstream children and provided the material for his subsequent book Educating a Gifted Child.


title: Gifted education

text: In "Identifying Gifted Children: A Practical Guide", Susan K. Johnsen (2004) explains that gifted children all exhibit the potential for high performance in the areas included in the United States federal definition of gifted and talented students:


title: Gifted education

text: This definition has been adopted in part or completely by the majority of the states in the United States. Most have some definition similar to that used in the State of Texas, whose definition states:


title: Gifted education

text: The major characteristics of these definitions are (a) the diversity of areas in which performance may be exhibited (e.g., intellectual, creative, artistic, leadership, academic), (b) the comparison with other groups (e.g., those in general education classrooms or of the same age, experience, or environment), and (c) the use of terms that imply a need for development of the gift (e.g., capability and potential).


title: Gifted education

text: In her book, "Identifying Gifted Children: A Practical Guide", Susan K. Johnsen (2004) writes that schools should use a variety of measures of students' capability and potential when identifying gifted children. These measures may include portfolios of student work, classroom observations, achievement measures, and intelligence scores. Most educational professionals accept that no single measure can be used in isolation to accurately identify every gifted child.


title: Gifted education

text: Even if the notion of IQ is generally useful for identifying academically talented students who would benefit from further services, the question of the cutoff point for giftedness is still important. As noted above, different authorities often define giftedness differently.


title: Gifted education

text: Gifted and talented education dates back thousands of years. Plato (c. 427–c. 347 BCE) advocated providing specialized education for intellectually gifted young men and women. In China's Tang Dynasty (580-618 CE), child prodigies were summoned to the imperial court for specialized education. Throughout the Renaissance, those who exhibited creative talent in art, architecture, and literature were supported by both the government and private patronage.


title: Gifted education

text: Francis Galton conducted one of the earliest Western studies of human intellectual abilities. Between 1888 and 1894, Galton tested more than 7,500 individuals to measure their natural intellectual abilities. He found that if a parent deviates from the norm, so will the child, but to a lesser extent than the parent. This was one of the earliest observed examples of regression toward the mean. Galton believed that individuals could be improved through interventions in heredity, a movement he named eugenics. He categorized individuals as gifted, capable, average, or degenerate, and he recommended breeding between the first two categories, and forced abstinence for the latter two. His term for the most intelligent and talented people was "eminent". After studying England's most prominent families, Galton concluded that one's eminence was directly related to the individual's direct line of heredity.


title: Gifted education

text: At Stanford University in 1918, Lewis Terman adapted Alfred Binet's Binet-Simon intelligence test into the Stanford-Binet test, and introduced intelligence quotient (IQ) scoring for the test. According to Terman, the IQ was one's mental age compared to one's chronological age, based on the mental age norms he compiled after studying a sample of children. He defined intelligence as "the ability to carry on abstract thinking". During World War I Terman was a commissioned officer of the United States Army, and collaborated with other psychologists in developing intelligence tests for new recruits to the armed forces. For the first time, intelligence testing was given to a wide population of drafted soldiers.


title: Gifted education

text: After the war, Terman undertook an extensive longitudinal study of 643 children in California who scored at IQ 140 or above, the Genetic Studies of Genius, continuing to evaluate them throughout their lives. Subjects of these case studies were called "Termites" and the studies contacted the children in 1921, and again in 1930, 1947, and 1959 after his death. Terman's studies have to date been the most extensive on high-functioning children, and are still quoted in psychological literature today. Terman claimed to have disproven common misconceptions, such as that highly intelligent children were prone to ill physical and mental health, that their intelligence burned out early in their lives, or that they either achieved greatly or underachieved.


title: Gifted education

text: A professional colleague of Terman's, Leta Hollingworth was the first in the United States to study how best to serve students who showed evidence of high performance on tests. Although recognizing Terman's and Galton's beliefs that heredity played a vital role in intelligence, Hollingworth gave similar credit to home environment and school structure. Hollingworth worked to dispel the pervasive belief that "bright children take care of themselves" and emphasized the importance of early identification, daily contact, and grouping gifted children with others with similar abilities. Hollingworth performed an 18-year-long study of 50 children in New York City who scored 155 or above on the Stanford-Binet, and studied smaller groups of children who scored above a 180. She also ran a school in New York City for bright students that employed a curriculum of student-led exploration, as opposed to a teacher providing students with a more advanced curriculum they would encounter later in life.


title: Gifted education

text: One unforeseen result of the launch of Sputnik by the Soviet Union was the immediate emphasis on education for bright students in the United States, and this settled the question whether the federal government should get involved in public education at all. The National Defense Education Act (NDEA) was passed by Congress in 1958 with $1 billion US to bolster science, math, and technology in public education. Educators immediately pushed to identify gifted students and serve them in schools. Students chosen for gifted services were given intelligence tests with a strict cutoff, usually at 130, which meant that students who scored below 130 were not identified.


title: Gifted education

text: The impact of the NDEA was evident in schools for years after, but a study on how effective education was meeting the needs of gifted students was initiated by the United States Department of Education in 1969. The Marland Report, completed in 1972, for the first time presented a general definition of giftedness, and urged districts to adopt it. The report also allowed students to show high functioning on talents and skills not measurable by an intelligence test. The Marland Report defined gifted as


title: Gifted education

text: The report's definition continues to be the basis of the definition of giftedness in most districts and states.


title: Gifted education

text: In 1983, the result of an 18-month-long study of secondary students was published as "A Nation at Risk", and claimed that students in the United States were no longer receiving superior education, and in fact, could not compete with students from other developed countries in many academic exercises. One of the recommendations the book made was to increase services to gifted education programs, citing curriculum enrichment or acceleration specifically. The US federal government was also urged to create standards for the identification and servicing of gifted students.


title: Gifted education

text: The Jacob Javits Gifted and Talented Students Education Act was passed in 1988 as part of the Elementary and Secondary Education Act (ESEA). Instead of funding district-level gifted education programs, the Javits Act instead has three primary components: the research of effective methods of testing, identification, and programming, which is performed at the National Research Center on the Gifted and Talented; the awarding of grants to colleges, states, and districts that focus on underrepresented populations of gifted students; and grants awarded to state and districts for program implementation.


title: Gifted education

text: Annual funding for grants must be passed by US Congress, and totaled $9.6 million US in 2007, but the money is not promised. While he was president, George W. Bush eliminated the money every year of his term, but members of Congress overrode the president to make sure the grant money was distributed.


title: Gifted education

text: The most recent US federal education initiative was signed into law in 2002. The goal of No Child Left Behind (NCLB) is to bring the proficiency of all students to grade level but critics note it does not address the needs of gifted students who perform above grade level. The act imposes punishments on schools, administrators, and teachers when students do not achieve to the plan's designs, but does not address any achievement standards for high-functioning students, forcing schools and teachers to spend their time with low-achieving students. An article in "The Washington Post" declared, "The unmistakable message to teachers -- and to students -- is that it makes no difference whether a child barely meets the proficiency standard or far exceeds it." Gifted services have been recently eroding as a result of the new legislation, according to a 2006 article in "The New York Times".


title: Gifted education

text: In 2004, the John Templeton Foundation sponsored a report titled "A Nation Deceived: How Schools Hold Back America's Brightest Students", highlighting the disparity between the research on acceleration (which generally supports it, both from an academic and a psychological point of view), and the educational practices in the US that are often contrary to the conclusions of that research. The Institute for Research and Policy on Acceleration (IRPA) was established in 2006 at The Connie Belin and Jacqueline N. Blank International Center for Gifted Education and Talent Development at the University of Iowa College of Education through the support of the John Templeton Foundation following the publication of this report.


title: Gifted education

text: Public gifted education in Australia varies significantly from state to state. New South Wales has 95 primary schools with opportunity classes catering to students in year 5 and 6. New South Wales also has 17 fully selective secondary schools and 25 partially selective secondary schools. Western Australia has selective programs in 17 high schools, including Perth Modern School, a fully selective school. Queensland has 3 Queensland Academies catering to students in years 10,11 and 12. South Australia has programs in 3 public high schools catering to students in years 8,9 and 10, including Glenunga International High School. The Victorian Government commissioned a parliamentary inquiry into the education of gifted and talented children in 2012. One recommendation from the inquiry was for the Victorian Government to list the schools with programs, but the government has not implemented this recommendation. Some private schools have developed programs for gifted children.


title: Gifted education

text: The (CEDET) is a special education center created by in Lavras, MG, Brazil, in 1993. CEDET is run by the Lavras School System with technical and civil responsibility delegated to the Association of Parents and Friends for Supporting Talent (ASPAT). Its main goal is to cultivate the proper physical and social environment for complementing and supplementing educational support to the gifted and talented student. At present, there are 512 gifted students age 7 to 17 enrolled at CEDET, around 5% of Lavras Basic School population. The students come from thirteen Municipal Schools, eight State Schools and two private schools, plus a group of students from nearby communities brought in by their families.


title: Gifted education

text: In Alberta, the Calgary Board of Education (CBE) has various elementary, middle and high schools offering the GATE Program, standing for Gifted and Talented Education, for Grades 4–12, or Divisions 2–4. The program for students, who, through an IQ test, ranked in the Very Superior Range; falling into Gifted or Genius. For each of the three divisions, there are 2 schools offering GATE, one for the North Side of the city (CBE Areas I, II and III) and one for the South Side (CBE Areas IV and V). For Division 2, or Grades 4–6, it is available at Hillhurst Elementary School for the North and Nellie McClung Elementary School for the South. For Division 3, or Grades 7–9, it is available at Queen Elizabeth High School for the North and John Ware Junior High School for the South. For Division 3, or Grades 10–12, Queen Elizabeth High School, which is a joint Junior High-Senior High offers it for the North and Henry Wise Wood Senior High School offers it for the south. GATE classes go more in-depth and cover some curriculum for the following grade level, with tougher assignments and a faster learning pace. Students benefit from being around other students like them. These students attend the school alongside regular students and those in other programs (e.g. IB and AP.) In the 2014–15 school year, students from Grades 4–7 in the south will be attending Louis Riel Junior High School, already home to a science program, and students in the regular program there will be moved to Nellie McClung and John Ware. Students at John Ware will be phased out: eighth grade GATE will end in June 2015, and ninth grade GATE will end in 2016, while GATE will be expanding to Grade 9 at Louis Riel by September 2016. Prior to John Ware, the GATE program was housed at Elboya. A large number of teachers from Nellie McClung and John Ware will be moving to the new location, which was picked to deal with student population issues and to concentrate resources. Notable alumni of the CBE GATE Program include the 36th mayor of Calgary, Naheed Nenshi, from Queen Elizabeth High School.


title: Gifted education

text: Westmount Charter School in Calgary is a K-12 charter school specifically dedicated to gifted education.


title: Gifted education

text: In British Columbia, the Vancouver Board of Education's gifted program is called Multi-Age Cluster Class or MACC.[1] This is a full-time program for highly gifted elementary students from grades 4 to 7. Through project-based learning, students are challenged to use higher order thinking skills. Another focus of the program is autonomous learning; students are encouraged to self-monitor, self-reflect and seek out enrichment opportunities. Entrance to the program is initiated through referral followed by a review by a screening committee. IQ tests are used but not exclusively. Students are also assessed by performance, cognitive ability tests, and motivation. There are 4 MACCs in Vancouver: grade 4/5 and grade 6/7 at Sir William Osler Elementary, grade 5/6/7 at Tecumseh Elementary, and a French Immersion grade 5/6/7 at Kerrisdale Elementary.


title: Gifted education

text: At a lower scale, in Ontario, the Peel District School Board operates its Regional Enhanced Program at The Woodlands School, Lorne Park Secondary School, Glenforest Secondary School, Heart Lake Secondary School and Humberview Secondary School to provide students an opportunity to develop and explore skills in a particular area of interest. Students identified as gifted (which the PDSB classifies as "enhanced") may choose to attend the nearest of these high schools instead of their assigned home high school. In the Regional Enhanced Program, enhanced students take core courses (primarily, but not limited to English, mathematics, and the sciences) in an environment surrounded by fellow enhanced peers. The classes often contain modified assignments that encourage students to be creative.


title: Gifted education

text: The Education Commission Report No.4 issued in 1990 recommended a policy on gifted education for schools in Hong Kong and suggested that a broad definition of giftedness using multiple criteria should be adopted.


title: Gifted education

text: Gifted children generally have exceptional achievement or potential in one or more of the following domains:


title: Gifted education

text: The multi-dimensional aspect of intelligence has been promoted by Professor Howard Gardner from the Harvard Graduate School of Education in his theory of multiple intelligences. In his introduction to the tenth anniversary edition of his classic work Frames of Mind, he says:


title: Gifted education

text: In the heyday of the psychometric and behaviorist eras, it was generally believed that intelligence was a single entity that was inherited; and that human beings - initially a blank slate - could be trained to learn anything, provided that it was presented in an appropriate way. Nowadays an increasing number of researchers believe precisely the opposite; that there exists a multitude of intelligences, quite independent of each other; that each intelligence has its own strengths and constraints; that the mind is far from unencumbered at birth; and that it is unexpectedly difficult to teach things that go against early 'naive' theories of that challenge the natural lines of force within an intelligence and its matching domains. (Gardner 1993: xxiii)


title: Gifted education

text: Howard Gardner initially formulated a list of seven intelligences, but later added an eighth, that are intrinsic to the human mind: linguistic, logical/mathematical, visual/spatial, musical, bodily kinesthetic, intrapersonal, interpersonal, and naturalist intelligences.


title: Gifted education

text: It has become widely accepted at both local and international scales to adopt a broad definition of giftedness using multiple criteria to formulate gifted education policy.


title: Gifted education

text: The mission of gifted education is to systematically and strategically explore and develop the potential of gifted students. Gifted learners are to be provided with opportunities to receive education at appropriate levels in a flexible teaching and learning environment.


title: Gifted education

text: Based on these guiding principles, a three-tier gifted education framework was adopted in 2000. Levels 1 & 2 are recognised as being school-based whilst Level 3 is the responsibility of the HKAGE. The intention is that Level 1 serves the entire school population, irrespective of ability, that Level 2 deals with between 2-10% of the ability group, and that Level 3 caters for the top 2% of students.


title: Gifted education

text: In India, Jnana Prabodhini Prashala started in 1968, is probably the first school for gifted education. The motto is "motivating intelligence for social change." The school, located in central Pune, admits 80 students each year, after thorough testing, which includes two written papers and an interview. The psychology department of Jnana Prabodhini has worked on J. P. Guilford's model of intelligence.


title: Gifted education

text: National Organization for Development of Exceptional Talents (NODET), also known as SAMPAD (, which stands for in Persian), are national middle and high schools in Iran developed specifically for the development of exceptionally talented students in Iran. NODET was first established in 1976 and re-established in 1987.


title: Gifted education

text: Admission to NODET schools is selective and based on a comprehensive nationwide entrance examination procedure.


title: Gifted education

text: Every year thousands of students apply to enter the schools, from which less than 5% are chosen for the 99 middle schools and 98 high schools within the country. All applicants must have a minimum GPA of 19 (out of 20) for attending the entrance exam. In 2006, 87,081 boys and 83,596 girls from 56 cities applied, and 6,888 students were accepted for the 2007 middle school classes. The admission process is much more selective in big cities like Tehran, Isfahan, Mashhad and Karaj in which less than 150 students are accepted after two exams and interviews, out of over 50,000 applicants.


title: Gifted education

text: The top NODET (and Iranian) schools are Allameh Helli High School and Shahid Madani High School (in Tabriz), Farzanegan High School located in Tehran, Shahid Ejei High School located in Isfahan, Shahid Hashemi Nejad High School located in Mashhad and Shahid Soltani School located in Karaj. Courses taught in NODET schools are college-level in fields such as biology, chemistry, mathematics, physics and English. The best teachers from the ministry of education are chosen mainly by the school's principal and faculty to teach at NODET schools. Schools mainly have only two majors (normal schools have three majors), math/physics and experimental sciences (like math/physics but with biology as the primary course). Even though social sciences are taught, there is much less emphasis on these subjects due to the lack of interest by both students and the organization.


title: Gifted education

text: Norway has no centre for gifted or talented children or youth. However, there is the privately run Barratt Due Institute of Music which offers musical kindergarten, evening school and college for highly talented young musicians. There is also the public secondary school for talents in ballet at Ruseløkka school in Oslo, which admits the top 15 dancers. In athletics, the privately run Norwegian Elite Sports Gymnasium (NTG) offers secondary school for talents in five locations in Norway. This account might not be complete.


title: Gifted education

text: Following the Gifted Education Promotion Law () in the year 2000, the Ministry of Education, Science, and Technology (MEST) founded the National Research Center for Gifted and Talented Education (NRCGTE) in 2002 to ensure effective implementation of gifted education research, development, and policy. The center is managed by the Korean Educational Development Institute (KEDI). Presently twenty-five universities conduct gifted and talented education research in some form; for example, Seoul National University is conducting Science-gifted Education Center, and KAIST is conducting Global Institute For Talented Education (GIFTED), the Korean Society for the Gifted and Talented () and the Korean Society for the Gifted ().


title: Gifted education

text: Education for the scientifically gifted in Korea can be traced back to the 1983 government founding of Gyeonggi Science High School. Following three later additions (Korea Science Academy of KAIST, Seoul Science High School and Daegu Science High School), approximately 1,500, or 1 in 1,300 (0.08 percent) of high school students are currently enrolled among its four gifted academies. By 2008, about 50,000, or 1 in 140 (0.7 percent) of elementary and middle school students participated in education for the gifted. In 2005, a program was undertaken to identify and educate gifted children of socioeconomically underprivileged people. Since then, more than 1,800 students have enrolled in the program.


title: Gifted education

text: Gradually the focus has expanded over time to cover informatics, arts, physical education, creative writing, humanities, and social sciences, leading to the 2008 creation of the government funded Korean National Institute for the Gifted Arts. To pluralize the need for trained professional educators, teachers undergo basic training (60 hours), advanced training (120 hours), and overseas training (60 hours) to acquire skills necessary to teach gifted youth.


title: Gifted education

text: In Singapore, the Gifted Education Programme (GEP) was introduced in 1984 and is offered in the upper primary years (Primary 4–6, ages 10–12). Pupils undergo rigorous testing in Primary 3 (age 9) for admission into the GEP for Primary 4 to 6. About 1% of the year's cohort are admitted into the programme. The GEP is offered at selected schools, meaning that these pupils attend school alongside their peers in the mainstream curriculum but attend separate classes for certain subjects. As of the 2016 academic year, there are 9 primary schools which offer the GEP.


title: Gifted education

text: The School for Gifted Children in Bratislava was established in 1998. It offers education known as APROGEN—Alternative Program for Gifted Education.


title: Gifted education

text: The UYEP Research and Practice Center offers enriched programs for gifted students at Anadolu University. The center was founded by Ugur Sak in 2007. ANABILIM Schools have special classrooms for gifted and talented students. These schools apply the differentiated curriculum in the sciences, mathematics, language arts, social studies, and the arts for K8 gifted and talented students and enriched science and project-based learning in high school. There are over 200 science and art centers operated by the Ministry of Education that offer special education for gifted and talented students throughout the country. The Ministry uses the Anadolu Sak Intelligence Scale (ASIS) and the Wechsler Scales to select students for these centers. Four universities offer graduate programs in gifted education.


title: Gifted education

text: In England, schools are expected to identify 5-10% of students who are gifted and/or talented in relation to the rest of the cohort in that school—an approach that is pragmatic (concerned with ensuring schools put in place some provision for their most able learners) rather than principled (in terms of how to best understand giftedness). The term gifted applies to traditional academic subjects, and talented is used in relation to high levels of attainment in the creative arts and sports. The National Academy for Gifted and Talented Youth ran from 2002 to 2007 at the University of Warwick. Warwick University decided not to reapply for the contract to run NAGTY in 2007, instead introducing its own programme, the International Gateway for Gifted Youth in 2008. In January 2010, the government announced that NAGTY was to be scrapped the following month.


title: Gifted education

text: In the United States, each state department of education determines if the needs of gifted students will be addressed as a mandatory function of public education. If so, the state determines the definition of which students will be identified and receive services, but may or may not determine how they shall receive services. If a state does not consider gifted education mandatory, individual districts may, thus the definition of what gifted is varies from state or district.


title: Gifted education

text: In contrast with special education, gifted education is not regulated on a federal level, although recommendations by the US Department of Education are offered. As such, funding for services is not consistent from state to state, and although students may be identified, the extent to which they receive services can vary widely depending upon a state or district's budget.


title: Gifted education

text: Although schools with higher enrollment of minority or low-income students are just as likely to offer gifted programs as other schools, differing enrollment rates across racial and ethnic groups has raised concerns about equity in gifted education in the U.S.


title: Gifted education

text: Gifted education programs are also offered at various private schools. For example, the Mirman School caters to children with an IQ of 138 and above.


title: Gifted education

text: Affective curriculum: A curriculum that is designed to teach gifted students about emotions, self-esteem, and social skills. This can be valuable for all students, especially those who have been grouped with much older students, or who have been rejected by their same-age, but academically typical, peers.


title: Gifted education

text: Differentiation: modification of a gifted student's curriculum to accommodate their specific needs. This may include changing the content or ability level of the material.


title: Gifted education

text: Heterogeneous grouping: a strategy that groups students of varied ability, preparedness, or accomplishment in a single classroom environment. Usually this terminology is applied to groupings of students in a particular grade, especially in elementary school. For example, students in fifth grade would be heterogeneously grouped in math if they were randomly assigned to classes instead of being grouped by demonstrated subject mastery. Heterogeneous grouping is sometimes claimed to provide a more effective instructional environment for less prepared students.


title: Gifted education

text: Homogeneous grouping: a strategy that groups students by specific ability, preparedness, or interest within a subject area. Usually this terminology is applied to groupings of students in a particular grade, especially in elementary school. For example, students in fifth grade would be homogeneously grouped in math if they were assigned to classes based on demonstrated subject mastery rather than being randomly assigned. Homogeneous grouping can provide more effective instruction for the most prepared students.


title: Gifted education

text: Individualized Education Program (IEP): a written document that addresses a student's specific individual needs. It may specify accommodations, materials, or classroom instruction. IEPs are often created for students with disabilities, who are required by law to have an IEP when appropriate. Most states are not required to have IEPs for students who are only identified as gifted. Some students may be intellectually gifted in addition to having learning and/or attentional disabilities, and may have an IEP that includes, for instance, enrichment activities as a means of alleviating boredom or frustration, or as a reward for on-task behavior. In order to warrant such an IEP, a student needs to be diagnosed with a separate emotional or learning disability that is not simply the result of being unchallenged in a typical classroom. These are also known as Individual Program Plans, or IPPs.


title: Gifted education

text: Researchers and practitioners in gifted education contend that, if education were to follow the medical maxim of "first, do no harm," then no further justification would be required for providing resources for gifted education as they believe gifted children to be at-risk. The notion that gifted children are "at-risk" was publicly declared in the Marland Report in 1972:


title: Gifted education

text: Controversies concerning gifted education are varied and often highly politicized. They are as basic as agreeing upon the appropriateness of the term 'gifted' or the definition of 'giftedness'. For example, does 'giftedness' refer to performance or potential (such as inherent intelligence)? Many students do not exhibit both at the same time.


title: Gifted education

text: Measures of general intelligence also remain controversial. Early IQ tests were notorious for producing higher IQ scores for privileged races and classes and lower scores for disadvantaged subgroups. Although IQ tests have changed substantially over the past half century, and many objections to the early tests have been addressed by 'culture neutral' tests (such as the Raven test), IQ testing remains controversial. Regardless of the tests used to identify children for gifted programs, many school districts in the United States still have disproportionately more White and Asian American students enrolled in their gifted programs, while Hispanic and African American students are usually underrepresented. However, research shows that this may be not be a fault of tests, but rather a result of the achievement gap in the United States.


title: Gifted education

text: Some schools and districts only accept IQ tests as evidence of giftedness. This brings scrutiny to the fact that many affluent families can afford to consult with an educational psychologist to test their children, whereas families with a limited income cannot afford the test and must depend on district resources.


title: Gifted education

text: This is the most hotly debated aspect of gifted education. Some people believe that gifted education resources lack availability and flexibility. They feel that in the alternative methods of gifted education, the gifted students "miss out" on having a "normal" childhood, at least insofar as "normal childhood" is defined as attending school in a mixed-ability classroom. Others believe that gifted education allows gifted students to interact with peers that are on their level, be adequately challenged, and leaves them better equipped to take on the challenges of life.


title: Gifted education

text: Another facet of this controversy is the effectiveness of the programs dependent upon resources that are pushed more toward students who are struggling. Gifted Education is not mandated in many states, making it elective for districts to earmark money for. Many lower-achieving districts and schools must make crisis decisions on programs that are not high priorities. As a result, gifted students at these schools are not served, or not served effectively.


title: Gifted education

text: Gifted programs are often seen as being elitist in places where the majority of students receiving gifted services are from a privileged background. Identifying and serving gifted children from poverty presents unique challenges, ranging from emotional issues arising from a family's economic insecurity, to gaps in pre-school cognitive development due to the family's lack of education and time.


title: Gifted education

text: In New York City experience has shown that basing admission to gifted and talented programs on tests of any sort can result in selection of substantially more middle-class and white or Asian students and development of more programs in schools that such students attend.


title: Gifted education

text: While giftedness is seen as an academic advantage, psychologically it can pose other challenges for the gifted individual. A person who is intellectually advanced may or may not be advanced in other areas. Each individual student needs to be evaluated for physical, social, and emotional skills without the traditional prejudices which prescribe either "compensatory" weaknesses or "matching" advancement in these areas.


title: Gifted education

text: It is a common misconception that gifted students are universally gifted in all areas of academics, and these misconceptions can have a variety of negative emotional effects on a gifted child. Unrealistically high expectations of academic success are often placed on gifted students by both parents and teachers. This pressure can cause gifted students to experience high levels of anxiety, to become perfectionists, and to develop a fear of failure. Gifted students come to define themselves and their identity through their giftedness, which can be problematic as their entire self-concept can be shaken when they do not live up to the unrealistically high expectations of others.


title: Gifted education

text: A person with significant academic talents often finds it difficult to fit in with schoolmates. These pressures often wane during adulthood, but they can leave a significant negative impact on emotional development.


title: Gifted education

text: Social pressures can cause children to "play down" their intelligence in an effort to blend in with other students. "Playing down" is a strategy often used by students with clinical depression and is seen somewhat more frequently in socially acute adolescents. This behavior is usually discouraged by educators when they recognize it. Unfortunately, the very educators who want these children to challenge themselves and to embrace their gifts and talents are often the same people who are forced to discourage them in a mixed-ability classroom, through mechanisms like refusing to call on the talented student in class so that typical students have an opportunity to participate.


title: Gifted education

text: Students who are young, enthusiastic or aggressive are more likely to attract attention and to disrupt the class by working ahead, giving the correct answers all the time, asking for new assignments, or finding creative ways to entertain themselves while the rest of the class finishes an assignment. This behavior can be mistaken for ADHD.


title: Gifted education

text: Many parents of gifted find that it is the social-emotional aspect of their children's lives that needs support. Schools and talent development programs often focus on academic enrichment rather than providing time for gifted children to have the social interaction with true peers that is required for healthy development. National organizations such as Supporting Emotional Needs of the Gifted (SENG) as well as local organizations, have emerged in an effort to meet these needs.


title: Gifted education

text: It can also happen that some unidentified gifted students will get bored in regular class, daydream and lose track of where the class is in a lecture, and the teacher becomes convinced that the student is slow and struggling with the material.


title: Gifted education

text: Finally, gifted and talented students are statistically somewhat more likely to be diagnosed with a mental disorder such as bipolar disorder and to become addicted to drugs or alcohol. Gifted and talented students also have a higher chance of co-occurring learning disability. Gifted students with learning disabilities are often called twice exceptional. These students can require special attention in school.


title: Gifted education

text: Another area of controversy has been the marginalization of gifted females with studies attributing it to self-efficacy, acculturation and biological differences in aptitude between boys and girls for advanced mathematics.


title: Gifted education

text: In the United States, particularly in New York City where qualifying children as young as four are enrolled in enriched kindergarten classes offered by the public schools, a test preparation industry has grown up which closely monitors the nature of tests given to prospective students of gifted and talented programs. This can result in admission of significant numbers of students into programs who lack superior natural intellectual talent and exclusion of naturally talented students who did not participate in test preparation or lacked the resources to do so.


title: Gifted education

text: It is virtually impossible to train a child for a WISC test or other gifted test. Some websites are known for publishing test questions and answers, although using these is considered illegal since it is highly confidential information. It would also be disastrous if a non-gifted student was placed in a gifted program. Reviewing actual test questions can confuse children and stifles their natural thinking process, however reviewing similar style questions is a possibility.


title: Gifted education

text: Private gifted assessment is usually expensive and educators recommend that parents take advantage of online screening tests to give a preliminary indication of potential giftedness. Another way to screen for giftedness before requesting a psychological assessment is to do a curriculum-based assessment. Curriculum-based assessment is a form of achievement testing that focuses specifically on what the child has been exposed to in their academic career. It can be done through school or a private educational center. Although this can determine if a child's performance in school potentially signifies giftedness, there are complications. For example, if a child changes school districts or country of residence, the different terminology of curriculum could hold that child back. Secondly, discrepancies between school districts, along with public and private education, create a very wide range of potential knowledge bases.


title: Jackyl

text: Jackyl is an American rock band formed in 1991. Their sound has also been described as heavy metal and southern metal. Their self-titled debut album has sold more than a million copies in the United States with hit singles like "Down on Me" and "When Will It Rain". The band is best known for the song "The Lumberjack", which features a chainsaw solo by lead singer Jesse James Dupree.


title: Jackyl

text: In 1992, Jackyl's self-titled debut album was released under Geffen Records, and eventually went platinum. It features a song entitled "She Loves My Cock", which was omitted from edited versions, as were suggestive elements on the album's cover art. When a Kmart in Georgia refused to sell "Jackyl", the band played an impromptu concert in front of the store. Footage of the event was used for the music video of their single "I Stand Alone".


title: Jackyl

text: Their second album released in 1994 is titled "Push Comes to Shove". Also that year, the band appeared at Woodstock '94 in Saugerties, New York. The album contains the singles "Push Comes to Shove" and "Headed for Destruction".


title: Jackyl

text: Jackyl released "Cut the Crap" in 1997. Its hit song "Locked and Loaded" featured guest vocals from AC/DC's Brian Johnson.


title: Jackyl

text: The band's first greatest hits album, "Choice Cuts", arrived in 1998. Geffen Records produced a music video for their cover of "We're an American Band", a 1970s hit song by Grand Funk Railroad.


title: Jackyl

text: "Choice Cuts" failed to revive the band's sales and touring success, so Geffen Records and JACKYL parted company. Later that year, "Stayin' Alive" was released by their new record-label, Shimmer Tone. Recognized as Jackyl's fourth studio album, of the eleven tracks, three are covers of other bands' songs, and three are live versions of previously-released songs.


title: Jackyl

text: Less than a month after the events of the September 11, 2001 attacks, Jackyl recorded and released "Open Invitation", which received wide airplay and featured lyrics that included, "I hate you bin Laden" and "You've got an open invitation to kiss our ass." The song mixed in clips from George C. Scott's portrayal of George S. Patton giving a speech to his soldiers in the movie "Patton" and President George W. Bush reading from the Bible's Shepherd's Psalm Psalm 23:4. The band has described their song and lyrics as: "This song is written in the key of 'ANGER' that such a thing can happen in this country. It's not directed toward any religious group or race of people. It is directed toward those 'assholes' responsible."


title: Jackyl

text: In 2002, Jackyl released "Relentless" and took part in the Rock Never Stops Tour. A music video for "Billy Badass" was made.


title: Jackyl

text: The following year, a second greatest hits compilation was produced entitled "20th Century Masters – The Millennium Collection: The Best of Jackyl".


title: Jackyl

text: In 2010, the band released "When Moonshine and Dynamite Collide", releasing several singles and music videos to promote it such as the hit "Just Like A Negro" featuring Run-D.M.C.


title: Jackyl

text: In December 2011 Dupree appeared in "That Metal Show" where talked about chainsaws, his recent injuries, marathon touring and all things of Jackyl with Sully Erna from Godsmack and Glenn Hughes as guests too.


title: Jackyl

text: Later on in 2012, the band started working on a new album, and laid down tracks for a song called "Screwdriver" which is to be released on their album "Best in Show" on July 31, 2012. For the first time, in honor of Father's Day, Jackyl and Nigel Dupree Band (the latter fronted by vocalist Nigel Thomas Dupree, son of Dupree) were releasing their studio albums simultaneously. "Best in Show" and "Up to No Good" (the latter being the 2012 album from the Nigel Dupree Band) were set to be released on July 31, 2012. The first singles from "Best in Show" and "Up to No Good", titled "Screwdriver" and "Tumbleweed", respectively, were issued concurrently on June 17, 2012, with an add date at radio of June 26, 2012. It also was released "Favorite Sin" as radio single charting No. 42 in US Mainstream Rock Chart.


title: Jackyl

text: In May 2016, the ensemble announced that they plan to release a studio album entitled "Rowyco" in the latter part of the year. The album was released on August 5, 2016. *Rated as one of the top 5 best rock albums of 2016/2017.


title: Jackyl

text: Jackyl has set two Guinness world records, one for playing 100 concerts in 50 days, and one for performing 21 concerts in a 24-hour period.


title: Jackyl

text: Dupree and Jackyl could be seen on TruTV's "Full Throttle Saloon", a reality show which documented the happenings at the famous South Dakota saloon during the crazy days of the Sturgis bike rally. Dupree is close friends with the saloon owner, Mike Ballard, and also produces the show.


title: Early-onset Alzheimer's disease

text: Early-onset Alzheimer's disease, also called younger-onset Alzheimer's, is Alzheimer's disease diagnosed before the age of 65. It is an uncommon form of Alzheimer's, accounting for only 5–10% of all Alzheimer's cases. About 60% have a positive family history of Alzheimer's and 13% of them are inherited in an autosomal dominant manner. Most cases of early-onset Alzheimer's share the same traits as the "late-onset" form and are not caused by known genetic mutations. Little is understood about how it starts.


title: Early-onset Alzheimer's disease

text: Non-familial early-onset AD can develop in people who are in their 30s or 40s, but this is extremely rare, and mostly people in their 50s or early 60s are affected.


title: Early-onset Alzheimer's disease

text: Alzheimer's disease (AD) is a neurodegenerative disease and the most common cause of dementia; it usually occurs in old age. Familial Alzheimer's disease is an inherited and uncommon form of AD. Familiar AD usually strikes earlier in life, defined as before the age of 65. FAD usually implies multiple persons affected in one or more generation. Nonfamilial cases of AD are referred to as "sporadic" AD, where genetic risk factors are minor or unclear. Familial Alzheimers accounts for 10-15% of all EOAD cases. The rest is sporadic and not based on genetic mutations.


title: Early-onset Alzheimer's disease

text: EOAD strikes earlier in life, defined as before the age of 65 (usually between 30 and 60 years of age). Early signs of AD include unusual memory loss, particularly in remembering recent events and the names of people and things, logopenic primary progressive aphasia. As the disease progresses, the patient exhibits more serious problems, becoming subject to mood swings and unable to perform complex activities such as driving. Other common findings include confusion, poor judgement, language disturbance, agitation, withdrawal, hallucinations, seizures, Parkinsonian features, increased muscle tone, myoclonus, incontinence, and mutism. In the latter stages of EOAD, persons with EOAD forget how to perform simple tasks such as brushing their hair and require full-time care.


title: Early-onset Alzheimer's disease

text: Familial AD is inherited in an autosomal dominant fashion, identified by genetics and other characteristics such as the age of onset.


title: Early-onset Alzheimer's disease

text: Familial Alzheimer disease is caused by a mutation in one of at least three genes, which code for presenilin 1, presenilin 2, and APP.


title: Early-onset Alzheimer's disease

text: The presenilin 1 gene ("PSEN1" located on chromosome 14) was identified by Sherrington (1995) and multiple mutations have been identified. Mutations in this gene cause familial Alzheimer's type 3 with certainty and usually under 50 years old. This type accounts for 30–70% of EOFAD. This protein has been identified as part of the enzymatic complex that cleaves amyloid beta peptide from APP.


title: Early-onset Alzheimer's disease

text: The gene contains 14 exons, and the coding portion is estimated at 60 kb, as reported by Rogaev (1997) and Del-Favero (1999). The protein the gene codes for (PS1) is an integral membrane protein. As stated by Ikeuchi (2002) it cleaves the protein Notch1 so is thought by Koizumi (2001) to have a role in somitogenesis in the embryo. It also has an action on an amyloid precursor protein, which gives its probable role in the pathogenesis of FAD. Homologs of PS1 have been found in plants, invertebrates and other vertebrates.


title: Early-onset Alzheimer's disease

text: Some of the mutations in the gene, of which over 90 are known, include: His163Arg, Ala246Glu, Leu286Val and Cys410Tyr. Most display complete penetrance, but a common mutation is Glu318Gly and this predisposes individuals to familial AD, with a study by Taddei (2002) finding an incidence of 8.7% in patients with familial AD.


title: Early-onset Alzheimer's disease

text: The presenilin 2 gene ("PSEN2") is very similar in structure and function to "PSEN1". It is located on chromosome 1 (1q31-q42), and mutations in this gene cause type 4 FAD. This type accounts for less than 5% of all EOFAD cases. The gene was identified by Rudolph Tanzi and Jerry Schellenberg in 1995. A subsequent study by Kovacs (1996) showed that PS1 and PS2 proteins are expressed in similar amounts, and in the same organelles as each other, in mammalian neuronal cells. Levy-Lahad (1996) determined that "PSEN2 "contained 12 exons, 10 of which were coding exons, and that the primary transcript encodes a 448-amino-acid polypeptide with 67% homology to "PS1". This protein has been identified as part of the enzymatic complex that cleaves amyloid beta peptide from APP (see below).


title: Early-onset Alzheimer's disease

text: The mutations have not been studied as much as "PSEN1", but distinct allelic variants have been identified. These include Asn141Ile, which was identified first by Rudolph Tanzi and Jerry Schellenberg in Volga German families with familial Alzheimer disease (Levy-Lahad et al. Nature, 1995). One of these studies by Nochlin (1998) found severe amyloid angiopathy in the affected individuals in a family. This phenotype may be explained by a study by Tomita (1997) suggesting that the Asn141Ile mutation alters APP metabolism causing an increased rate of protein deposition into plaques.


title: Early-onset Alzheimer's disease

text: Other allelic variants are Met239Val which was identified in an Italian pedigree by Rogaev (1995) who also suggested early on that the gene may be similar to PSEN1, and an Asp439Ala mutation in exon 12 of the gene which is suggested by Lleo (2001) to change the endoproteolytic processing of the PS2.


title: Early-onset Alzheimer's disease

text: Mutations to the amyloid beta A4 precursor protein (APP) located on the long arm of chromosome 21 (21q21.3) cause familial Alzheimer disease.


title: Early-onset Alzheimer's disease

text: Three of the different APP mutations identified and characterized are the "Swedish" mutation, the "London" mutation (APP V717I), and the "Arctic" mutation. Functional analyses of these mutations have significantly increased the understanding of the disease pathogenesis. Whereas the "Swedish" mutation, located at the cleavage site for β-secretase, results in an overall higher production of Aβ peptides by increasing the β-secretory cleavage, the "London" mutation, as well as other mutations in the APP at codon 717, shifts the ratio of toxic Aβ species to the more aggregate-prone 42 amino-acid length peptide, while the "Arctic" mutation leads to a conformation change of the Aβ peptide and increased formation of toxic Aβ protofibrils.


title: Early-onset Alzheimer's disease

text: Histologically, familial AD is practically indistinguishable from other forms of the disease. Deposits of amyloid can be seen in sections of brain tissue. This amyloid protein forms plaques and neurofibrillary tangles that progress through the brain. Very rarely, the plaque may be unique, or uncharacteristic of AD; this can happen when a mutation occurs in one of the genes that creates a functional, but malformed, protein instead of the ineffective gene products that usually result from mutations.


title: Early-onset Alzheimer's disease

text: The underlying neurobiology of this disease is just recently starting to be understood. Researchers have been working on mapping the inflammation pathways associated with the development, progression, and degenerative properties of AD. The major molecules involved in these pathways include glial cells (specifically astrocytes and microglia), beta-amyloid, and proinflammatory compounds. As neurons are injured and die throughout the brain, connections between networks of neurons may break down, and many brain regions begin to shrink. By the final stages of Alzheimer's, this process – called brain atrophy – is widespread, causing significant loss of brain volume. This loss of brain volume affects ones ability to live and function properly, ultimately being fatal.


title: Early-onset Alzheimer's disease

text: Beta-amyloid is a small piece of a larger protein called amyloid precursor protein (APP). Once APP is activated, it is cut into smaller sections of other proteins. One of the fragments produced in this cutting process is β-amyloid. β-amyloid is “stickier” than any other fragment produced from cut-up APP, so it starts an accumulation process in the brain, which is due to various genetic and biochemical abnormalities. Eventually, the fragments form oligomers, then fibrils, beta-sheets, and finally plaques. The presence of β-amyloid plaques in the brain causes the body to recruit and activate microglial cells and astrocytes.


title: Early-onset Alzheimer's disease

text: Following cleavage by β-secretase, APP is cleaved by a membrane-bound protein complex called γ-secretase to generate Aβ. Presenilins 1 and 2 are the enzymatic centers of this complex along with nicastrin, Aph1, and PEN-2. Alpha-secretase cleavage of APP, which precludes the production of Aβ, is the most common processing event for APP. 21 allelic mutations have been discovered in the APP gene. These guarantee onset of early-onset familial Alzheimer disease and all occur in the region of the APP gene that encodes the Aβ domain.


title: Early-onset Alzheimer's disease

text: Genetic testing is available for symptomatic individuals and asymptomatic relatives. Among families with EOFAD, 40–80% will have a detectable mutation in the APP, PSEN1, or PSEN2 gene. Therefore, some families with EOFAD will not have an identifiable mutation by testing.


title: Early-onset Alzheimer's disease

text: The atypical lifecourse timing of early-onset Alzheimer's means that it presents distinctive impacts upon experience. For example, the disease can have devastating effects on the careers, caretakers and family members of patients.


title: Early-onset Alzheimer's disease

text: Those who are working lose their ability to perform their jobs competently, and are forced into early retirement. When this can be predicted, employees must discuss their future with their employers and the loss of skills they expect to face. Those who are forced to retire early may not have access to the full range of benefits available to those who retire at the minimum age set by the government. With some jobs, a mistake may have devastating consequences on a large number of people, and cases have been reported in which a person with early-onset Alzheimer's who is unaware of their condition has caused distress.


title: Early-onset Alzheimer's disease

text: Younger people with Alzheimer's may also lose their ability to take care of their own needs, such as money management.


title: Early-onset Alzheimer's disease

text: It has been suggested that conceptualizations of Alzheimer's and ageing should resist the notion that there are two distinct conditions. A binary model, which focuses in particular on the needs of younger people, could lead to the challenges experienced by older people being understated.


title: Early-onset Alzheimer's disease

text: The symptoms of Alzheimer's disease as a distinct nosologic entity were first identified by Emil Kraepelin, who worked in Alzheimer's laboratory, and the characteristic neuropathology was first observed by Alois Alzheimer in 1906. Because of the overwhelming importance Kraepelin attached to finding the neuropathological basis of psychiatric disorders, Kraepelin made the decision that the disease would bear Alzheimer's name.


title: Early-onset Alzheimer's disease

text: While early-onset familial AD is estimated to account for only 1% of total Alzheimer's disease, it has presented a useful model in studying various aspects of the disorder. Currently, the early-onset familial AD gene mutations guide the vast majority of animal model-based therapeutic discovery and development for AD.


title: Chet Faker

text: Nicholas James Murphy (born 23 June 1988), known professionally as Chet Faker, is an Australian singer and songwriter. In 2012, as Chet Faker, he issued an extended play, "Thinking in Textures", and signed to Downtown Records in the United States. In October 2012, he won Breakthrough Artist of the Year and "Thinking in Textures" won Best Independent Single/EP at the Australian Independent Records Awards. In January 2013, the work won Best Independent Release at the "Rolling Stone" Australia Awards for 2012.


title: Chet Faker

text: Murphy's cover of Blackstreet's "No Diggity" was featured in a 2013 Super Bowl commercial for Beck's Sapphire. In April 2014, "Built on Glass", his debut studio album, was released to generally positive reviews and debuted at number one on the Australian ARIA Charts. Three tracks from the album were voted into the top ten of Triple J's Hottest 100 of 2014, including the number one spot for "Talk Is Cheap".


title: Chet Faker

text: In September 2016, Murphy dropped the Chet Faker name to start performing and releasing material under his birth name, beginning with the release of a pair of singles later that year, and the "Missing Link" extended play in 2017. Murphy's second studio album – the first under his birth name – "Run Fast Sleep Naked" was released in April 2019. This was followed up by a surprise instrumental album, "Music for Silence", in March 2020, initially released via the Calm meditation app.


title: Chet Faker

text: In October 2020, four years after dropping the moniker, Murphy revived the Chet Faker name for the release of a new single, "Low".


title: Chet Faker

text: Murphy played under his stage name after people came to his shows thinking he was a different and already established musician, Nick Murphy. He settled on the name as a homage to Chet Baker: "I listened to a lot of jazz and I was a big fan of ... the way he sang, when he moved into mainstream singing. He had this really fragile vocal style—this really, broken, close-up and intimate style. The name is kind of just an ode to Chet Baker and the mood of music he used to play—something I would like to at least pay homage to in my own music." Other influences he has cited include Bob Dylan, as well as his mother's Motown albums and his father's "chilled out Ibiza CDs".


title: Chet Faker

text: He first rose to prominence after his cover of Blackstreet's "No Diggity" went viral online, reaching number one on the Hypemachine chart in May 2011. He released his first extended play, "Thinking in Textures", on 22 March 2012 to positive reviews, being described as "wonderfully loungey" and praised for its ability to "mix subtlety with impressive beauty". The EP was also popular with fans, with its second single, "I'm into You", landing at number 24 on Triple J's Hottest 100 of 2012.


title: Chet Faker

text: Murphy has collaborated with Flume and remixes of songs by MS MR and The Temper Trap. He was a featured vocalist on Say Lou Lou's "Fool of Me", which was named Best New Track by "Pitchfork" in May 2013.


title: Chet Faker

text: On 12 August 2013, Murphy released a new single, "Melt", featuring American vocalist Kilo Kish. In November 2013 Flume and Murphy released an EP, titled "Lockjaw". Murphy released his debut studio album, "Built on Glass", on 11 April 2014. The album's full release was preceded by its lead single, "Talk Is Cheap", and an accompanying music video on 11 February 2014. The album debuted at number one on the ARIA Charts.


title: Chet Faker

text: Murphy performed at the Boston Calling Music Festival in May 2015. Later that month, "Talk Is Cheap" was named the number-one song in the 2014 Triple J Hottest 100, while two other singles, "Gold" and "1998", also reached the top ten, placing at number 7 and 8, respectively. In June, Murphy released a new single, "Bend", a previously unreleased track intended for "Built on Glass". It was promoted by his Australian "Built on Live" tour in October.


title: Chet Faker

text: Murphy released a new EP, "Work", a collaboration with London-based DJ Marcus Marr on 4 December 2015.


title: Chet Faker

text: On 8 September 2016, the artist wrote on his Facebook page, "It's been half a decade since I started releasing music as Chet Faker and all of you have been the driving force behind the music since. There's an evolution happening and I wanted to let you know where it's going. The next record will be under my own name, Nick Murphy. Chet Faker will always be a part of the music. This is next."


title: Chet Faker

text: In October 2020, Murphy revived the Chet Faker social media accounts and released "Low", his first single under the Chet Faker moniker since 2016. This marked his first release through BMG Australia & New Zealand, with whom he had recently signed a record deal.


title: Chet Faker

text: The Australian Independent Record Awards (commonly known informally as AIR Awards) is an annual awards night to recognise, promote and celebrate the success of Australia's Independent Music sector.


title: Chet Faker

text: The APRA Awards are presented annually from 1982 by the Australasian Performing Right Association (APRA) and Australasian Mechanical Copyright Owners Society (AMCOS).


title: Chet Faker

text: The Australian Music Prize (the AMP) is an annual award of $30,000 given to an Australian band or solo artist in recognition of the merit of an album released during the year of award. The AMP was established in 2005.


title: Chet Faker

text: The EG Awards (known as "Music Victoria Awards" since 2013) are an annual awards night celebrating Victorian music. They commenced in 2006.


title: Chet Faker

text: The J Awards are an annual series of Australian music awards that were established by the Australian Broadcasting Corporation's youth-focused radio station Triple J. The J Awards were established in 2005.


title: Chet Faker

text: The Helpmann Awards is an awards show, celebrating live entertainment and performing arts in Australia, presented by industry group "Live Performance Australia" since 2001. Note: 2020 and 2021 were cancelled due to the COVID-19 pandemic.


title: Chet Faker

text: The Rolling Stone Australia Awards are awarded annually in January or February by the Australian edition of "Rolling Stone" magazine for outstanding contributions to popular culture in the previous year.


title: Justin Rose

text: Justin Peter Rose, (born 30 July 1980) is an English professional golfer who plays most of his golf on the PGA Tour, while keeping his membership on the European Tour. He won his first major championship at the 2013 U.S. Open at Merion Golf Club, becoming the first English player to win a major since Nick Faldo in 1996 and the first to win the U.S. Open since Tony Jacklin in 1970. At the 2016 Summer Olympics in Rio de Janeiro, Rose won gold at the men's individual tournament. With that victory, Rose joined Hall of Fame members Gary Player, David Graham, Hale Irwin and Bernhard Langer as one of only five golfers to win official tournaments on all six continents on which golf is played. Rose has also twice been runner-up at the Masters Tournament, in 2015 and 2017.


title: Justin Rose

text: He first came to prominence when he pre-qualified as an amateur for the 1998 Open Championship. There, he holed a dramatic shot from the rough at the final hole to finish in a tie for fourth place. He won the 2007 Order of Merit on the European Tour and was ranked in the World top ten between November 2007 and July 2008. In March 2012, Rose won his first World Golf Championship event at the WGC-Cadillac Championship and as a result, he re-entered the world top 10. After finishing second to Tiger Woods in the 2013 Arnold Palmer Invitational, he rose to a then career-high world ranking of 3rd. After the Open Championship in 2018 he rose to world number 2. Following a loss to Keegan Bradley in a sudden-death playoff in the 2018 BMW Championship, Rose climbed to World Number 1 in the Official World Golf Ranking. He won the 2018 FedEx Cup Playoffs and its US$10 million prize.


title: Justin Rose

text: Rose was born in Johannesburg, South Africa, to English parents, Annie, and Ken (who died of cancer in 2003). The family moved to England when Rose was five, and he started to play golf at Tylney Park Golf Club. He then moved on to Southwood Golf Club, Hartley Wintney Golf Club, and finally North Hants Golf Club. All of these clubs were near his then home in Hook, Hampshire.


title: Justin Rose

text: Rose broke 70 for the first time at the age of 11 and was a plus three handicap by 14. He played in the Walker Cup in 1997 as a 17-year-old.


title: Justin Rose

text: At the age of 17, Rose burst to worldwide prominence at 1998 Open Championship at Royal Birkdale. He holed a dramatic shot from the rough from about 50 yards for birdie on the 18th hole, to finish in a tie for fourth. He won the silver medal for the low amateur. The following day he turned professional.


title: Justin Rose

text: Rose married long-time girlfriend Kate Phillips, a former international gymnast, in December 2006. They have a house in Albany, New Providence in The Bahamas, and a riverside flat in the London suburb of Putney. Kate gave birth to their first child, a son, Leo, in February 2009. In January 2012, they had a daughter, Lottie.


title: Justin Rose

text: Rose was appointed Member of the Order of the British Empire in the 2017 New Year Honours for services to golf.


title: Justin Rose

text: In 2021, he was named as the recipient of the PGA Tour's Payne Stewart Award for his character, sportsmanship and a commitment to charity.


title: Justin Rose

text: Rose is an advocate of sustainable golf facilities and works as an ambassador to the STRI's Golf Environment Awards, hosting receptions for winners.


title: Justin Rose

text: After turning professional, Rose struggled badly in his early career. He missed the cut in his first 21 consecutive events, including the European Tour qualifying school in 1998. He earned his first European Tour card when he finished 4th at the qualifying school in 1999. The following season he failed to retain his card and had to revisit the qualifying school, where he finished 9th.


title: Justin Rose

text: Despite his early career struggles, Rose's career soon began to take off and he became established on the European Tour. In 2001 he opened the season with consecutive second-place finishes in the country of his birth, South Africa. He went on to finish the year in top-40 on the Order of Merit. He won his first professional event, the Dunhill Championship in South Africa, in 2002, and followed this up with three further victories in that year. They included another win in South Africa at the Nashua Masters, a win on the Japanese Golf Tour at the Crowns Tournament, and then he won his second European Tour title at the Victor Chandler British Masters, edging out Ian Poulter in the final round.


title: Justin Rose

text: In 2003, Rose reached number 33 in the Official World Golf Ranking. He earned enough money to claim his PGA Tour card as a non-member for 2004 after finishing with more money than the 125th ranked player on the money list. In 2004, he played mostly in America on the PGA Tour, while also maintaining his membership on the European Tour. He did not have a great year and slipped out of the top 50 in the world rankings; however, he kept his tour card after earning in excess of a million dollars.


title: Justin Rose

text: His ranking continued to fall in early 2005, and in March he announced that he was quitting the European Tour and concentrating on playing on the PGA Tour. This had no apparent effect on his poor form, and by the middle of the year, he had fallen out of the World's top 100. In August of that year, he made an about-face by announcing his intention to return to the European Tour. Later the same week he had his best result of the year, leading the Buick Championship after three rounds before slipping to a third-place finish. A couple of further good results followed late in the 2005 season, and he maintained his status on the PGA Tour after all.


title: Justin Rose

text: In September 2006 at the Canadian Open, Rose led a PGA Tour tournament going into the final round for the first time. But he slipped up with a final round 74 which moved him down the field. He went on to finish 2nd at the Valero Texas Open and finished 47th on the money list with US$1.629 million in prize money. In November 2006 he won the Australian Masters, to claim his first title for four years. His renewed consistency, including a top 5 finish at the 2007 Masters which had seen him surpass his previous best world ranking, by reaching number 26 on 8 April 2007.


title: Justin Rose

text: Rose lost in a playoff at the 2007 BMW PGA Championship but moved into the top twenty of the World Rankings for the first time, and by October had reached a new career high of 12 and became the top-ranked British golfer. Rose won the European Tour Order of Merit title for 2007 in a thrilling climax to the season at the Volvo Masters, which he won in a playoff on 4 November. His new world ranking of number 7 made him the top-ranked European golfer for the first time, and he subsequently moved up to sixth in the rankings. Since the end of 2009, Canadian golf instructor Sean Foley coaches Rose.


title: Justin Rose

text: In 2010, Rose had a third place at the Honda Classic, and then he broke through with a victory at the Memorial Tournament with a final round 66 to win by three strokes over Rickie Fowler. This was his first win on American soil. The next day, Rose had to try to qualify for the U.S. Open, along with runner-up Rickie Fowler. Neither qualified which raised questions about the qualifications of the U.S. Open. In his first tournament start since his win, at the Travelers Championship two weeks later, Rose led by three shots entering the final round, but fell away to a tie for ninth. His good form continued in the following week's tournament, however, where he led by four shots after three rounds and shot a final-round even par 70 to win his second PGA Tour event – the AT&T National.


title: Justin Rose

text: In March 2011, Rose had a chance to add to his two PGA Tour titles won in 2010, when he entered the final round at the Transitions Championship with a one-stroke lead. However, he shot a three-over-par 74, which included four consecutive bogeys in the middle of the round, to finish five shots behind the champion Gary Woodland. In September 2011, Rose won the BMW Championship, the third of the four FedEx Cup playoff events at Cog Hill Golf & Country Club. This was his first title of the year and third career PGA Tour win. Rose entered the week on the playoff bubble at 34th in the standings, knowing that he needed a good finish to make the final event at East Lake Golf Club. The win elevated him to 3rd in the standings and the position of knowing that if he won the Tour Championship he would be the FedEx champion. A flawless round of 63 on the opening day helped Rose to build a four stroke advantage going into the final round, and even though there was a late wobble with a bogey at the par five 15th, Rose recovered and won by two strokes from John Senden. Rose did not enjoy the same success at the Tour Championship though, when a second round 75 ended his chances of winning. He finished the tournament in a tie for 20th place and 5th on the overall FedEx Cup Standings.


title: Justin Rose

text: In 2012, Rose won his first World Golf Championship event at the WGC-Cadillac Championship at Doral Golf Resort & Spa, when he finished one stroke ahead of American Bubba Watson. He entered the final round with a three-stroke deficit from Watson, but after a solid final day's play, he took a two-stroke advantage down the notoriously difficult par 4 18th finishing hole. He made bogey however after finding the right rough with his tee shot and could not get up and down from the back of the green. This left Watson requiring a birdie on the hardest hole on the course in the final group behind Rose. Watson hit a tremendous iron shot from the right hand rough to within ten feet, but could not make the resulting putt, leaving Rose to celebrate the biggest win of his career., As a result, Rose returned to the world's top ten, re-entering at number seven.


title: Justin Rose

text: At the 2012 PGA Championship, Rose recorded his best ever performance in a major championship with a tie for 3rd finish. He shot a final round of 66 to jump 22 places up the leaderboard after three previous rounds of 69-79-70.


title: Justin Rose

text: At the 2012 Ryder Cup, Rose played a major part in Team Europe's dramatic comeback against the United States, holing putts of 10, 35 and 12 feet on the final three holes to defeat Phil Mickelson 1-up in the singles and completing Europe's domination of the first five matches.


title: Justin Rose

text: On 12 October 2012, Rose won the 8-man Turkish Airlines World Golf Final defeating Lee Westwood by a single stroke in the final. He also beat Tiger Woods by a stroke in the semi-final, after progressing from his group with a 100% record.


title: Justin Rose

text: On 25 March 2013, Rose finished second to Tiger Woods at the Arnold Palmer Invitational and rose to a career-high of third in the world rankings.


title: Justin Rose

text: On 16 June 2013, Rose won his maiden major championship at the U.S. Open at Merion Golf Club by two strokes over Phil Mickelson and Jason Day. He became the first Englishman in 43 years to win the U.S. Open. He also ended a 17-year major drought for English golfers since Nick Faldo's win at the 1996 Masters.


title: Justin Rose

text: Rose had entered the final round two strokes behind the leader Mickelson at one-over-par, after rounds of 71-69-71 during the first three days. He found himself further back after bogeys at the 3rd and 5th holes, sandwiching a birdie at the 4th. Successive birdies at the 6th and the 7th took him into a share of the lead. He misread his birdie putt at the 11th, which led to a bogey to fall back to one-over for the tournament, as simultaneously Mickelson was holing his second shot from the fairway at the 10th to move into the lead. However, Rose responded with birdies at the 12th and 13th, to get under-par for the tournament and into a one-shot lead once again. He could not get up and down from a greenside bunker on the 14th and a further bogey on the 16th dropped Rose back to level for the day, but Mickelson made two bogeys at the 13th and 15th to remain one shot behind Rose.


title: Justin Rose

text: After a par at the 17th, Rose hit a 4-iron approach to the tough 18th hole, which resulted in a final par of the day to reach the clubhouse at one-over-par. Mickelson, needing a birdie at the last to tie Rose and force a playoff, blocked his drive and could not reach the green in two. In a last attempt, Mickelson ran his pitch shot from below the green up to the pin, but could not hole it, which meant that Rose had claimed his first major championship. Rose moved back up to world number three as a result, equaling his career high ranking.


title: Justin Rose

text: On 29 June 2014, Rose won the Quicken Loans National, beating Shawn Stefani at the first hole of a playoff, with both players having tied at 3 under par after 72 holes. Two weeks later, Rose won the Aberdeen Asset Management Scottish Open.


title: Justin Rose

text: At the 2014 Ryder Cup held at the PGA Centenary Course at the Gleneagles Hotel, Rose emerged as the leading points-getter, amassing 4 points in a 3-0-2 performance, which aided Europe to a 16.5-11.5 victory over the United States of America, marking the 3rd time in a row that Europe claimed the cup and the 6th time out of the last 7 playings of the event.


title: Justin Rose

text: At the 2015 Masters Tournament, Rose finished in a tie for second with Phil Mickelson behind winner Jordan Spieth. Rose's 14-under 274 (as well as Mickelson's) was the lowest score by a runner-up in Masters history. He picked up his seventh PGA Tour win at the Zurich Classic of New Orleans in April and added his eighth European Tour win at the UBS Hong Kong Open in October, claiming a narrow 1 stroke triumph after battling Lucas Bjerregaard of Denmark head-to-head over the weekend.


title: Justin Rose

text: Rose publicly focused on the 2016 Olympics in Rio de Janeiro, where golf was returning as a full event for the first time since 1904 in St. Louis. On the opening day, he became the first ever player to make a hole-in-one in Olympic play after recording it on the 189-yard par-3 4th hole of Gil Hanse's new Olympic Course in Barra da Tijuca using a 7-iron. Described as having an inspiring effect on the rest of the Great Britain team, Rose later gave the golf ball from that hole-in-one to gymnast Nile Wilson, who would go on to win a bronze medal in the horizontal bar.


title: Justin Rose

text: Rose went to the 18th hole on Sunday tied at −15 with playing partner Henrik Stenson of Sweden, who had just won the 2016 Open Championship at Royal Troon to become the first Scandinavian man to win a major. Rose then produced a backspin pitch that left him with a short birdie putt, which he converted to become the first golfer to win Olympic gold in 112 years, while Stenson underhit his approach and eventually three-putted for bogey and the silver medal. (American Matt Kuchar claimed the bronze medal after shooting 63 on Sunday.) Shortly thereafter, Rose brought his Olympic gold medal to The Barclays at Bethpage Black and wore it around his neck, on the suggestion of playing partner Phil Mickelson's caddy Jim "Bones" McKay and to cheers from the gallery, during his final putt.


title: Justin Rose

text: In addition, Rose qualified for the European team at the 2016 Ryder Cup at Hazeltine National, marking his fourth Ryder Cup appearance.


title: Justin Rose

text: In April 2017, Rose shot opening rounds of 71–72 at the Masters to enter the weekend as one of only a handful of players under par. In the third round, he fired a five-under round of 67 to co-lead through 54 holes with Sergio García. His round consisted of seven birdies, which resulted in a 31 on the back nine to move into contention for his second major championship. Rose lost to García in a sudden-death playoff.


title: Justin Rose

text: In October, Rose won his second World Golf Championship event, taking the WGC-HSBC Champions by two strokes. He was tied for fourth place, eight strokes behind leader Dustin Johnson after the third round. Rose shot 67 to Johnson's 77 in the final round to win by two strokes.


title: Justin Rose

text: In December 2017, Rose won the Indonesian Masters, an Asian Tour event. With this win he became the third golfer, after Lee Westwood (2000) and Ernie Els (2005), to win events on all six of the International Federation of PGA Tours.


title: Justin Rose

text: In December 2017, Rose was officially unveiled as the host of the 2018 British Masters, following on from Ian Poulter, Luke Donald, and Lee Westwood. He opted to take the event to Walton Heath.


title: Justin Rose

text: Rose tied for second with a score of six-under-par at the 2018 Open Championship. His cumulative score of twelve-under-par across all four 2018 major championships was the best amongst everyone who made the cut in all four tournaments.


title: Justin Rose

text: In September 2018, Rose finished second at the Dell Technologies Championship and lost a playoff to Keegan Bradley at the BMW Championship. Those finishes moved Rose to World Number One in the Official World Golf Ranking. The next week, Rose finished T4 at the Tour Championship to win the season-long FedEx Cup and $10,000,000.


title: Justin Rose

text: Rose was part of the winning European team at the 2018 Ryder Cup at Le Golf National outside of Paris, France.


title: Justin Rose

text: On 4 November 2018, Rose defended his title at the Turkish Airlines Open in a playoff over Li Haotong. With the victory, Rose joined Jon Rahm and Alex Norén as multiple Rolex Series winners and represented the first successful title defence of his career. This victory returned Rose to World Number One and earned him $1,166,660. For the following three weeks, the World Number One ranking alternated between Rose and Brooks Koepka. Koepka then kept the top ranking for the final six weeks of 2018, then Rose regained it to begin 2019.


title: Justin Rose

text: Rose moved back to World Number 1 in January 2019 and announced new sponsors. He changed from TaylorMade Golf to Honma in a 10-club deal. He also switched from Adidas to Bonobos for his clothing. The deal with Honma was cancelled by Rose in May 2020 after he fell from number one to number fourteen in the Official World Golf Ranking.


title: Justin Rose

text: On 27 January 2019, Rose won the Farmers Insurance Open at Torrey Pines Golf Course in La Jolla, California.


title: Justin Rose

text: On 16 June 2019, Rose finished tied for 3rd at the U.S. Open at Pebble Beach Golf Links in Pebble Beach, California.


title: Jeff Russo

text: Jeff Russo (born August 31) is an American composer, songwriter, guitarist, vocalist and music producer, and one of the two founding members of American rock band Tonic. He is also a founding member of acoustic rock band Low Stars.


title: Jeff Russo

text: Russo is also known for his work as composer on various films and television series, notably "Snowfall", "Fargo", "Legion", and "Counterpart", as well as the Star Trek series "", "", "For All Mankind (TV series)", and "". He also scored the miniseries "The Night Of" and the acclaimed video game "What Remains of Edith Finch". For his work on "Fargo", he won the Primetime Emmy Award for Outstanding Music Composition for a Limited Series, Movie, or Special in 2017.


title: Jeff Russo

text: Russo began his music career as a rock musician. In 2012 he was invited (by his rock-band friends, Wendy & Lisa) to assist in creating the theme music for a planned TV series based on the popular movie Fargo, and he realized how much he enjoyed the process.


title: Jeff Russo

text: He currently scores two Peabody Award nominated shows: CBS’s reimagining of the iconic cult classic series "Star Trek: Discovery" and FX’s "Legion", starring Dan Stevens and Aubrey Plaza, as well as Netflix’s "The Umbrella Academy" starring Elliot Page, Robert Sheehan and Mary J. Blige, based on the popular comic book series by Gerard Way and Gabriel Ba. He wrote for Noah Hawley’s feature directorial debut from Fox Searchlight, "Lucy in the Sky", starring Natalie Portman and Jon Hamm, as well as Altered Carbon, an adaptation of Richard K. Morgan’s sci-fi novel. His film work includes scoring Mark Wahlberg’s action-thriller film "Mile 22", Craig Macneill’s "Lizzie", starring Chloë Sevigny and Kristen Stewart, which premiered at the 2018 Sundance Film Festival, and Jon Avnet’s "Three Christs", starring Richard Gere, which premiered at the 2017 Toronto International Film Festival.


title: 47th Academy Awards

text: The 47th Academy Awards were presented Tuesday, April 8, 1975, at the Dorothy Chandler Pavilion in Los Angeles, California, honoring the best films of 1974. The ceremonies were presided over by Bob Hope, Shirley MacLaine, Sammy Davis Jr., and Frank Sinatra. This was the last year NBC aired the ceremonies before ABC secured broadcasting rights, which they still hold to this day.


title: 47th Academy Awards

text: The success of "The Godfather Part II" was notable; it received twice as many Oscars as its predecessor (six) and duplicated its feat of three Best Supporting Actor nominations (as of the 93rd Academy Awards, the last film to receive three nominations in a single acting category). Between the two of them, father and son Carmine and Francis Ford Coppola won four awards, with Carmine winning for Best Original Dramatic Score (with Nino Rota) and Francis for Picture, Director, and Best Screenplay Adapted from Other Material (with Mario Puzo).


title: 47th Academy Awards

text: This was the only Oscars where all nominees in one category (where the category had five nominees) were released by the same studio: all five Best Costume Design nominations were for films released by Paramount Pictures.


title: 47th Academy Awards

text: Nominees were announced on February 24, 1975. Winners are listed first, highlighted in boldface and indicated with a double dagger ().


title: 47th Academy Awards

text: The following individuals, listed in order of appearance, presented awards or performed musical numbers.


title: Matt Harvey

text: Matthew Edward Harvey (born March 27, 1989), nicknamed The Dark Knight, is an American professional baseball pitcher who is a free agent. He has played in Major League Baseball (MLB). He previously played for the New York Mets, Cincinnati Reds, Los Angeles Angels, Kansas City Royals, and Baltimore Orioles.


title: Matt Harvey

text: Harvey played baseball and basketball at Fitch Senior High School in Groton, Connecticut, and continued his baseball career the University of North Carolina at Chapel Hill. The Mets selected Harvey in the 2010 MLB draft as the seventh overall pick. In his major league debut on July 26, 2012, against the Arizona Diamondbacks, Harvey set a new club record with 11 strikeouts while earning his first career victory.


title: Matt Harvey

text: Harvey had a breakout season in 2013, being selected to play in the Major League Baseball All-Star Game. Harvey then missed the entire 2014 season due to Tommy John surgery but returned in 2015 as his team won the pennant. His career, once promising during his first two seasons, has since been derailed by ineffectiveness after injuries, including Tommy John surgery, thoracic outlet syndrome, and a stress fracture in the scapula. After a disappointing start to the 2018 season, Harvey was traded to the Cincinnati Reds. He signed with the Los Angeles Angels in 2019, but was released midway through the season after posting a 3–5 record with a 7.09 earned run average. He signed with the Orioles for the 2021 season.


title: Matt Harvey

text: Harvey was born in New London, Connecticut. He is the only son and youngest of three children of Ed and Jackie Harvey, both teachers. He is of Irish and Italian descent. Harvey was raised in Mystic, Connecticut, with his two older sisters, Jessica and Jocelyn. His father was a standout athlete at Groton, Connecticut's Fitch Senior High School and attended the University of Connecticut where he played both baseball (as a centerfielder) and football, even appearing in the 1972 College World Series. After UConn, he eventually returned to Groton to coach his former high school baseball team.


title: Matt Harvey

text: Harvey grew up as a New York Yankees fan, especially admiring Paul O'Neill and Derek Jeter, whom he has described as a childhood idol of his. At the beginning of every elementary school year, when asked to write about his life goals, Harvey would write that he wanted to play professional baseball.


title: Matt Harvey

text: At Fitch Senior High School, Harvey played both baseball (where he was coached by his dad) and basketball. He was teammates with future Major League pitcher Jesse Hahn on both teams. As a high school freshman, he was able on a few occasions to throw as fast as . Harvey would often pitch complete games in every outing, as he recalled later, “a typical game for me... I would walk 5 or 6 but strike out 16 each game, and only allow a few hits.” Harvey also played summer baseball for numerous travel teams across the country, including the South Florida Bandits, the Midland Redskins, and the East Coast Grays. As a high school senior, he was selected as a Rawlings First Team All-American and named to their Northeast All-Region First Team. He was grouped with Madison Bumgarner and Rick Porcello as one of the best pitchers in the 2007 MLB draft and a likely first round pick. "Baseball America" ranked him the best high school prospect in 2007. However, he fell to the Los Angeles Angels in the third round with the 118th overall pick, likely due to his lack of command. As the Angels offered only a $1 million signing bonus, Harvey took the advice of his advisors, Bill Caudill and Scott Boras, and opted to sign with the UNC Tar Heels instead.


title: Matt Harvey

text: Harvey attended the University of North Carolina at Chapel Hill, where he majored in sports administration. During his collegiate career, Harvey went 22–7 with 3.73 earned run average (ERA) in innings pitched. He ranks ninth all-time in UNC history in strikeouts (263) and 10th in wins (22).


title: Matt Harvey

text: Harvey spent the summers of 2008 and 2009 pitching for the Chatham Anglers of the Cape Cod Baseball League. Harvey was a key component of the Anglers’ 2008 bullpen, completing the season with a 0.83 ERA, the lowest on the team, pitching innings and striking out 29 of 92 batters faced. Harvey returned to Chatham in 2009 after a difficult sophomore year on the mound. As Harvey explains, he had lost some of the mechanics and flexibility that had made him such a great pitcher throughout high school and the beginning of his college career. Although his 2009 summer was not as impressive as the previous one, his time on Cape Cod helped him return to the basics and set him on the road to becoming the seventh overall draft pick in the 2010 first year player draft. According to his pitching coach at UNC, Scott Forbes, Harvey returned from the 2009 Cape Cod League season with "a more professional approach."


title: Matt Harvey

text: Harvey was selected as the seventh overall pick by the New York Mets in the 2010 Major League Baseball First-Year Player Draft. Harvey was listed at 6' 4" and 210 lbs, batting and throwing right-handed.


title: Matt Harvey

text: In 2011, Harvey's first professional season in the Mets minor-league system, he split time between the single-A St. Lucie Mets and the Double-A Binghamton Mets. With St. Lucie in the Florida State League (FSL), he went 8–2 with a 2.37 ERA and recorded 92 strikeouts in 76 innings. His performance garnered him two FSL Pitcher of the Week awards and he was selected as a FSL Mid-Season All-Star. Although selected to appear in the FSL All-Star game, Harvey did not pitch because he was promoted to Double-A Binghamton.


title: Matt Harvey

text: In the Eastern League with Binghamton, he went 5–3 with a 4.53 ERA and 64 strikeouts in 59.2 innings. Harvey also pitched in the 2011 All-Star Futures Game, recording a save for the winning U.S. team over the World team.


title: Matt Harvey

text: Harvey was ranked as the Mets organization's second best prospect in 2012 and the 34th overall best prospect by MLB.com. He was invited to spring training by the Mets that year but did not make the team. Instead, he was promoted to the club's Triple-A affiliate, the Buffalo Bisons of the International League (IL).