When you hear the word “gifted,” what ideas pop into your head? Emily would like to change your mind. Her TEDx Talk will encompass her personal and educational experiences growing up profoundly gifted; the stereotypes she faced, the challenges she overcame, and the educational path that lead to her becoming a college freshman at fifteen.

Emily was a senior at Lake Forest College when she made this TEDx Talk. She earned her Bachelor of Arts degree in Writing from Lake Forest College and an MFA in Creative Writing from National University. She is a published, experienced author focusing on fiction, poetry and academic writing. She is a poet, educator and illustrator now based in Chicago. She is the author of “I Want Your Emergency. In March 2023, she will begin her education to become a funeral director at Worsham College of Mortuary.

Is August the Sunday Scaries of Months? We often hear the term Sunday Scaries that feeling you get Sunday evening after a beautiful weekend when you start to think about all the things you have to get done the next school or work week, but lately many of us are feeling the August Blues. That end of summer feeling knowing that school is starting up again, we are back in our Monday-Friday routines, the days are getting shorter, you’re starting to feel the crisp air in the morning, and before we know it, winter will be here.

I find myself thinking these things, and I don’t know why! September brings so many beautiful things! First, the start of a new school year, where school supplies are shiny and fresh, you or your child may have a new teacher that you have heard fantastic things about, and the opportunity to make new friends or try new things is there! It is exciting.

Fall also brings so much natural beauty, changing the leaves from green to yellow and orange. You can now get a light jacket when you go for a walk or hike or just out for the evening. The stadium lights shine on a football field, whether for the NFL or the local high school. The smell of warm soups, root vegetables, and pumpkin spice will now take over your house.

So why yes, while the days will no longer smell of sunscreen and fruit, the sun will set a little earlier you will be back to schedule and routine. I say try to embrace the Fall. Don’t be scared of it! And, maybe, just maybe, try something new this fall and get out of your comfort zone.

Giftedness does not just go away when you turn 18, but most resources for gifted individuals do. This was a painful realization as I entered my adult life after graduating from college. Everyone has the “after college you’ll enter the real world” talk at some point in their lives, but I did not realize how true that statement is, especially being a neurodivergent individual. All the intensities and overexcitabilities are still with me. I have been fortunate to grow up with my giftedness supported, from being homeschooled, where I could learn at my own pace, to starting college at 15 through a program built for neurodivergents. Even without such an obvious sign that I am “different” from my peers, I am sure I’d have experienced similar feelings of “otherness” had I not taken an accelerated path. After graduation last year I intended to take a gap year to allow time to acclimate to the “real world” before entering law school, and thank goodness I did. This past year has eased the transition from being in an environment tailored to cultivate a gifted mind to one full of neurotypicals. Though I have not had trouble fitting into the culture of my workplace or forming a routine without the structure of school, there was a noticeable learning curve when entering the “real world”.

It is at this point in life when clear rules transition into the broader social contract we all participate in. Being neurodivergent, it is inherently difficult to make this transition. Many have made this transition without ever knowing it, a feeling of “otherness” hanging over them. I however am doing so with a painful sense of understanding. Other students will be at least two years older than I and will have had more time to learn the ground rules of the real world. Is bringing a gift for the host of a small social gathering acceptable in your early 20s or is that more early 30s social etiquette? I certainly can’t purchase a bottle of wine. The structural systems in place, such as higher education or the workplace, don’t exactly have “gifted” or “honors” sections. How am I supposed to find others like me if we are no longer branded? What will it be like living on my own? How do I navigate having an asymmetric personality in a society that has minimal idea what that means in practice?

I have no answers as to how to facilitate this transition; I’m just now at the beginning of the journey. My goal is to share my experience so that those who are starting this transition have some inkling of what’s coming and that those who have already gone through their transition know they are not alone. Throughout my life I have met many adults, professors, even my own family, who are no doubt gifted, but had to experience life without knowing why they felt this “otherness.” They forged their own path through society with minimal support, attempting to conform while still living with this unidentified “otherness.”

My motivation to start this series of articles is not just due to my current experience, but by that of two mentors in my life, both of whom found their giftedness by relating to my neurodivergent teenage woes. Two brilliant people who might have forever felt they were alone in their experience. Giftedness is something that will be with me, with us, until the day we die. Don’t let the lack of obvious resources equate to a lack of deserving support, love, and acceptance.

As back to school season kicks off this month depending on where you are located, planning for the school year can be a daunting time for both parents/guardians and gifted students. Parents want their child to thrive in their learning environment and it can be helpful to create a plan to set an intentional tone for the school year.

Below are some tips on ways to create meaningful engagement.

Support

Returning to school whether it’s hybrid, homeschool, public, or an alternative school setting can be anxiety inducing for gifted students and families. Creating opportunities for children to talk about how they are feeling whether it’s after school, during dinner, or before bed will encourage them to communicate and get a sense of how they feel in their school setting. 

If the school curriculum is not challenging enough or stimulating, gifted youth can feel bored and unmotivated to participate.^[1] Creating an environment where the listener is understanding, encouraging, and empathetic allows for gifted children who are experiencing these emotions to feel safe and be able to approach others with their needs.

Creating a Plan

It takes a community to pave the path of a gifted child’s learning journey. It’s important to identify the issue at hand and determine if there can be adjustments made. Collaborating with the child, their teacher, or counselor on possible solutions to re-engage them is the second step to addressing a situation if a gifted child is feeling highly unmotivated in their school setting.^[2] This solution will help the student feel more empowered in creating their own decisions and determining the options that work best for them.

Seeking Resources

Although each gifted child may need different and individualized support, research studies show that high levels of disengagement can lead to underachievement as gifted students need to be stimulated with learning opportunities that will encourage behavioral, affective, social, and cognitive engagement. ^[3] Looking into resources with gifted programs, connecting with other families, or speaking to the child’s counselor are options to find the right tools in supporting a gifted child who is feeling unmotivated.

^[1] https://www.sengifted.org/post/bore-out-a-challenge-for-unchallenged-gifted-young-adults#:~:text=The%20basis%20for%20boredom%20in,%E2%80%94intensity%2C%20complexity%20and%20drive

^[2] https://www.davidsongifted.org/gifted-blog/paving-the-path-to-meaningful-engagement-for-high-potential-children/

^[3] https://files.eric.ed.gov/fulltext/EJ1272799.pdf

What are some educational, personal and professional highlights and/or accomplishments of yours since graduating from high school?

It feels like high school was ages ago – I must be getting old! But a couple things stand out…

In college, a close friend and I started a non-profit to encourage voter registration. We registered a little over a quarter of the entire campus and received a Civic Engagement Award that was presented by the late Congressman John Lewis; though we only exchanged a couple words, it was amazing to meet him.

Next would be when I took the GMAT, the entrance exam for Master’s programs in business. I hadn’t studied for anything in years, and I spent 8 months getting ready for that exam. Most tests had always been easy for me growing up – something I’m sure many CDB scholars experience – but man! That test is TOUGH. I had never had to study so hard before, and the effort made the results far more meaningful.

After the GMAT and applications, I ended up attended Northwestern’s Kellogg School of Management for my MBA . My undergraduate degree was in fine arts – not at all a common path to an MBA. I honestly couldn’t believe I was accepted, and I literally couldn’t have done it without what must have been an incredible recommendation by Bonnie – thank you Bonnie!!! That school and the two years I spent there was simply incredible. While I would love to identify a single moment that stands out, the reality was I felt an overwhelming sense of gratitude every time I walked into that building. It was the first time in my life – outside of IEA! – I felt surrounded by peers that were all so smart, so talented, and truly kind. My degree hangs over my desk, and every time I look at it, I smile.

What is a favorite IEA/CDB memory?

That one is easy haha. At one of the conferences during high school, after the day’s schedule had ended, a group of us got together to play poker. We didn’t have chips to play with, so we bought out the gift shop’s entire supply of tic tacs. PS: playing poker with a bunch of mathematic geniuses is awesome, as long as you aren’t playing for money, because they will wipe the floor with you!

What words of wisdom would you pass on to current IEA students?

My goodness…having seen so many years of scholars come in, I am consistently amazed by the caliber of incoming students. Us “old guard” often say to each other, if we had to apply these days, there is no way we can get in! I feel like many of them could give me words of wisdom instead of the other way around. But here’s a few, with a caveat – you’ll get lots of advice from tons of places (just like this!), much of it conflicting over time. Ignore what doesn’t feel right for you, and take what serves you. That said,

1. If you’re a chatterbox like I was (and still am at times), practice active listening, even if you have a great fact to share or a solution to the problem at hand. You can learn more about the people around you by observing, and build deeper relationships asking questions rather than answering them.
2. At some point, you will probably need to make some decisions about what you want to do with your life (personally or professionally). The thing about CDB scholars is they are capable of doing so many different things that it can be really hard to choose a path. But to do anything truly well, you have to commit! You can always change your mind down the line, but don’t be afraid to make a bold choice, go all in, and let some of the other pursuits go for a while. If you find yourself missing one, you can always add it back in!
3. This is a silly one, but don’t completely ignore pop culture. It might be “basic”, but it can be an easy bridge to conversation or connection.
4. Finally, life gets easier. Every year, I know myself better, and the people around me become kinder, wiser, and more accepting. It becomes easier and easier to find your people, to find rituals that nourish the soul and the mind, and to structure your life the way you want. So hang in there.

1. Take the Application Instructions and Directions Seriously:

Allow plenty of time to complete your application, so you have time to review and double-check it. Stay within the maximum word counts for your essays and short answers. This lets our selection committees know that you understand and know how to follow directions. Don’t include extra items if specifically given number  “limits” in certain categories such as recommendations. The CDB Scholarship asks for two recommendations. We know that you’re a spectacular applicant, but again this falls under the follow directions rule of thumb.

2. Start Your Preparation EARLY:

Be mindful of the CDB application deadline. To ensure you meet the deadline, start gathering everything you need, begin brainstorming essay ideas and request letters of recommendation months ahead of time as a courtesy to your recommenders who more than likely have a lot in their schedules to take care of aside from your recommendation… and potentially that for other program applicants in addition to yours. 

Be sure to check the deadlines of upcoming Upper Level SSAT test dates and register as early as possible to be assured of your requested test date and the location of your test center. You can also register to take the SSAT at home. Be sure to indicate that you’re in eighth grade when you’re registering. This will allow you access to the UPPER LEVEL SSAT which is the required SSAT option for the Caroline D. Bradley Scholarship. It also doesn’t hurt to do a “trial run” to the test site so you know in advance not only where it is but how long it will take to get you there whether driving or on public transportation. The less stress you can put into test day realities, all the better for you to focus your energy on the test itself… and not on getting there.

3. Recommenders:

Make sure that your recommenders know you well enough to support a POSITIVE letter of recommendation that makes it clear they know you in the context in which they are writing your letter and that they have the time to write and submit your recommendation in accordance with the deadline. It is YOUR responsibility to give your recommenders all of the necessary details and deadline information, not theirs to research. You do not want to make this process difficult for them, but should focus on presenting yourself in a positive light to any person willing to support your application. You can certainly provide your recommenders with details, as they may think highly of you but not remember your record-setting time in the 100 meter butterfly or the essay you had published in the school’s literary magazine. Many teachers and coaches routinely write multiple letters of recommendation over the course of an academic year. It’s fine if you supply them with appropriate data on YOU—which is not to say that YOU write your own recommendation for them to sign. Any recommender who asks you to do this is NOT a recommender that would be appropriate for you to utilize.

4. Don’t Lose Focus of the Detail:

Make sure that you know and are eligible for the specific requirements of the CDB Scholarship. Overlooking a direction or neglecting any of the submission requirements—i.e. not answering the required number of essay prompts, not submitting a work sample, not completing a parent or recommender statement—can disqualify an otherwise eligible applicant from consideration. Read the directions carefully, and don’t hesitate to reach out to a member of the CDB Scholarship team either by phone or e-mail if you have any questions.

5. The 7^th Grader is the Applicant- NOT Your Parent:

I’m going to let you in on an insider secret:  NO ONE on the CDB team wants to get a phone call from a prospective applicant’s parent that begins, “I’m filling out the application for my son/daughter…”  unless their question specifically refers to the Parent Statement  or general directions-related queries. The application is the responsibility of the student to complete. Yes—a parent or responsible adult can assist with making sure all elements of the application are in order, but it’s up to the actual applicant to be proactive when it comes to requesting the recommendations, school transcript and all of the essay writing and submission of activities, work sample, etc.

6. Stay Organized:

Keep track of various deadlines and test days with your planner or a calendar app. It’s also a good idea to keep an online or paper folder with all of the components of the scholarship application as “saved” documents prior to submission, as well as the specific people and dates you’ve gone to for your recommendations and school transcripts. Stay on top of the application components that others are responsible for in a respectful manner which does NOT mean asking them every week if they’ve completed and submitted your materials. With the CDB application, you can check online under your name to see if and when outside pieces of your application have been submitted.

7. Make Sure You KNOW The Scholarship That You’re Applying For:

It’s irritating to a reader when an applicant misspells the name of the scholarship or mistakenly lists the incorrect name if they’re applying for multiple scholarships.

8. Proof Your Work and Have Someone Else Review Your Application For Errors BEFORE You Submit:

It’s perfectly acceptable to ask another person—parent, teacher, older sibling—to read your work and ask for their input or to check your grammar and spelling. A second pair of eyes can often spot errors that you might have missed in the umpteenth reading of your work. But to be clear– this is application should be the work, ideas and creative submission of the applicant who is a 7^th grader, NOT THAT OF AN ADULT. Our readers are well versed in reviewing applications, and the “voice” we expect to be presented with is that of the student applicant, not an over-arching parent.

9. Pay Attention to Presentation:

If you’ve written great essays and have followed all of the scholarship directives and guidelines but submit an application that is sloppy or not what should be considered as a final draft, you could jeopardize your chances of being a stand-out applicant. All things being equal, the student who submits a neat and professional looking application is going to have an advantage over what appears to be a rushed and not well-proofed submission.

10. Be Original:

Many of our readers say that a great essay opening line or a slice-of-life story captures their attention and makes that applicant memorable. Write about specific aspects, experiences, memories or moments of your life in your responses to the various prompts that are unique to YOU.

11. Your Activities:

As important as your scholastic performance may be, we want to see what you do outside the classroom that has your interest and focus, which is why the CDB application asks for the time commitment and length of time that you’ve put into a particular commitment, as well as any leadership roles you have assumed in your extracurricular life. It’s fine to dabble in a lot of different pursuits, but the limited number of response slots on the CDB application are meant to reveal your passions— the areas that you have seriously devoted your out-of-school time, effort and outreach towards.

The Caroline D. Bradley Scholarship and the annual cohort of selected CDB Scholars takes into account more than an applicant’s numerics—grade point average and test scores.  Our team looks at each application as an amalgam of the multiple aspects of what contributes to present YOU as an accomplished, multi-faceted, high-potential individual, which we hope is indicative of the CDB application in all of its component parts.  We want you to be as engaged in the application process as we will be in its reading and getting to know you.

Parents play an irreplaceable role in the lives of their children. This relationship has a profound impact on a child’s mental, physical, social and emotional development as well as their overall well-being and happiness. Parents help us in every step of our life. “Even when young children spend most of their waking hours in child-care, parents remain the most influential adults in their lives,” writes Jack Shonkoff, a board-certified pediatrician who sits on the faculty of the Harvard Graduate School of Education. “The hallmark of the parental relationship is the readily observable fact that this special adult is not interchangeable with others,“ he notes. “A child may not care about who cuts his hair or takes money at the store, but he cares a great deal about who is holding him when he is unsure, comforts him when he is hurt, and shares special moments in his life.”  The relationship between parents and their children impacts children not just in childhood but throughout their entire lifetime. It affects all areas of a child’s life, including health and development, educational progress and professional opportunities as well as life choices.

One of the main roles of parents is providing encouragement, support and access to activities that enable a child to master key developmental tasks.  A child’s learning and socialization are most influenced by their family since the family is the child’s primary social group. Providing and supporting a child with education is one of the landmarks in a child’s development.  A good education will help provide a rewarding career to the person and thereby they will positively contribute to society.  Parents are also their children’s biggest cheerleaders and give them unconditional love.  

Some of the facts about the importance of parent involvement are:

• Children who have parental support are likely to have better health as adults
• Students with involved parents tend to earn higher grades, have better social skills, and are more likely to graduate and go on to post-secondary education
• Children are more likely to be socially competent and have better communication skills when they have parents who are sensitive to their needs and emotions
• Teens who are monitored by their parents are less likely than teens with “hands-off” parents to smoke, drink and use drugs.

Maintaining a good parent-child relationship is crucial to wise parenting.  Starting right from the birth of a child, parents should always be aware of the enormous impact they have on their children’s lives.  Their impact sets the stage for raising a confident, educated and secure young adult who is ready to face the challenges of life.

THE INSTITUTE FOR EDUCATIONAL ADVANCEMENT ANNOUNCES 29 RECIPIENTS FOR NATIONWIDE HIGH SCHOOL SCHOLARSHIP

The announcement of the latest class of Caroline D. Bradley (CDB) scholars is always a big deal here at IEA, and 2021 was no different. Last year, we announced 29 selections across the United States.

WHAT GOES INTO SELECTING A CAROLINE D. BRADLEY SCHOLAR?

Of course, interest at the very beginning of the CDB process is very high. Almost one full year ago, Bonnie Raskin gave applicants some additional insight about how a scholar is selected. It is sure to be helpful even to 2022 applicants!

ALUMNI SPOTLIGHTS

Our bite-sized alumni interviews proved to be very popular. In 2021, you especially liked our features on Valerie Ding, Caitlin Andrews, Sophia Barron and Scott Greenberg!

CDB CLASS OF ’21 – COLLEGE PLANS

When it came to college application season, our CDB Class of 2021 was incredibly successful. Here’s an accounting of where our talented scholars were headed!

BREATHING TECHNIQUES TO HELP CALM THE OVERACTIVE MIND

For those that needed a little help dealing with the year, our very own Nancy Kane used her professional yoga expertise to give some insight on breathing exercises. 

RESOURCE ROUND-UP: 7 RESOURCES FOR GIFTED GIRLS

We kicked off Women’s History Month last year with this handy post detailing links parents of gifted girls can check out. It’s got everything from essay contests to summer programs and more!

UNDERSTANDING SCREEN TIME AND GAMING FOR GIFTED STUDENTS

A lot of families are, understandably, interested in how video games and screen time can best be fit into their child’s schedule. In this post, we try to add some insight and provide resources for making these decisions.

COMICS FOR LITERACY

Comics are a fun, engaging and deep genre of literature. They’re also ideal for children at all reading levels! Here are some reading recommendations we made last year.

HOW TO FRAME PRAISE FOR CREATIVE YOUTH

There’s a lot of nuance in how you can give a child praise. In this post, we try to convey and expand upon a lesson learned in How to Talk so Little Kids Will Listen by Joanna Faber and Adele King.

SOCIAL, EMOTIONAL AND MENTAL WELL BEING AMIDST THE PANDEMIC

The pandemic remains top of mind for many of us, and we want the community to know we’re here for support. In this post, we’ve curated a list of resources that might help with coping with the various stresses and uncertainties: podcasts, blogs, books and more. They’re strong resources for all kinds of heightened and tense feelings.

Thanks to everyone for reading our blog in 2021. We’re certain you’ll love what we have in store for the coming year.

A recent trend is certain corners of the internet is young adults who were called “gifted” as children sharing how that label affected them, and the effects they share are usually negative. This Buzzfeed article (note: contains language) gathers quotes from other “former gifted kids,” so I’ll choose a few to frame my explanation of how IEA programs are actually an antidote to these negative effects, rather than part of the problem. 

Here are 3 quotes from former gifted kids and how IEA’s work is helping to break the cycle of negativity: 

“I had the experience I think a lot of ‘gifted’ kids have when they enter a world no longer ruled by classes and grades and discover they are no more well equipped to face the world than anyone else. All we have is a false superiority complex and massive disappointment in ourselves every time we don’t immediately excel at something.” 

Many gifted kids are underachievers or gifted in a way that doesn’t result in high grades. For those who are used to easily excelling in school, IEA creates an environment to be challenged, often for the first time, in a safe and supportive environment.  

“I entered a culture where everyone, teachers, parents, relatives, etc. valued me for my smarts, and so I used that as my yardstick to value other people for a long time. Nowadays I’m more interested in who shows compassion, loyalty, dedication, generosity, humor, etc.” 

IEA programs, in addition to helping our students grow intellectually, also helps them develop emotionally, socially, and spiritually. We place a high value on empathy and how to be the kind of friend to others that you would want to have yourself. 

 “I got into a lot of trouble. Even though I was a full academic year ahead, I was still not very intellectually stimulated, so I started trying to find ways to keep myself amused. These ended up not being very well thought of by authority figures.” 

It’s true that boredom can lead to negative behaviors. I’ve heard from several Academy parents that their children behave much better in Academy classes than they do at school because they are continually engaged in the material rather than waiting for the next assignment. IEA programs also teach students how to self-regulate to keep frustration to a minimum even when they are in over- or under-stimulating environments. 

 These former gifted kids may feel negatively impacted by their experience bearing that label, but our hope at IEA is that our students are empowered to keep growing in all aspects of self, even after they leave our programs. I believe IEA programs push students to feel challenged to strive toward their full potential as intelligent, compassionate, and creative young people!  

Q: Our family is new to Academy. How does enrollment work? 

A: Welcome! Enrollment begins with the submission of a New Academy Student Application. The portfolio-style format provides opportunity for you to share information about your child’s interests, abilities and learning needs. While Academy does not require assessments or a formal gifted identification, we encourage you to share as much detail as is informative and relevant to your child. Especially helpful are responses to sections “Tell Us About Your Child” and “Student Quick Takes”. We also love to see student work samples, whether a snapshot of your child’s artwork or Lego build, or video of their best tap dance routine! If submitted during office hours, you should receive a response within a few short hours, after which time, Part II (Medical/Emergency) will need to be submitted prior to making your course selections in Part III (Enrollment).

To begin a New Student Application, you must first create an account through our IEA Community Portal by clicking here. Please be sure to use your parent information (not your child’s). Once logged in, you may create a Student Contact for your child and begin the application. If you have already created an account and wish to return to your application in progress, click here.

Q: Do I have to fill out a full-length application again if my child is a returning student? 

A: No. If you have taken classes with us before, you may submit a Returning Student Enrollment Form here.

Q: My child is academically advanced for their age. How do I determine which classes are the best fit? 

A: Academy classes are grouped by suggested age range and are designed for bright inquisitive minds. Your child’s application should provide information that will help us in determining an optimal match, however, we encourage you to reach out to a team member for advisement as each class is unique in both content and instructional approach. Depending on the individual needs of your child, age range may be flexible.

Q: How are Academy classes structured? 

A: Academy classes provide a safe space for positive interactions with peers, deep-dives into topics that students are passionate about, and project-based mastery. While each individual class is different, classes are designed to be engaging, stimulating, hands-on, interdisciplinary, and fun. Classes are taught by skilled educators and content area professionals who embrace the continual pursuit of knowledge and exploration of ideas. While homework assignments are optional, teachers may ask students to complete some work outside of class to enhance their learning experience.

Q: Where can I find the schedule of classes and tuition fees? 

A: Please visit our Academy page here to find a calendar view of our in person and online course offerings. You may read the full course description by clicking on the course block, then scroll a bit further down the page to see our Spring 2022 tuition fees listed.

Q: Is financial aid available to families in need? 

A: Yes! Please click here to submit an inquiry and an Academy team member will reply to you directly to assist.

Q: What if my child is interested in a class, but there are no more spots available? 

A: Placement in requested classes is first come, first serve. However, we do maintain a waitlist for classes in case a student withdraws from a class. We will contact families on the waitlist via email or phone if any spaces become available. We also encourage you to let us know if your child would be interested in an alternative placement should their first choice be unavailable.

Q: What are our options if a class is not a good fit? 

A: Every effort is made to ensure that students have a rewarding first day of Academy and our team would be happy to speak with you about any questions or concerns you may have. No payment is due until your child’s placement is confirmed with the minimum enrollment, at which time, a non-refundable $50 deposit is required per confirmed class. The tuition less paid deposits is due after the first class meeting. We work closely with families and instructors to ensure each child’s needs are met, however, should your child withdraw before the second class meeting, you are responsible for the deposit amount only. No refunds are given for withdrawals after the second class meeting.

Q: What are your COVID safety protocols? 

A: For information on IEA’s current COVID safety protocol, please see our landing page at https://ieastaging2.wpengine.com/about/ieas-statement-on-covid-19-coronavirus/. Updates to the Academy section will be shared as we adjust to recommendations from the CDC, WHO, and state and local officials.

Q: Can I arrange a tour of your Learning Center and meet with a member of the Academy team? 

A: Absolutely! We would be happy to meet you. Please call us at (626)403-8900 or email academy@educationaladvancement.org to schedule a time to visit.