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BEGIN:VEVENT
DTSTART;VALUE=DATE:20170720
DTEND;VALUE=DATE:20170724
DTSTAMP:20170207T215135Z
CREATED:20160107T165433Z
LAST-MODIFIED:20170207T215135Z
UID:1041-1500508800-1500854399@world-gifted.org
SUMMARY:22nd WCGTC Biennial World Conference
DESCRIPTION:(Times are in Central European Time) Culturally responsive education values and reflects the assets of all gifted students; helps them feel more valued and empowered. It focuses on multiculturalism as an asset for gifted learners\, particularly for gifted students from underserved\, underrepresented\, and marginalized populations (e.g.\, gifted females\, gifted-LGBTQ+\, gifted refugees\, and other linguistically\, racially\, and/or economically disadvantaged groups) whose skills are often underestimated. Culturally responsive education moves away from a deficit mindset that focuses on what a student cannot do\, to a mindset that focuses on students’ strengths and untapped potential. It identifies students’ assets and uses them to create rigorous\, student-centered instruction. It also helps in building an inclusive curriculum to assist teachers and students in understanding different perspectives\, appreciating others’ strengths\, and building empathy. 								\n				\n				\n				\n							\n					\n					\n						\n					\n			\n						\n				\n									\n					\n						\n									Members click here to register\n					\n					\n				\n								\n				\n					\n		\n				\n			\n						\n				\n									\n					\n						\n									Non-members click here to register\n					\n					\n				\n								\n				\n					\n		\n					\n		\n				\n				\n						\n				\n					\n		\n					\n		\n				\n						\n					\n			\n						\n				\n																														\n				\n				\n				\n					PJ Sedillo				\n				\n				\n				\n									Being Cultural Responsiveness is the ability to competently facilitate and guide those who are Gifted-LGBTQ+. This must include the negotiating process of the differences and similarities that occur between cultures and the many subcultures encountered within this population. This presentation will ensure the ability to competently facilitate and guide those who are Gifted-LGBTTIQQ2SA+ in order to demonstrate respect\, facilitate\, and support unconditional love so that they can continue to grow\, thrive\, survive\, and live.  Furthermore\, this presentation is geared for counselors/therapists\, educators\, family members and others who support and assist individuals who are Gifted LGBTQ+.   								\n				\n					\n		\n				\n			\n						\n				\n																														\n				\n				\n				\n					Bronwyn MacFarlane				\n				\n				\n				\n									To provide culturally responsive education for gifted learners\, access to culturally appropriate learning experiences must be available through local schools and programs. Two relevant components of delivering culturally responsive education include (1) providing access to advanced programmatic learning opportunities and (2) developing foreign language skills within an advanced curriculum. This talk will focus on how to provide culturally responsive education through access to advanced educational opportunities that are culturally responsive and culturally informed.  								\n				\n					\n		\n				\n			\n						\n				\n																														\n				\n				\n				\n					Sally Reis				\n				\n				\n				\n									What practices make a difference as educators strive to develop the innovative and creative talents of young girls and women  in specific disciplines or domains? Do young women have adequate numbers of role models to develop their creativity and sense of creative self-efficacy? How do talented girls and women maintain their drive to create when they encounter obstacles that threaten their love of and passion for their work? In what ways can educators\, and particularly\, educators of talented and gifted girls and young women\, serve as agents of positive change to help these young women develop their creativity to make a positive impact and difference in the world? And most important\, despite the obstacles and barriers they face\, how do we convince this population to pursue leadership opportunities in their professional fields or work? These questions will be addressed in this session.
URL:https://world-gifted.org/event/22nd-biennial-world-conference/
LOCATION:University of New South Wales\, UNSW\, Sydney\, New South Wales\, 2052\, Australia
ORGANIZER;CN="Jennifer Jolly":MAILTO:headquarters@world-gifted.org
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20170627
DTEND;VALUE=DATE:20170630
DTSTAMP:20170417T141859Z
CREATED:20170417T141859Z
LAST-MODIFIED:20170417T141859Z
UID:1776-1498521600-1498780799@world-gifted.org
SUMMARY:2nd International Conference Of Creativity and Innovation
DESCRIPTION:(Times are in Central European Time) Culturally responsive education values and reflects the assets of all gifted students; helps them feel more valued and empowered. It focuses on multiculturalism as an asset for gifted learners\, particularly for gifted students from underserved\, underrepresented\, and marginalized populations (e.g.\, gifted females\, gifted-LGBTQ+\, gifted refugees\, and other linguistically\, racially\, and/or economically disadvantaged groups) whose skills are often underestimated. Culturally responsive education moves away from a deficit mindset that focuses on what a student cannot do\, to a mindset that focuses on students’ strengths and untapped potential. It identifies students’ assets and uses them to create rigorous\, student-centered instruction. It also helps in building an inclusive curriculum to assist teachers and students in understanding different perspectives\, appreciating others’ strengths\, and building empathy. 								\n				\n				\n				\n							\n					\n					\n						\n					\n			\n						\n				\n									\n					\n						\n									Members click here to register\n					\n					\n				\n								\n				\n					\n		\n				\n			\n						\n				\n									\n					\n						\n									Non-members click here to register\n					\n					\n				\n								\n				\n					\n		\n					\n		\n				\n				\n						\n				\n					\n		\n					\n		\n				\n						\n					\n			\n						\n				\n																														\n				\n				\n				\n					PJ Sedillo				\n				\n				\n				\n									Being Cultural Responsiveness is the ability to competently facilitate and guide those who are Gifted-LGBTQ+. This must include the negotiating process of the differences and similarities that occur between cultures and the many subcultures encountered within this population. This presentation will ensure the ability to competently facilitate and guide those who are Gifted-LGBTTIQQ2SA+ in order to demonstrate respect\, facilitate\, and support unconditional love so that they can continue to grow\, thrive\, survive\, and live.  Furthermore\, this presentation is geared for counselors/therapists\, educators\, family members and others who support and assist individuals who are Gifted LGBTQ+.   								\n				\n					\n		\n				\n			\n						\n				\n																														\n				\n				\n				\n					Bronwyn MacFarlane				\n				\n				\n				\n									To provide culturally responsive education for gifted learners\, access to culturally appropriate learning experiences must be available through local schools and programs. Two relevant components of delivering culturally responsive education include (1) providing access to advanced programmatic learning opportunities and (2) developing foreign language skills within an advanced curriculum. This talk will focus on how to provide culturally responsive education through access to advanced educational opportunities that are culturally responsive and culturally informed.  								\n				\n					\n		\n				\n			\n						\n				\n																														\n				\n				\n				\n					Sally Reis				\n				\n				\n				\n									What practices make a difference as educators strive to develop the innovative and creative talents of young girls and women  in specific disciplines or domains? Do young women have adequate numbers of role models to develop their creativity and sense of creative self-efficacy? How do talented girls and women maintain their drive to create when they encounter obstacles that threaten their love of and passion for their work? In what ways can educators\, and particularly\, educators of talented and gifted girls and young women\, serve as agents of positive change to help these young women develop their creativity to make a positive impact and difference in the world? And most important\, despite the obstacles and barriers they face\, how do we convince this population to pursue leadership opportunities in their professional fields or work? These questions will be addressed in this session.
URL:https://world-gifted.org/event/2nd-international-conference-creativity-innovation/
LOCATION:Pontifical Catholic University of Campinas\, Rod. D. Pedro I\, km 136 Pq. das Universidades\, Campinas\, São Paulo\, Brazil
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20170611
DTEND;VALUE=DATE:20170616
DTSTAMP:20170214T143635Z
CREATED:20170214T143635Z
LAST-MODIFIED:20170214T143635Z
UID:1656-1497139200-1497571199@world-gifted.org
SUMMARY:2017 Hormel Foundation Gifted and Talented Symposium
DESCRIPTION:(Times are in Central European Time) Culturally responsive education values and reflects the assets of all gifted students; helps them feel more valued and empowered. It focuses on multiculturalism as an asset for gifted learners\, particularly for gifted students from underserved\, underrepresented\, and marginalized populations (e.g.\, gifted females\, gifted-LGBTQ+\, gifted refugees\, and other linguistically\, racially\, and/or economically disadvantaged groups) whose skills are often underestimated. Culturally responsive education moves away from a deficit mindset that focuses on what a student cannot do\, to a mindset that focuses on students’ strengths and untapped potential. It identifies students’ assets and uses them to create rigorous\, student-centered instruction. It also helps in building an inclusive curriculum to assist teachers and students in understanding different perspectives\, appreciating others’ strengths\, and building empathy. 								\n				\n				\n				\n							\n					\n					\n						\n					\n			\n						\n				\n									\n					\n						\n									Members click here to register\n					\n					\n				\n								\n				\n					\n		\n				\n			\n						\n				\n									\n					\n						\n									Non-members click here to register\n					\n					\n				\n								\n				\n					\n		\n					\n		\n				\n				\n						\n				\n					\n		\n					\n		\n				\n						\n					\n			\n						\n				\n																														\n				\n				\n				\n					PJ Sedillo				\n				\n				\n				\n									Being Cultural Responsiveness is the ability to competently facilitate and guide those who are Gifted-LGBTQ+. This must include the negotiating process of the differences and similarities that occur between cultures and the many subcultures encountered within this population. This presentation will ensure the ability to competently facilitate and guide those who are Gifted-LGBTTIQQ2SA+ in order to demonstrate respect\, facilitate\, and support unconditional love so that they can continue to grow\, thrive\, survive\, and live.  Furthermore\, this presentation is geared for counselors/therapists\, educators\, family members and others who support and assist individuals who are Gifted LGBTQ+.   								\n				\n					\n		\n				\n			\n						\n				\n																														\n				\n				\n				\n					Bronwyn MacFarlane				\n				\n				\n				\n									To provide culturally responsive education for gifted learners\, access to culturally appropriate learning experiences must be available through local schools and programs. Two relevant components of delivering culturally responsive education include (1) providing access to advanced programmatic learning opportunities and (2) developing foreign language skills within an advanced curriculum. This talk will focus on how to provide culturally responsive education through access to advanced educational opportunities that are culturally responsive and culturally informed.  								\n				\n					\n		\n				\n			\n						\n				\n																														\n				\n				\n				\n					Sally Reis				\n				\n				\n				\n									What practices make a difference as educators strive to develop the innovative and creative talents of young girls and women  in specific disciplines or domains? Do young women have adequate numbers of role models to develop their creativity and sense of creative self-efficacy? How do talented girls and women maintain their drive to create when they encounter obstacles that threaten their love of and passion for their work? In what ways can educators\, and particularly\, educators of talented and gifted girls and young women\, serve as agents of positive change to help these young women develop their creativity to make a positive impact and difference in the world? And most important\, despite the obstacles and barriers they face\, how do we convince this population to pursue leadership opportunities in their professional fields or work? These questions will be addressed in this session.
URL:https://world-gifted.org/event/2017-hormel-foundation-gifted-talented-symposium/
LOCATION:Austin High School\, 301 Third Street NW\, Austin\, MN\, 55912\, United States
ORGANIZER;CN="Amanda Barber":MAILTO:amanda.barber@austin.k12.mn.us
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20170526
DTEND;VALUE=DATE:20170529
DTSTAMP:20160919T144248Z
CREATED:20160919T144248Z
LAST-MODIFIED:20160919T144248Z
UID:1495-1495756800-1496015999@world-gifted.org
SUMMARY:Second International Conference on Giftedness in Mexico
DESCRIPTION:(Times are in Central European Time) Culturally responsive education values and reflects the assets of all gifted students; helps them feel more valued and empowered. It focuses on multiculturalism as an asset for gifted learners\, particularly for gifted students from underserved\, underrepresented\, and marginalized populations (e.g.\, gifted females\, gifted-LGBTQ+\, gifted refugees\, and other linguistically\, racially\, and/or economically disadvantaged groups) whose skills are often underestimated. Culturally responsive education moves away from a deficit mindset that focuses on what a student cannot do\, to a mindset that focuses on students’ strengths and untapped potential. It identifies students’ assets and uses them to create rigorous\, student-centered instruction. It also helps in building an inclusive curriculum to assist teachers and students in understanding different perspectives\, appreciating others’ strengths\, and building empathy. 								\n				\n				\n				\n							\n					\n					\n						\n					\n			\n						\n				\n									\n					\n						\n									Members click here to register\n					\n					\n				\n								\n				\n					\n		\n				\n			\n						\n				\n									\n					\n						\n									Non-members click here to register\n					\n					\n				\n								\n				\n					\n		\n					\n		\n				\n				\n						\n				\n					\n		\n					\n		\n				\n						\n					\n			\n						\n				\n																														\n				\n				\n				\n					PJ Sedillo				\n				\n				\n				\n									Being Cultural Responsiveness is the ability to competently facilitate and guide those who are Gifted-LGBTQ+. This must include the negotiating process of the differences and similarities that occur between cultures and the many subcultures encountered within this population. This presentation will ensure the ability to competently facilitate and guide those who are Gifted-LGBTTIQQ2SA+ in order to demonstrate respect\, facilitate\, and support unconditional love so that they can continue to grow\, thrive\, survive\, and live.  Furthermore\, this presentation is geared for counselors/therapists\, educators\, family members and others who support and assist individuals who are Gifted LGBTQ+.   								\n				\n					\n		\n				\n			\n						\n				\n																														\n				\n				\n				\n					Bronwyn MacFarlane				\n				\n				\n				\n									To provide culturally responsive education for gifted learners\, access to culturally appropriate learning experiences must be available through local schools and programs. Two relevant components of delivering culturally responsive education include (1) providing access to advanced programmatic learning opportunities and (2) developing foreign language skills within an advanced curriculum. This talk will focus on how to provide culturally responsive education through access to advanced educational opportunities that are culturally responsive and culturally informed.  								\n				\n					\n		\n				\n			\n						\n				\n																														\n				\n				\n				\n					Sally Reis				\n				\n				\n				\n									What practices make a difference as educators strive to develop the innovative and creative talents of young girls and women  in specific disciplines or domains? Do young women have adequate numbers of role models to develop their creativity and sense of creative self-efficacy? How do talented girls and women maintain their drive to create when they encounter obstacles that threaten their love of and passion for their work? In what ways can educators\, and particularly\, educators of talented and gifted girls and young women\, serve as agents of positive change to help these young women develop their creativity to make a positive impact and difference in the world? And most important\, despite the obstacles and barriers they face\, how do we convince this population to pursue leadership opportunities in their professional fields or work? These questions will be addressed in this session.
URL:https://world-gifted.org/event/second-international-conference-giftedness-mexico/
LOCATION:Le Crillon Palace\, Cuauhtemoc Avenue 1438\, Mexico City\, Distrito Federal\, 03310\, Mexico
ORGANIZER;CN="Andrew Almazan":MAILTO:almazananaya@cedat.com.mx
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20170505
DTEND;VALUE=DATE:20170507
DTSTAMP:20170221T170244Z
CREATED:20170221T170244Z
LAST-MODIFIED:20170221T170244Z
UID:1663-1493942400-1494115199@world-gifted.org
SUMMARY:Symposium Creativity · Education · Sustainable Development
DESCRIPTION:(Times are in Central European Time) Culturally responsive education values and reflects the assets of all gifted students; helps them feel more valued and empowered. It focuses on multiculturalism as an asset for gifted learners\, particularly for gifted students from underserved\, underrepresented\, and marginalized populations (e.g.\, gifted females\, gifted-LGBTQ+\, gifted refugees\, and other linguistically\, racially\, and/or economically disadvantaged groups) whose skills are often underestimated. Culturally responsive education moves away from a deficit mindset that focuses on what a student cannot do\, to a mindset that focuses on students’ strengths and untapped potential. It identifies students’ assets and uses them to create rigorous\, student-centered instruction. It also helps in building an inclusive curriculum to assist teachers and students in understanding different perspectives\, appreciating others’ strengths\, and building empathy. 								\n				\n				\n				\n							\n					\n					\n						\n					\n			\n						\n				\n									\n					\n						\n									Members click here to register\n					\n					\n				\n								\n				\n					\n		\n				\n			\n						\n				\n									\n					\n						\n									Non-members click here to register\n					\n					\n				\n								\n				\n					\n		\n					\n		\n				\n				\n						\n				\n					\n		\n					\n		\n				\n						\n					\n			\n						\n				\n																														\n				\n				\n				\n					PJ Sedillo				\n				\n				\n				\n									Being Cultural Responsiveness is the ability to competently facilitate and guide those who are Gifted-LGBTQ+. This must include the negotiating process of the differences and similarities that occur between cultures and the many subcultures encountered within this population. This presentation will ensure the ability to competently facilitate and guide those who are Gifted-LGBTTIQQ2SA+ in order to demonstrate respect\, facilitate\, and support unconditional love so that they can continue to grow\, thrive\, survive\, and live.  Furthermore\, this presentation is geared for counselors/therapists\, educators\, family members and others who support and assist individuals who are Gifted LGBTQ+.   								\n				\n					\n		\n				\n			\n						\n				\n																														\n				\n				\n				\n					Bronwyn MacFarlane				\n				\n				\n				\n									To provide culturally responsive education for gifted learners\, access to culturally appropriate learning experiences must be available through local schools and programs. Two relevant components of delivering culturally responsive education include (1) providing access to advanced programmatic learning opportunities and (2) developing foreign language skills within an advanced curriculum. This talk will focus on how to provide culturally responsive education through access to advanced educational opportunities that are culturally responsive and culturally informed.  								\n				\n					\n		\n				\n			\n						\n				\n																														\n				\n				\n				\n					Sally Reis				\n				\n				\n				\n									What practices make a difference as educators strive to develop the innovative and creative talents of young girls and women  in specific disciplines or domains? Do young women have adequate numbers of role models to develop their creativity and sense of creative self-efficacy? How do talented girls and women maintain their drive to create when they encounter obstacles that threaten their love of and passion for their work? In what ways can educators\, and particularly\, educators of talented and gifted girls and young women\, serve as agents of positive change to help these young women develop their creativity to make a positive impact and difference in the world? And most important\, despite the obstacles and barriers they face\, how do we convince this population to pursue leadership opportunities in their professional fields or work? These questions will be addressed in this session.
URL:https://world-gifted.org/event/symposium-creativity-%c2%b7-education-%c2%b7-sustainable-development/
LOCATION:BIP Creativity Center Leipzig\, Torgauer Straße 114 \, Leipzig\, 04347\, Germany
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20170312
DTEND;VALUE=DATE:20170319
DTSTAMP:20190705T133926Z
CREATED:20160907T153107Z
LAST-MODIFIED:20190705T133926Z
UID:1474-1489276800-1489881599@world-gifted.org
SUMMARY:Gifted Awareness Week\, Australia
DESCRIPTION:(Times are in Central European Time) Culturally responsive education values and reflects the assets of all gifted students; helps them feel more valued and empowered. It focuses on multiculturalism as an asset for gifted learners\, particularly for gifted students from underserved\, underrepresented\, and marginalized populations (e.g.\, gifted females\, gifted-LGBTQ+\, gifted refugees\, and other linguistically\, racially\, and/or economically disadvantaged groups) whose skills are often underestimated. Culturally responsive education moves away from a deficit mindset that focuses on what a student cannot do\, to a mindset that focuses on students’ strengths and untapped potential. It identifies students’ assets and uses them to create rigorous\, student-centered instruction. It also helps in building an inclusive curriculum to assist teachers and students in understanding different perspectives\, appreciating others’ strengths\, and building empathy. 								\n				\n				\n				\n							\n					\n					\n						\n					\n			\n						\n				\n									\n					\n						\n									Members click here to register\n					\n					\n				\n								\n				\n					\n		\n				\n			\n						\n				\n									\n					\n						\n									Non-members click here to register\n					\n					\n				\n								\n				\n					\n		\n					\n		\n				\n				\n						\n				\n					\n		\n					\n		\n				\n						\n					\n			\n						\n				\n																														\n				\n				\n				\n					PJ Sedillo				\n				\n				\n				\n									Being Cultural Responsiveness is the ability to competently facilitate and guide those who are Gifted-LGBTQ+. This must include the negotiating process of the differences and similarities that occur between cultures and the many subcultures encountered within this population. This presentation will ensure the ability to competently facilitate and guide those who are Gifted-LGBTTIQQ2SA+ in order to demonstrate respect\, facilitate\, and support unconditional love so that they can continue to grow\, thrive\, survive\, and live.  Furthermore\, this presentation is geared for counselors/therapists\, educators\, family members and others who support and assist individuals who are Gifted LGBTQ+.   								\n				\n					\n		\n				\n			\n						\n				\n																														\n				\n				\n				\n					Bronwyn MacFarlane				\n				\n				\n				\n									To provide culturally responsive education for gifted learners\, access to culturally appropriate learning experiences must be available through local schools and programs. Two relevant components of delivering culturally responsive education include (1) providing access to advanced programmatic learning opportunities and (2) developing foreign language skills within an advanced curriculum. This talk will focus on how to provide culturally responsive education through access to advanced educational opportunities that are culturally responsive and culturally informed.  								\n				\n					\n		\n				\n			\n						\n				\n																														\n				\n				\n				\n					Sally Reis				\n				\n				\n				\n									What practices make a difference as educators strive to develop the innovative and creative talents of young girls and women  in specific disciplines or domains? Do young women have adequate numbers of role models to develop their creativity and sense of creative self-efficacy? How do talented girls and women maintain their drive to create when they encounter obstacles that threaten their love of and passion for their work? In what ways can educators\, and particularly\, educators of talented and gifted girls and young women\, serve as agents of positive change to help these young women develop their creativity to make a positive impact and difference in the world? And most important\, despite the obstacles and barriers they face\, how do we convince this population to pursue leadership opportunities in their professional fields or work? These questions will be addressed in this session.
URL:https://world-gifted.org/event/gifted-awareness-week-australia/
LOCATION:Australia\, Australia
ORGANIZER;CN="Melinda Gindy":MAILTO:president@gfsg.org.au
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20161209
DTEND;VALUE=DATE:20161211
DTSTAMP:20161115T150043Z
CREATED:20161115T145937Z
LAST-MODIFIED:20161115T150043Z
UID:1568-1481241600-1481414399@world-gifted.org
SUMMARY:Innovation and Creativity 2016
DESCRIPTION:(Times are in Central European Time) Culturally responsive education values and reflects the assets of all gifted students; helps them feel more valued and empowered. It focuses on multiculturalism as an asset for gifted learners\, particularly for gifted students from underserved\, underrepresented\, and marginalized populations (e.g.\, gifted females\, gifted-LGBTQ+\, gifted refugees\, and other linguistically\, racially\, and/or economically disadvantaged groups) whose skills are often underestimated. Culturally responsive education moves away from a deficit mindset that focuses on what a student cannot do\, to a mindset that focuses on students’ strengths and untapped potential. It identifies students’ assets and uses them to create rigorous\, student-centered instruction. It also helps in building an inclusive curriculum to assist teachers and students in understanding different perspectives\, appreciating others’ strengths\, and building empathy. 								\n				\n				\n				\n							\n					\n					\n						\n					\n			\n						\n				\n									\n					\n						\n									Members click here to register\n					\n					\n				\n								\n				\n					\n		\n				\n			\n						\n				\n									\n					\n						\n									Non-members click here to register\n					\n					\n				\n								\n				\n					\n		\n					\n		\n				\n				\n						\n				\n					\n		\n					\n		\n				\n						\n					\n			\n						\n				\n																														\n				\n				\n				\n					PJ Sedillo				\n				\n				\n				\n									Being Cultural Responsiveness is the ability to competently facilitate and guide those who are Gifted-LGBTQ+. This must include the negotiating process of the differences and similarities that occur between cultures and the many subcultures encountered within this population. This presentation will ensure the ability to competently facilitate and guide those who are Gifted-LGBTTIQQ2SA+ in order to demonstrate respect\, facilitate\, and support unconditional love so that they can continue to grow\, thrive\, survive\, and live.  Furthermore\, this presentation is geared for counselors/therapists\, educators\, family members and others who support and assist individuals who are Gifted LGBTQ+.   								\n				\n					\n		\n				\n			\n						\n				\n																														\n				\n				\n				\n					Bronwyn MacFarlane				\n				\n				\n				\n									To provide culturally responsive education for gifted learners\, access to culturally appropriate learning experiences must be available through local schools and programs. Two relevant components of delivering culturally responsive education include (1) providing access to advanced programmatic learning opportunities and (2) developing foreign language skills within an advanced curriculum. This talk will focus on how to provide culturally responsive education through access to advanced educational opportunities that are culturally responsive and culturally informed.  								\n				\n					\n		\n				\n			\n						\n				\n																														\n				\n				\n				\n					Sally Reis				\n				\n				\n				\n									What practices make a difference as educators strive to develop the innovative and creative talents of young girls and women  in specific disciplines or domains? Do young women have adequate numbers of role models to develop their creativity and sense of creative self-efficacy? How do talented girls and women maintain their drive to create when they encounter obstacles that threaten their love of and passion for their work? In what ways can educators\, and particularly\, educators of talented and gifted girls and young women\, serve as agents of positive change to help these young women develop their creativity to make a positive impact and difference in the world? And most important\, despite the obstacles and barriers they face\, how do we convince this population to pursue leadership opportunities in their professional fields or work? These questions will be addressed in this session.
URL:https://world-gifted.org/event/innovation-creativity-2016/
LOCATION:GEMS World Academy\, Al Khail Road\, Albarsha - Dubai\, United Arab Emirates
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20161103
DTEND;VALUE=DATE:20161107
DTSTAMP:20160107T171047Z
CREATED:20160107T171022Z
LAST-MODIFIED:20160107T171047Z
UID:1049-1478131200-1478476799@world-gifted.org
SUMMARY:NAGC 63rd Annual Convention and Exhibition
DESCRIPTION:(Times are in Central European Time) Culturally responsive education values and reflects the assets of all gifted students; helps them feel more valued and empowered. It focuses on multiculturalism as an asset for gifted learners\, particularly for gifted students from underserved\, underrepresented\, and marginalized populations (e.g.\, gifted females\, gifted-LGBTQ+\, gifted refugees\, and other linguistically\, racially\, and/or economically disadvantaged groups) whose skills are often underestimated. Culturally responsive education moves away from a deficit mindset that focuses on what a student cannot do\, to a mindset that focuses on students’ strengths and untapped potential. It identifies students’ assets and uses them to create rigorous\, student-centered instruction. It also helps in building an inclusive curriculum to assist teachers and students in understanding different perspectives\, appreciating others’ strengths\, and building empathy. 								\n				\n				\n				\n							\n					\n					\n						\n					\n			\n						\n				\n									\n					\n						\n									Members click here to register\n					\n					\n				\n								\n				\n					\n		\n				\n			\n						\n				\n									\n					\n						\n									Non-members click here to register\n					\n					\n				\n								\n				\n					\n		\n					\n		\n				\n				\n						\n				\n					\n		\n					\n		\n				\n						\n					\n			\n						\n				\n																														\n				\n				\n				\n					PJ Sedillo				\n				\n				\n				\n									Being Cultural Responsiveness is the ability to competently facilitate and guide those who are Gifted-LGBTQ+. This must include the negotiating process of the differences and similarities that occur between cultures and the many subcultures encountered within this population. This presentation will ensure the ability to competently facilitate and guide those who are Gifted-LGBTTIQQ2SA+ in order to demonstrate respect\, facilitate\, and support unconditional love so that they can continue to grow\, thrive\, survive\, and live.  Furthermore\, this presentation is geared for counselors/therapists\, educators\, family members and others who support and assist individuals who are Gifted LGBTQ+.   								\n				\n					\n		\n				\n			\n						\n				\n																														\n				\n				\n				\n					Bronwyn MacFarlane				\n				\n				\n				\n									To provide culturally responsive education for gifted learners\, access to culturally appropriate learning experiences must be available through local schools and programs. Two relevant components of delivering culturally responsive education include (1) providing access to advanced programmatic learning opportunities and (2) developing foreign language skills within an advanced curriculum. This talk will focus on how to provide culturally responsive education through access to advanced educational opportunities that are culturally responsive and culturally informed.  								\n				\n					\n		\n				\n			\n						\n				\n																														\n				\n				\n				\n					Sally Reis				\n				\n				\n				\n									What practices make a difference as educators strive to develop the innovative and creative talents of young girls and women  in specific disciplines or domains? Do young women have adequate numbers of role models to develop their creativity and sense of creative self-efficacy? How do talented girls and women maintain their drive to create when they encounter obstacles that threaten their love of and passion for their work? In what ways can educators\, and particularly\, educators of talented and gifted girls and young women\, serve as agents of positive change to help these young women develop their creativity to make a positive impact and difference in the world? And most important\, despite the obstacles and barriers they face\, how do we convince this population to pursue leadership opportunities in their professional fields or work? These questions will be addressed in this session.
URL:https://world-gifted.org/event/nagc-63rd-annual-convention-exhibition/
LOCATION:Walt Disney World® Resort\, Walt Disney World Resort\, Orlando\, FL\, 32830\, United States
ORGANIZER;CN="NAGC":MAILTO:nagc@nagc.org
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20161020
DTEND;VALUE=DATE:20161022
DTSTAMP:20160908T134303Z
CREATED:20160908T134303Z
LAST-MODIFIED:20160908T134303Z
UID:1482-1476921600-1477094399@world-gifted.org
SUMMARY:2016 Tennessee Association for the Gifted Conference
DESCRIPTION:(Times are in Central European Time) Culturally responsive education values and reflects the assets of all gifted students; helps them feel more valued and empowered. It focuses on multiculturalism as an asset for gifted learners\, particularly for gifted students from underserved\, underrepresented\, and marginalized populations (e.g.\, gifted females\, gifted-LGBTQ+\, gifted refugees\, and other linguistically\, racially\, and/or economically disadvantaged groups) whose skills are often underestimated. Culturally responsive education moves away from a deficit mindset that focuses on what a student cannot do\, to a mindset that focuses on students’ strengths and untapped potential. It identifies students’ assets and uses them to create rigorous\, student-centered instruction. It also helps in building an inclusive curriculum to assist teachers and students in understanding different perspectives\, appreciating others’ strengths\, and building empathy. 								\n				\n				\n				\n							\n					\n					\n						\n					\n			\n						\n				\n									\n					\n						\n									Members click here to register\n					\n					\n				\n								\n				\n					\n		\n				\n			\n						\n				\n									\n					\n						\n									Non-members click here to register\n					\n					\n				\n								\n				\n					\n		\n					\n		\n				\n				\n						\n				\n					\n		\n					\n		\n				\n						\n					\n			\n						\n				\n																														\n				\n				\n				\n					PJ Sedillo				\n				\n				\n				\n									Being Cultural Responsiveness is the ability to competently facilitate and guide those who are Gifted-LGBTQ+. This must include the negotiating process of the differences and similarities that occur between cultures and the many subcultures encountered within this population. This presentation will ensure the ability to competently facilitate and guide those who are Gifted-LGBTTIQQ2SA+ in order to demonstrate respect\, facilitate\, and support unconditional love so that they can continue to grow\, thrive\, survive\, and live.  Furthermore\, this presentation is geared for counselors/therapists\, educators\, family members and others who support and assist individuals who are Gifted LGBTQ+.   								\n				\n					\n		\n				\n			\n						\n				\n																														\n				\n				\n				\n					Bronwyn MacFarlane				\n				\n				\n				\n									To provide culturally responsive education for gifted learners\, access to culturally appropriate learning experiences must be available through local schools and programs. Two relevant components of delivering culturally responsive education include (1) providing access to advanced programmatic learning opportunities and (2) developing foreign language skills within an advanced curriculum. This talk will focus on how to provide culturally responsive education through access to advanced educational opportunities that are culturally responsive and culturally informed.  								\n				\n					\n		\n				\n			\n						\n				\n																														\n				\n				\n				\n					Sally Reis				\n				\n				\n				\n									What practices make a difference as educators strive to develop the innovative and creative talents of young girls and women  in specific disciplines or domains? Do young women have adequate numbers of role models to develop their creativity and sense of creative self-efficacy? How do talented girls and women maintain their drive to create when they encounter obstacles that threaten their love of and passion for their work? In what ways can educators\, and particularly\, educators of talented and gifted girls and young women\, serve as agents of positive change to help these young women develop their creativity to make a positive impact and difference in the world? And most important\, despite the obstacles and barriers they face\, how do we convince this population to pursue leadership opportunities in their professional fields or work? These questions will be addressed in this session.
URL:https://world-gifted.org/event/2016-tennessee-association-gifted-conference/
LOCATION:Read House Historic Inn and Suites\, 827 Broad Street\, Chattanooga\, TN\, 37402\, United States
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20160929
DTEND;VALUE=DATE:20161002
DTSTAMP:20160601T172917Z
CREATED:20160601T172304Z
LAST-MODIFIED:20160601T172917Z
UID:1366-1475107200-1475366399@world-gifted.org
SUMMARY:2016 AAEGT National Gifted Conference
DESCRIPTION:(Times are in Central European Time) Culturally responsive education values and reflects the assets of all gifted students; helps them feel more valued and empowered. It focuses on multiculturalism as an asset for gifted learners\, particularly for gifted students from underserved\, underrepresented\, and marginalized populations (e.g.\, gifted females\, gifted-LGBTQ+\, gifted refugees\, and other linguistically\, racially\, and/or economically disadvantaged groups) whose skills are often underestimated. Culturally responsive education moves away from a deficit mindset that focuses on what a student cannot do\, to a mindset that focuses on students’ strengths and untapped potential. It identifies students’ assets and uses them to create rigorous\, student-centered instruction. It also helps in building an inclusive curriculum to assist teachers and students in understanding different perspectives\, appreciating others’ strengths\, and building empathy. 								\n				\n				\n				\n							\n					\n					\n						\n					\n			\n						\n				\n									\n					\n						\n									Members click here to register\n					\n					\n				\n								\n				\n					\n		\n				\n			\n						\n				\n									\n					\n						\n									Non-members click here to register\n					\n					\n				\n								\n				\n					\n		\n					\n		\n				\n				\n						\n				\n					\n		\n					\n		\n				\n						\n					\n			\n						\n				\n																														\n				\n				\n				\n					PJ Sedillo				\n				\n				\n				\n									Being Cultural Responsiveness is the ability to competently facilitate and guide those who are Gifted-LGBTQ+. This must include the negotiating process of the differences and similarities that occur between cultures and the many subcultures encountered within this population. This presentation will ensure the ability to competently facilitate and guide those who are Gifted-LGBTTIQQ2SA+ in order to demonstrate respect\, facilitate\, and support unconditional love so that they can continue to grow\, thrive\, survive\, and live.  Furthermore\, this presentation is geared for counselors/therapists\, educators\, family members and others who support and assist individuals who are Gifted LGBTQ+.   								\n				\n					\n		\n				\n			\n						\n				\n																														\n				\n				\n				\n					Bronwyn MacFarlane				\n				\n				\n				\n									To provide culturally responsive education for gifted learners\, access to culturally appropriate learning experiences must be available through local schools and programs. Two relevant components of delivering culturally responsive education include (1) providing access to advanced programmatic learning opportunities and (2) developing foreign language skills within an advanced curriculum. This talk will focus on how to provide culturally responsive education through access to advanced educational opportunities that are culturally responsive and culturally informed.  								\n				\n					\n		\n				\n			\n						\n				\n																														\n				\n				\n				\n					Sally Reis				\n				\n				\n				\n									What practices make a difference as educators strive to develop the innovative and creative talents of young girls and women  in specific disciplines or domains? Do young women have adequate numbers of role models to develop their creativity and sense of creative self-efficacy? How do talented girls and women maintain their drive to create when they encounter obstacles that threaten their love of and passion for their work? In what ways can educators\, and particularly\, educators of talented and gifted girls and young women\, serve as agents of positive change to help these young women develop their creativity to make a positive impact and difference in the world? And most important\, despite the obstacles and barriers they face\, how do we convince this population to pursue leadership opportunities in their professional fields or work? These questions will be addressed in this session.
URL:https://world-gifted.org/event/2016-aaegt-national-gifted-conference/
LOCATION:University of New South Wales\, UNSW\, Sydney\, New South Wales\, 2052\, Australia
ORGANIZER;CN="The School of Education%2C UNSW":MAILTO:education.events@unsw.edu.au
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20160712
DTEND;VALUE=DATE:20160716
DTSTAMP:20160107T170257Z
CREATED:20160107T170257Z
LAST-MODIFIED:20160107T170257Z
UID:1045-1468281600-1468627199@world-gifted.org
SUMMARY:Asia Pacific Conference on Giftedness (APCG)
DESCRIPTION:(Times are in Central European Time) Culturally responsive education values and reflects the assets of all gifted students; helps them feel more valued and empowered. It focuses on multiculturalism as an asset for gifted learners\, particularly for gifted students from underserved\, underrepresented\, and marginalized populations (e.g.\, gifted females\, gifted-LGBTQ+\, gifted refugees\, and other linguistically\, racially\, and/or economically disadvantaged groups) whose skills are often underestimated. Culturally responsive education moves away from a deficit mindset that focuses on what a student cannot do\, to a mindset that focuses on students’ strengths and untapped potential. It identifies students’ assets and uses them to create rigorous\, student-centered instruction. It also helps in building an inclusive curriculum to assist teachers and students in understanding different perspectives\, appreciating others’ strengths\, and building empathy. 								\n				\n				\n				\n							\n					\n					\n						\n					\n			\n						\n				\n									\n					\n						\n									Members click here to register\n					\n					\n				\n								\n				\n					\n		\n				\n			\n						\n				\n									\n					\n						\n									Non-members click here to register\n					\n					\n				\n								\n				\n					\n		\n					\n		\n				\n				\n						\n				\n					\n		\n					\n		\n				\n						\n					\n			\n						\n				\n																														\n				\n				\n				\n					PJ Sedillo				\n				\n				\n				\n									Being Cultural Responsiveness is the ability to competently facilitate and guide those who are Gifted-LGBTQ+. This must include the negotiating process of the differences and similarities that occur between cultures and the many subcultures encountered within this population. This presentation will ensure the ability to competently facilitate and guide those who are Gifted-LGBTTIQQ2SA+ in order to demonstrate respect\, facilitate\, and support unconditional love so that they can continue to grow\, thrive\, survive\, and live.  Furthermore\, this presentation is geared for counselors/therapists\, educators\, family members and others who support and assist individuals who are Gifted LGBTQ+.   								\n				\n					\n		\n				\n			\n						\n				\n																														\n				\n				\n				\n					Bronwyn MacFarlane				\n				\n				\n				\n									To provide culturally responsive education for gifted learners\, access to culturally appropriate learning experiences must be available through local schools and programs. Two relevant components of delivering culturally responsive education include (1) providing access to advanced programmatic learning opportunities and (2) developing foreign language skills within an advanced curriculum. This talk will focus on how to provide culturally responsive education through access to advanced educational opportunities that are culturally responsive and culturally informed.  								\n				\n					\n		\n				\n			\n						\n				\n																														\n				\n				\n				\n					Sally Reis				\n				\n				\n				\n									What practices make a difference as educators strive to develop the innovative and creative talents of young girls and women  in specific disciplines or domains? Do young women have adequate numbers of role models to develop their creativity and sense of creative self-efficacy? How do talented girls and women maintain their drive to create when they encounter obstacles that threaten their love of and passion for their work? In what ways can educators\, and particularly\, educators of talented and gifted girls and young women\, serve as agents of positive change to help these young women develop their creativity to make a positive impact and difference in the world? And most important\, despite the obstacles and barriers they face\, how do we convince this population to pursue leadership opportunities in their professional fields or work? These questions will be addressed in this session.
URL:https://world-gifted.org/event/asia-pacific-conference-on-giftedness-apcg/
LOCATION:University of Macau\, Avenida da Universidade\, Taipa\, Macau\, China
ORGANIZER;CN="Andrew Jiang":MAILTO:apcg2016@gmail.com
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20160710
DTEND;VALUE=DATE:20160716
DTSTAMP:20160404T174619Z
CREATED:20160404T174423Z
LAST-MODIFIED:20160404T174619Z
UID:1262-1468108800-1468627199@world-gifted.org
SUMMARY:Confratute 2016
DESCRIPTION:(Times are in Central European Time) Culturally responsive education values and reflects the assets of all gifted students; helps them feel more valued and empowered. It focuses on multiculturalism as an asset for gifted learners\, particularly for gifted students from underserved\, underrepresented\, and marginalized populations (e.g.\, gifted females\, gifted-LGBTQ+\, gifted refugees\, and other linguistically\, racially\, and/or economically disadvantaged groups) whose skills are often underestimated. Culturally responsive education moves away from a deficit mindset that focuses on what a student cannot do\, to a mindset that focuses on students’ strengths and untapped potential. It identifies students’ assets and uses them to create rigorous\, student-centered instruction. It also helps in building an inclusive curriculum to assist teachers and students in understanding different perspectives\, appreciating others’ strengths\, and building empathy. 								\n				\n				\n				\n							\n					\n					\n						\n					\n			\n						\n				\n									\n					\n						\n									Members click here to register\n					\n					\n				\n								\n				\n					\n		\n				\n			\n						\n				\n									\n					\n						\n									Non-members click here to register\n					\n					\n				\n								\n				\n					\n		\n					\n		\n				\n				\n						\n				\n					\n		\n					\n		\n				\n						\n					\n			\n						\n				\n																														\n				\n				\n				\n					PJ Sedillo				\n				\n				\n				\n									Being Cultural Responsiveness is the ability to competently facilitate and guide those who are Gifted-LGBTQ+. This must include the negotiating process of the differences and similarities that occur between cultures and the many subcultures encountered within this population. This presentation will ensure the ability to competently facilitate and guide those who are Gifted-LGBTTIQQ2SA+ in order to demonstrate respect\, facilitate\, and support unconditional love so that they can continue to grow\, thrive\, survive\, and live.  Furthermore\, this presentation is geared for counselors/therapists\, educators\, family members and others who support and assist individuals who are Gifted LGBTQ+.   								\n				\n					\n		\n				\n			\n						\n				\n																														\n				\n				\n				\n					Bronwyn MacFarlane				\n				\n				\n				\n									To provide culturally responsive education for gifted learners\, access to culturally appropriate learning experiences must be available through local schools and programs. Two relevant components of delivering culturally responsive education include (1) providing access to advanced programmatic learning opportunities and (2) developing foreign language skills within an advanced curriculum. This talk will focus on how to provide culturally responsive education through access to advanced educational opportunities that are culturally responsive and culturally informed.  								\n				\n					\n		\n				\n			\n						\n				\n																														\n				\n				\n				\n					Sally Reis				\n				\n				\n				\n									What practices make a difference as educators strive to develop the innovative and creative talents of young girls and women  in specific disciplines or domains? Do young women have adequate numbers of role models to develop their creativity and sense of creative self-efficacy? How do talented girls and women maintain their drive to create when they encounter obstacles that threaten their love of and passion for their work? In what ways can educators\, and particularly\, educators of talented and gifted girls and young women\, serve as agents of positive change to help these young women develop their creativity to make a positive impact and difference in the world? And most important\, despite the obstacles and barriers they face\, how do we convince this population to pursue leadership opportunities in their professional fields or work? These questions will be addressed in this session.
URL:https://world-gifted.org/event/confratute-2016/
LOCATION:University of Connecticut\, Storrs\, CT\, 06269\, United States
ORGANIZER;CN="NEAG CENTER FOR CREATIVITY%2C GIFTED EDUCATION%2C AND TALENT DEVELOPMENT":MAILTO:confratute@uconn.edu
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20160518
DTEND;VALUE=DATE:20160522
DTSTAMP:20160107T211855Z
CREATED:20160107T211855Z
LAST-MODIFIED:20160107T211855Z
UID:1061-1463529600-1463875199@world-gifted.org
SUMMARY:13th ICIE Conference
DESCRIPTION:(Times are in Central European Time) Culturally responsive education values and reflects the assets of all gifted students; helps them feel more valued and empowered. It focuses on multiculturalism as an asset for gifted learners\, particularly for gifted students from underserved\, underrepresented\, and marginalized populations (e.g.\, gifted females\, gifted-LGBTQ+\, gifted refugees\, and other linguistically\, racially\, and/or economically disadvantaged groups) whose skills are often underestimated. Culturally responsive education moves away from a deficit mindset that focuses on what a student cannot do\, to a mindset that focuses on students’ strengths and untapped potential. It identifies students’ assets and uses them to create rigorous\, student-centered instruction. It also helps in building an inclusive curriculum to assist teachers and students in understanding different perspectives\, appreciating others’ strengths\, and building empathy. 								\n				\n				\n				\n							\n					\n					\n						\n					\n			\n						\n				\n									\n					\n						\n									Members click here to register\n					\n					\n				\n								\n				\n					\n		\n				\n			\n						\n				\n									\n					\n						\n									Non-members click here to register\n					\n					\n				\n								\n				\n					\n		\n					\n		\n				\n				\n						\n				\n					\n		\n					\n		\n				\n						\n					\n			\n						\n				\n																														\n				\n				\n				\n					PJ Sedillo				\n				\n				\n				\n									Being Cultural Responsiveness is the ability to competently facilitate and guide those who are Gifted-LGBTQ+. This must include the negotiating process of the differences and similarities that occur between cultures and the many subcultures encountered within this population. This presentation will ensure the ability to competently facilitate and guide those who are Gifted-LGBTTIQQ2SA+ in order to demonstrate respect\, facilitate\, and support unconditional love so that they can continue to grow\, thrive\, survive\, and live.  Furthermore\, this presentation is geared for counselors/therapists\, educators\, family members and others who support and assist individuals who are Gifted LGBTQ+.   								\n				\n					\n		\n				\n			\n						\n				\n																														\n				\n				\n				\n					Bronwyn MacFarlane				\n				\n				\n				\n									To provide culturally responsive education for gifted learners\, access to culturally appropriate learning experiences must be available through local schools and programs. Two relevant components of delivering culturally responsive education include (1) providing access to advanced programmatic learning opportunities and (2) developing foreign language skills within an advanced curriculum. This talk will focus on how to provide culturally responsive education through access to advanced educational opportunities that are culturally responsive and culturally informed.  								\n				\n					\n		\n				\n			\n						\n				\n																														\n				\n				\n				\n					Sally Reis				\n				\n				\n				\n									What practices make a difference as educators strive to develop the innovative and creative talents of young girls and women  in specific disciplines or domains? Do young women have adequate numbers of role models to develop their creativity and sense of creative self-efficacy? How do talented girls and women maintain their drive to create when they encounter obstacles that threaten their love of and passion for their work? In what ways can educators\, and particularly\, educators of talented and gifted girls and young women\, serve as agents of positive change to help these young women develop their creativity to make a positive impact and difference in the world? And most important\, despite the obstacles and barriers they face\, how do we convince this population to pursue leadership opportunities in their professional fields or work? These questions will be addressed in this session.
URL:https://world-gifted.org/event/13th-icie-conference/
LOCATION:Faculty of Humanities and Social Sciences – University of Rijeka\, Sveučilišna avenija 4\, Rijeka\, 51000\, Croatia (Local Name: Hrvatska)
ORGANIZER;CN="Sandra Krpan":MAILTO:taisir@icieworld.net
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20160302
DTEND;VALUE=DATE:20160306
DTSTAMP:20160107T165018Z
CREATED:20160107T165018Z
LAST-MODIFIED:20160107T165018Z
UID:1039-1456876800-1457222399@world-gifted.org
SUMMARY:ECHA
DESCRIPTION:(Times are in Central European Time) Culturally responsive education values and reflects the assets of all gifted students; helps them feel more valued and empowered. It focuses on multiculturalism as an asset for gifted learners\, particularly for gifted students from underserved\, underrepresented\, and marginalized populations (e.g.\, gifted females\, gifted-LGBTQ+\, gifted refugees\, and other linguistically\, racially\, and/or economically disadvantaged groups) whose skills are often underestimated. Culturally responsive education moves away from a deficit mindset that focuses on what a student cannot do\, to a mindset that focuses on students’ strengths and untapped potential. It identifies students’ assets and uses them to create rigorous\, student-centered instruction. It also helps in building an inclusive curriculum to assist teachers and students in understanding different perspectives\, appreciating others’ strengths\, and building empathy. 								\n				\n				\n				\n							\n					\n					\n						\n					\n			\n						\n				\n									\n					\n						\n									Members click here to register\n					\n					\n				\n								\n				\n					\n		\n				\n			\n						\n				\n									\n					\n						\n									Non-members click here to register\n					\n					\n				\n								\n				\n					\n		\n					\n		\n				\n				\n						\n				\n					\n		\n					\n		\n				\n						\n					\n			\n						\n				\n																														\n				\n				\n				\n					PJ Sedillo				\n				\n				\n				\n									Being Cultural Responsiveness is the ability to competently facilitate and guide those who are Gifted-LGBTQ+. This must include the negotiating process of the differences and similarities that occur between cultures and the many subcultures encountered within this population. This presentation will ensure the ability to competently facilitate and guide those who are Gifted-LGBTTIQQ2SA+ in order to demonstrate respect\, facilitate\, and support unconditional love so that they can continue to grow\, thrive\, survive\, and live.  Furthermore\, this presentation is geared for counselors/therapists\, educators\, family members and others who support and assist individuals who are Gifted LGBTQ+.   								\n				\n					\n		\n				\n			\n						\n				\n																														\n				\n				\n				\n					Bronwyn MacFarlane				\n				\n				\n				\n									To provide culturally responsive education for gifted learners\, access to culturally appropriate learning experiences must be available through local schools and programs. Two relevant components of delivering culturally responsive education include (1) providing access to advanced programmatic learning opportunities and (2) developing foreign language skills within an advanced curriculum. This talk will focus on how to provide culturally responsive education through access to advanced educational opportunities that are culturally responsive and culturally informed.  								\n				\n					\n		\n				\n			\n						\n				\n																														\n				\n				\n				\n					Sally Reis				\n				\n				\n				\n									What practices make a difference as educators strive to develop the innovative and creative talents of young girls and women  in specific disciplines or domains? Do young women have adequate numbers of role models to develop their creativity and sense of creative self-efficacy? How do talented girls and women maintain their drive to create when they encounter obstacles that threaten their love of and passion for their work? In what ways can educators\, and particularly\, educators of talented and gifted girls and young women\, serve as agents of positive change to help these young women develop their creativity to make a positive impact and difference in the world? And most important\, despite the obstacles and barriers they face\, how do we convince this population to pursue leadership opportunities in their professional fields or work? These questions will be addressed in this session.
URL:https://world-gifted.org/event/echa/
LOCATION:Aula der Wissenschaften\, Wollzeile 27A\, 1010\, Wien\, Austria
END:VEVENT
END:VCALENDAR