BEGIN:VCALENDAR VERSION:2.0 PRODID:-//World Council for Gifted and Talented Children - ECPv6.17.0//NONSGML v1.0//EN CALSCALE:GREGORIAN METHOD:PUBLISH X-WR-CALNAME:World Council for Gifted and Talented Children X-ORIGINAL-URL:https://world-gifted.org X-WR-CALDESC:Events for World Council for Gifted and Talented Children REFRESH-INTERVAL;VALUE=DURATION:PT1H X-Robots-Tag:noindex X-PUBLISHED-TTL:PT1H BEGIN:VTIMEZONE TZID:America/Chicago BEGIN:DAYLIGHT TZOFFSETFROM:-0600 TZOFFSETTO:-0500 TZNAME:CDT DTSTART:20150308T080000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0500 TZOFFSETTO:-0600 TZNAME:CST DTSTART:20151101T070000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:-0600 TZOFFSETTO:-0500 TZNAME:CDT DTSTART:20160313T080000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0500 TZOFFSETTO:-0600 TZNAME:CST DTSTART:20161106T070000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:-0600 TZOFFSETTO:-0500 TZNAME:CDT DTSTART:20170312T080000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0500 TZOFFSETTO:-0600 TZNAME:CST DTSTART:20171105T070000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:-0600 TZOFFSETTO:-0500 TZNAME:CDT DTSTART:20180311T080000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0500 TZOFFSETTO:-0600 TZNAME:CST DTSTART:20181104T070000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:-0600 TZOFFSETTO:-0500 TZNAME:CDT DTSTART:20190310T080000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0500 TZOFFSETTO:-0600 TZNAME:CST DTSTART:20191103T070000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:-0600 TZOFFSETTO:-0500 TZNAME:CDT DTSTART:20200308T080000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0500 TZOFFSETTO:-0600 TZNAME:CST DTSTART:20201101T070000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:-0600 TZOFFSETTO:-0500 TZNAME:CDT DTSTART:20210314T080000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0500 TZOFFSETTO:-0600 TZNAME:CST DTSTART:20211107T070000 END:STANDARD END:VTIMEZONE BEGIN:VTIMEZONE TZID:Europe/Dublin BEGIN:STANDARD TZOFFSETFROM:+0000 TZOFFSETTO:+0100 TZNAME:IST DTSTART:20170326T010000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:+0100 TZOFFSETTO:+0000 TZNAME:GMT DTSTART:20171029T010000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:+0000 TZOFFSETTO:+0100 TZNAME:IST DTSTART:20180325T010000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:+0100 TZOFFSETTO:+0000 TZNAME:GMT DTSTART:20181028T010000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:+0000 TZOFFSETTO:+0100 TZNAME:IST DTSTART:20190331T010000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:+0100 TZOFFSETTO:+0000 TZNAME:GMT DTSTART:20191027T010000 END:DAYLIGHT END:VTIMEZONE BEGIN:VTIMEZONE TZID:Australia/Sydney BEGIN:STANDARD TZOFFSETFROM:+1100 TZOFFSETTO:+1000 TZNAME:AEST DTSTART:20160402T160000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:+1000 TZOFFSETTO:+1100 TZNAME:AEDT DTSTART:20161001T160000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:+1100 TZOFFSETTO:+1000 TZNAME:AEST DTSTART:20170401T160000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:+1000 TZOFFSETTO:+1100 TZNAME:AEDT DTSTART:20170930T160000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:+1100 TZOFFSETTO:+1000 TZNAME:AEST DTSTART:20180331T160000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:+1000 TZOFFSETTO:+1100 TZNAME:AEDT DTSTART:20181006T160000 END:DAYLIGHT END:VTIMEZONE BEGIN:VEVENT DTSTART;VALUE=DATE:20200521 DTEND;VALUE=DATE:20200524 DTSTAMP:20200102T211157Z CREATED:20200102T210623Z LAST-MODIFIED:20200102T211157Z UID:5328-1590019200-1590278399@world-gifted.org SUMMARY:ANEIS XIV International Congress 2020 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/aneis-xiv-international-congress-2020/ LOCATION:Museu D. Diogo de Sousa\, R. dos Bombeiros Voluntários s/n\, Braga\, 4700-025\, Portugal END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20200513 DTEND;VALUE=DATE:20200516 DTSTAMP:20190304T164337Z CREATED:20190304T164337Z LAST-MODIFIED:20190304T164337Z UID:4253-1589328000-1589587199@world-gifted.org SUMMARY:Speaking Bodies 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/speaking-bodies/ LOCATION:Cluj-Napoca\, Romania\, Cluj-Napoca\, Romania END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20200315 DTEND;VALUE=DATE:20200322 DTSTAMP:20200103T165342Z CREATED:20200103T165342Z LAST-MODIFIED:20200103T165342Z UID:5345-1584230400-1584835199@world-gifted.org SUMMARY:Gifted Awareness Week Australia 2020 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-2020/ LOCATION:Australia\, Australia END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20191115 DTEND;VALUE=DATE:20191117 DTSTAMP:20191101T135957Z CREATED:20191101T135957Z LAST-MODIFIED:20191101T135957Z UID:5067-1573776000-1573948799@world-gifted.org SUMMARY:2019 Pennsylvania Association for Gifted Education 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/2019-pennsylvania-association-for-gifted-education-conference/ LOCATION:Central Hotel and Conference Center\, 800 East Park Drive\, Harrisburg\, PA\, 17111\, United States ORGANIZER;CN="Pennsylvania Association for Gifted Education Conference":MAILTO:Info@giftedpage.org END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20191016 DTEND;VALUE=DATE:20191019 DTSTAMP:20180919T174641Z CREATED:20180212T185627Z LAST-MODIFIED:20180919T174641Z UID:2937-1571184000-1571443199@world-gifted.org SUMMARY:ECHA Thematic 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/echa-thematic-conference/ LOCATION:Hotel Dubrovnik Palace\, Croatia (Local Name: Hrvatska) END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20190822 DTEND;VALUE=DATE:20190825 DTSTAMP:20190118T204204Z CREATED:20190118T204204Z LAST-MODIFIED:20190118T204204Z UID:4199-1566432000-1566691199@world-gifted.org SUMMARY:11th International Conference on Mathematical Creativity and Giftedness 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/11th-international-conference-on-mathematical-creativity-and-giftedness/ LOCATION:Hamburg\, Germany\, Hamburg\, Germany END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20190821 DTEND;VALUE=DATE:20190825 DTSTAMP:20181207T154938Z CREATED:20181207T154938Z LAST-MODIFIED:20181207T154938Z UID:4120-1566345600-1566691199@world-gifted.org SUMMARY:STaN International 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/stan-international-conference/ LOCATION:Czech Republic\, Czech Republic END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20190724 DTEND;VALUE=DATE:20190729 DTSTAMP:20181012T210742Z CREATED:20170803T194643Z LAST-MODIFIED:20181012T210742Z UID:1903-1563926400-1564358399@world-gifted.org SUMMARY:23rd Biennial WCGTC 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/23rd-biennial-wcgtc-world-conference/ LOCATION:Vanderbilt University\, Nashville\, TN\, 37240\, United States ORGANIZER;CN="World Council for Gifted and Talented Children":MAILTO:headquarters@world-gifted.org END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20190718 DTEND;VALUE=DATE:20190722 DTSTAMP:20180918T144300Z CREATED:20180917T135632Z LAST-MODIFIED:20180918T144300Z UID:3462-1563408000-1563753599@world-gifted.org SUMMARY:35th SENG Annual 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/35th-seng-annual-conference/ LOCATION:Houston\, TX\, Houston\, TX\, United States END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20190711 DTEND;VALUE=DATE:20190715 DTSTAMP:20190118T203851Z CREATED:20190118T203851Z LAST-MODIFIED:20190118T203851Z UID:4197-1562803200-1563148799@world-gifted.org SUMMARY:Creativity 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/creativity-conference-2/ LOCATION:Southern Oregon University\, 1250 Siskiyou Blvd\, Ashland\, OR\, 97520\, United States END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20190618 DTEND;VALUE=DATE:20190621 DTSTAMP:20190321T143910Z CREATED:20190321T143831Z LAST-MODIFIED:20190321T143910Z UID:4277-1560816000-1561075199@world-gifted.org SUMMARY:11th Annual 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/11th-annual-hormel-foundation-gifted-and-talented-symposium/ LOCATION:Austin High School\, 301 Third Street NW\, Austin\, MN\, 55912\, United States END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20190412 DTEND;VALUE=DATE:20190417 DTSTAMP:20180919T172505Z CREATED:20171212T180257Z LAST-MODIFIED:20180919T172505Z UID:2507-1555027200-1555459199@world-gifted.org SUMMARY:2019 International Research Association for Talent Development and Excellence (IRATDE) 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/2019-international-research-association-talent-development-excellence-iratde/ LOCATION:Taipei\, Taiwan\, Taipei\, Taiwan ATTACH;FMTTYPE=image/jpeg:https://world-gifted.org/wp-content/uploads/2017/12/IRATDE-AD_Final-V-COVER-s-20170929_jpeg.jpg END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20181115 DTEND;VALUE=DATE:20181119 DTSTAMP:20190705T133834Z CREATED:20180212T143938Z LAST-MODIFIED:20190705T133834Z UID:2932-1542240000-1542585599@world-gifted.org SUMMARY:2018 National Association for Gifted Children (USA) 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/2018-national-association-gifted-children-usa/ LOCATION:Minneapolis Convention Center\, Minneapolis\, MN\, United States ORGANIZER;CN="NAGC":MAILTO:nagc@nagc.org END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20180919 DTEND;VALUE=DATE:20180923 DTSTAMP:20170824T180205Z CREATED:20170824T180205Z LAST-MODIFIED:20170824T180205Z UID:1968-1537315200-1537660799@world-gifted.org SUMMARY:6th Muensterscher Bildungskongress 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/6th-muensterscher-bildungskongress/ LOCATION:Westfälische Wilhelms-Universität Münster\, Münster\, Germany ORGANIZER;CN="International Centre for the Study of Giftedness (ICBF)":MAILTO:info@icbf-kongress.de END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20180820 DTEND;VALUE=DATE:20180825 DTSTAMP:20170830T182918Z CREATED:20170830T182918Z LAST-MODIFIED:20170830T182918Z UID:1980-1534723200-1535155199@world-gifted.org SUMMARY:15th Asia Pacific Conference on Giftedness 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/15th-asia-pacific-conference-giftedness/ LOCATION:Bangkok\, Thailand\, Bangkok\, Thailand END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20180808 DTEND;VALUE=DATE:20180812 DTSTAMP:20180109T144549Z CREATED:20160316T155213Z LAST-MODIFIED:20180109T144549Z UID:1228-1533686400-1534031999@world-gifted.org SUMMARY:ECHA 2018 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-2018/ LOCATION:Croke Park\, Jones' Road\, Dublin\, 3\, Ireland ORGANIZER;CN="Colm O'Reilly":MAILTO:echa2018@conferencepartners.ie END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20180803 DTEND;VALUE=DATE:20180807 DTSTAMP:20171205T142714Z CREATED:20171205T142714Z LAST-MODIFIED:20171205T142714Z UID:2485-1533254400-1533599999@world-gifted.org SUMMARY:Creativity 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/creativity-conference/ LOCATION:Southern Oregon University\, 1250 Siskiyou Blvd\, Ashland\, OR\, 97520\, United States END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20180719 DTEND;VALUE=DATE:20180723 DTSTAMP:20180212T143558Z CREATED:20180212T143558Z LAST-MODIFIED:20180212T143558Z UID:2925-1531958400-1532303999@world-gifted.org SUMMARY:2018 SENG Annual 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/2018-seng-annual-conference/ LOCATION:Town and Country Resort\, San Diego\, CA\, United States END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20180619T080000 DTEND;TZID=America/Chicago:20180621T170000 DTSTAMP:20180205T184045Z CREATED:20180205T184045Z LAST-MODIFIED:20180205T184045Z UID:2803-1529395200-1529600400@world-gifted.org SUMMARY:2018 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/2018-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:20180429 DTEND;VALUE=DATE:20180502 DTSTAMP:20180212T143735Z CREATED:20180212T143735Z LAST-MODIFIED:20180212T143735Z UID:2929-1524960000-1525219199@world-gifted.org SUMMARY:The Wallace Research Symposium on Talent 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/wallace-research-symposium-talent-development/ LOCATION:Mt. Washington Conference Center\, Baltimore\, MD\, United States END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20180316 DTEND;VALUE=DATE:20180319 DTSTAMP:20180212T143147Z CREATED:20180212T143147Z LAST-MODIFIED:20180212T143147Z UID:2920-1521158400-1521417599@world-gifted.org SUMMARY:2018 NZAGC National 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/2018-nzagc-national-conference/ LOCATION:ACG Parnell College\, 2 Titoki Street and 39 George Street\, Parnell\, Auckland\, 1052\, New Zealand END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20171109 DTEND;VALUE=DATE:20171113 DTSTAMP:20170207T215112Z CREATED:20170207T215112Z LAST-MODIFIED:20170207T215112Z UID:1652-1510185600-1510531199@world-gifted.org SUMMARY:NAGC 64th 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-64th-annual-convention-exhibition/ LOCATION:Charlotte Convention Center\, Charlotte\, NC\, United States ORGANIZER;CN="NAGC":MAILTO:nagc@nagc.org END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20171026 DTEND;VALUE=DATE:20171029 DTSTAMP:20170428T140328Z CREATED:20170428T140328Z LAST-MODIFIED:20170428T140328Z UID:1794-1508976000-1509235199@world-gifted.org SUMMARY:III International Conference: Talent Education 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/iii-international-conference-talent-education/ LOCATION:Grand Hotel Bernardin\, Obala 2\, Portoroz\, 6320\, Slovenia END:VEVENT 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 END:VCALENDAR