鈥淣o act of kindness 鈥� however small 鈥� is ever wasted.鈥� 鈥� Aesop

Today is ! At 优蜜视频, our means that we see gifted youth as much more than their minds and deeply value their unique perspectives on the world. The young people we serve are of course very bright, but they鈥檙e also extremely compassionate. To celebrate World Kindness Day and our extraordinary community, I gathered 优蜜视频 staff members鈥� memories of kind acts by our students that will continue to stick with them for years to come:

• 鈥淭his past summer, two students donated a bunch of their stuffed animals to as part of the camp鈥檚 Yunasa Buddies initiative. (New campers get to choose their favorite Yunasa Buddy to keep them company while they鈥檙e away from home.) They also get to take their buddy home! I thought it was such a kind gesture for them to initiate that donation.鈥�

• 鈥淚 travel with a pillow one of my clients made for me when she was six because she wanted me to be comfortable when I got on planes and slept in hotel rooms. The pillow has a picture that she drew of a castle (because she was six and liked princesses) and my dog Megan so I would always have Megan with me.鈥�

• 鈥淪everal years ago, two of our Yunasa campers held a lemonade stand and then donated the profits to Yunasa.鈥�

• 鈥淎t Yunasa West this summer, one camper spent all $60 of his camp store dollars on ice cream tickets for campers and staff.鈥�

• 鈥淎 six-year-old Academy student remembered my birthday from a conversation early in the session and then made me a card weeks later when it came!鈥�

• 鈥淥ne of our Yunasa campers, age nine, was on his flight home from camp and thought the flight attendants looked tired/stressed, so he wanted to help them. He took his towel out of his carry on and went to the back galley where he taught them yoga and guided meditation. (It is also kind that the attendants let him do this!)鈥�

Check out the World Kindness Day website to browse for people of all ages. Tell us in the comments how you鈥檝e seen the gifted children in your life show kindness to others!

An article from the TED-Ed Blog titled (1) by Sir Ken Robinson and Lou Aronica recently caught my eye and led me to research more on the topic of the arts and their benefits to gifted children. As a dancer, my immediate thought was, 鈥淥f course dance is just as important as math!鈥� I know firsthand how it has positively shaped and affected my life both personally and academically.

Robinson and Aronica鈥檚 blog post is an argument for equity in educating the whole child, and the equal importance of dance and physical activity with the other arts, languages, mathematics, sciences and the humanities in the general education of every child. 优蜜视频 also practices the , which emphasizes each child鈥檚 potential as a whole person, rather than focusing on one specific area of talent or ability. There is more to gifted children than high test scores and academic achievement.

As stated in the article, math is intimately involved with the dynamics of dance, and dance can help restore joy and stability in troubled lives, along with easing the tensions in schools disrupted by violence and bullying. Dance and physical education also have important benefits for students鈥� social relationships, promoting many of the personal qualities that employers recognize as essential in a collaborative, adaptable workforce.

A guest blog post from on National Society for Gifted and Talented titled 鈥�4 benefits of introducing the arts to your gifted child鈥� (2) states that the arts:

1. Uncovers hidden talents
2. Reinforces learning in other subject areas
3. Provides a safe environment for mastering social skills
4. Relieves stress and promotes relaxation

The also holds a positive stance on (3). NAGC believes that arts education is fundamental to an appropriate education for gifted and talented learners and should be addressed through domain-specific opportunities and authentic integration across the curriculum. The arts offer students a way of thinking that is not available in other disciplines. Additionally, 优蜜视频 has many Scholars and alumni who are dancers and artists.

We at 优蜜视频 encourage students to pursue any interest in the arts and use them as a tool for a new challenge or as an opportunity to think in a different way. Check out our online to discover more articles, media and gifted programs and services on the subject.

Do you have a gifted child active in the arts? Share any resources and/or stories of gifted children and the arts in the comments below!

References:

When I stepped into 优蜜视频鈥檚 Barder House on June 18, I did not know what to expect. While I had researched the mission and programs of 优蜜视频, I was not sure what exactly the term 鈥渘on-profit management鈥� encompassed, nor was I familiar with the inner workings of non-profits, despite my experience volunteering with non-profits in the past. But having matriculated through gifted programs before, I was deeply moved by 优蜜视频鈥檚 advocacy for gifted education and focus on the 鈥�.鈥� With my interest in entrepreneurship and economics, I wanted to learn about the origin and development of 优蜜视频, and understand what makes a non-profit a non-profit.

I came upon after my friend told me about his experience as a Caroline D. Bradley Scholar. After researching 优蜜视频 and the mentors and sites at EXPLORE, I was drawn to the program鈥檚 career-oriented philosophy. I had taken courses at local colleges during previous summers, so I yearned for a more hands-on experience.

Here are three themes that defined my externship and made my EXPLORE experience unforgettable:

1. Community: Throughout my externship, I felt like a true member of 优蜜视频鈥檚 staff. Six weeks may not seem like a long time, but my mentor Abby and her colleagues welcomed me as an integral part of their team. From our July 4 potluck to our light hearted conversations during meetings, I appreciated the sense of unity and camaraderie within 优蜜视频. I was also fortunate to connect with 优蜜视频鈥檚 close-knit community of gifted students, parents and educators at the annual Summer Spotlight event.听And I cannot forget Not to mention the Friday workshops鈥攅very Friday morning EXPLORE externs came together to connect with each other and learn about career and college readiness. It is truly a small world that I got to meet fellow boarding school peers with whom I shared mutual friends. During our educational workshops and lunch breaks in Little Tokyo, we shared stories about our schools and became friends over udon soup and ice-cold lemonade.
2. Hands-on: In addition to learning about the fundamentals of marketing, development, and programming, I enjoyed applying my skills to worthwhile projects. By analyzing the history of donations to 优蜜视频, for example, I not only honed my statistics know-how, but also gained and shared valuable insight on areas of strength and weakness in our development strategy.听For my Google Analytics project, I delved into Google鈥檚 helpful tool for tracking a website鈥檚 traffic. Besides mining through the labyrinth of stored data, I harnessed my findings to formulate recommendations for possible future improvements. I discovered that 优蜜视频 has untapped potential to attract more Spanish speakers and implemented this recommendation by translating a few of our program flyers to Spanish.
3. Revealing: My externship shed light on the skill sets necessary for various careers. While working on my Donor Analytics project with Abby, I discovered the importance of statistics in data-driven fundraising, where past trends inform future strategies. It was also exciting to use my Spanish to translate flyers; I came to realize the significance of the language in marketing and communications-based careers. While my interests and goals may change over the years, at least I now have a grounded impression of what careers in the non-profit sector entail.

Rather than hammering concepts in a lecture hall, I fell deep into the weeds of informative projects and learned about marketing and management in an engaging way. No course or tutorial in non-profit management could have given me the same level and depth of knowledge.

Mark Blekherman is an EXPLORE extern at 优蜜视频 this summer. He is a rising senior at Phillips Exeter Academy.

As the program manager for the , 滨鈥檓 asked this question more than any other, so 滨鈥檓 here to provide some inside information that you won鈥檛 find on High School Confidential or through the grapevine.

The Selection Process

Every eligible CDB application is read thoroughly by at least two members of the CDB staff and logged into our online data system, one folder for each CDB applicant. If any elements of the application are missing, we will e-mail the applicant well before the submission deadline. We also send a reminder e-mail to every applicant who has begun to fill out or worked on an application within three weeks of the deadline.

Staff members evaluate each application individually with written notes pertaining to each element of the application as well as an overall score and assign a numeric grade to the applicant. This score is then added to an evaluation grid comprised of all that year鈥檚 eligible CDB applications, which is what the CDB staff use to determine which applications will move forward to one of three national selection committees. The committees are comprised of deans and directors of admission at selective high schools, colleges and universities throughout the United States, heads of independent schools, educators who work with gifted students and CDB alumni. Our CDB Scholar alumni are outstanding ambassadors and having successfully gone through the application process themselves makes them quite capable of helping select the Finalists.

The Selection Committee meetings last two days and result in the selection of between 45-55 Finalists from across the country. These Finalists will be interviewed in person or via Skype throughout the summer with one or both of their parents or guardians. From the Finalist pool, each year鈥檚 CDB Scholars will be selected early in September to begin working with the CDB staff to help find their optimal high school fit.

Tips for Applicants

After reading and evaluating thousands of CDB applications I have come up with some tips for prospective applicants:

1. We offer choices in the essays to help you find areas that resonate with you academically and personally. We hope that you will use the 500 word count or a close approximation to elaborate on the topic and help us get to know what drives and motivates you as an individual. Based on my 12 years with the CDB program, it has rarely if ever been the case that a two or three sentence 鈥渆ssay鈥� has the ability to wow. If anything, it feels to the readers that you鈥檙e completing the application under duress and not of your own volition.
2. By all means use engaging, sophisticated vocabulary and concepts if you have a clear understanding of their correct usage. Few things stick out more to an experienced application reader than 鈥渂ig鈥� words or phrases put in for effect rather than to enhance a thought or statement. 鈥淐lunky鈥� is not a note you want next to one of your essays.
3. If you identify as a math or STEAM/STEM person, you are not alone in this applicant pool, so what can you write to set yourself apart from the pack? Well, you can be creative with your words and describe what it is about math that excites and engages you, and you don鈥檛 need to be a wordsmith to accomplish this. As readers, my team and I look forward to understanding what drives and motivates an applicant to complete this long and complex application, so help us better understand you. There are few more positive notes I write than, 鈥淚 want to meet this person and get to know him/her!鈥� It means that you鈥檝e successfully captured my attention through an aspect of your application that presents you as the unique individual you are.
4. Select your recommenders with care. I cannot emphasize this enough. Since the recommenders鈥攁cademic and professional鈥攁re required to submit their grids and comments directly to us at CDB, you won鈥檛 have the opportunity to see what鈥檚 been written about you. Few things can derail an otherwise solid application more than comments by someone who either does not have positive things to say about you or who just goes through cursory motions to complete a form without providing any real insight or approbation to heighten your application. Make sure your recommenders are people who know you well and who have shown themselves to be supportive, encouraging, helpful mentors or role models. Your recommendations should be written by people who you admire and respect and who feel the same about wanting to encourage and support your CDB application because they know you well enough to be a staunch supporter of your candidacy.
5. You are welcome to employ your parents or teachers as proofreaders, but the core ideas should be yours, as well as the writing of your essays, submission of your work sample and finalizing all aspect of the application components. The CDB application is meant to be a reflection of you as an applicant, not your parent. There is a one-page parent letter that should handle that aspect of the application. (See below for more on this.)
6. If you describe yourself in your CDB application as a dancer or a musician or an artist or singer or inventor or photographer, by all means show us, either as a work sample or in the additional information section. This is less about you impressing us as a superstar and more about sharing your passion(s) with our team. It鈥檚 frustrating to repeatedly read about a special skill or area of interest in your application and not see any visual or oral indication of this element of you.

It is up to you鈥攏ot your parent鈥攖o check in with your recommenders and school office to make sure that the materials they鈥檙e compiling for you 鈥攔ecommendations, standardized tests and transcripts鈥攁re submitted well before the CDB deadline. You don鈥檛 have to make a nuisance of yourself, but go about completing each element of the CDB application in a timely fashion, so you鈥檙e not driving everyone around you CRAZY with completing the application minutes or hours before it鈥檚 due.

Tips for Parents of Applicants

And now to the parent responsibilities:

1. While you are always welcome to call or email the CDB Scholarship team with questions or information about the application, please do not word your questions to us as, 鈥�滨鈥檓 completing the CDB application for my son or daughter.鈥� This is a huge red flag for us as to the efficacy of your child鈥檚 application and not at all what you should be doing in regards to his or her submission.
2. As parents or guardians, you are offered a page to let us know about your son or daughter鈥攚hat makes him or her unique, special talents, areas that perhaps only you as a parent see or know from having lived with this young person more than anyone else. Please don鈥檛 use this as a forum to reiterate what鈥檚 already been noted in other places of the application such as grades or awards received. This is meant to be your personal statement, and we always appreciate your staying within the one page limit without utilizing the smallest font and no margins top to bottom or side to side. We want to know, as parents, what you see, know, feel and value about your child that you want to pass along to us. If you want to tell us about particular vulnerabilities or issues that your son or daughter has had to contend with or overcome, we look upon this as informational and not judgmental. Strengths and weaknesses as well as other aspects of character only help us round out the reality and clarity of an applicant. Perfect superstars as described by parents are suspect to an experienced reader.

Managing the Outcome

Finally, when decisions are made鈥攚hether it鈥檚 in selecting the Finalists or ultimately the annual CDB Scholars鈥攑lease understand that in any competitive process, there will sometimes be results that are not to your liking or expectation. The decisions have less to do with what your child did 鈥渨rong鈥� on his or her application or wasn鈥檛 鈥渆nough鈥� in any given area and more with the reality that the CDB Scholarship draws an incredible, awe-inspiring applicant pool of truly stellar young people from all echelons of the seventh grade national gifted population. The selection process is one that the CDB team takes very, very seriously and meticulously as we evaluate and discuss hundreds of highly accomplished young people and always wish we had the resources to recognize many more of these students than we are able to do each year with the 25-30 CDB Scholarships we award.

I can鈥檛 reiterate this enough, but the CDB team always looks at the multiple aspects of an application, not the singularity of test scores or one鈥檚 GPA. is centered around the 鈥攈is or her academic, social, emotional and character-based aspects that all work together to comprise an exceptional individual who will find engagement and fulfillment as a Caroline D. Bradley Scholar within a cohort of peers, mentors and role models spanning selection since 2002.

Like this post?听听to receive more stories, information, and resources about gifted youth straight to your inbox.