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    MsFriz #241216 02/06/18 06:11 PM
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    Originally Posted by aeh
    Somewhat like aquinas, I also went through multiple rounds of graduate school, completing my last round at a more typical age, in addition to taking more than one undergraduate degree program. I think the "extra" years allowed me to explore areas for reasons other than a career, and also gave me the freedom to step back from a career path that turned out to be more suited to me in the hypothetical than in reality. There may or may not be significance in the progression of my graduate programs from those that were more objective, analytical, and data-driven, to those that required increasing levels of emotional and psychological maturity.

    Please say one area was genetics, because I wish I could clone you many times over and staff you in the senior ranks of every department of education worldwide. Seriously, aeh, the world needs more psychologists like you, who are able to see each child in front of them (gifted or otherwise) as an individual deserving of love and respect.


    What is to give light must endure burning.
    MsFriz #241217 02/06/18 06:21 PM
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    I’m sure it’s popular reading around these parts, but just in case any parents of university-age children are interested in some case studies of different accelerants and haven’t read it yet—you might want to read Miraca Gross’ “Exceptionally Gifted Children”. In particular, the case studies of the pseudonymous “Christopher” (generalist/extra breadth) vs “Adrian” (Terence Tao, radical subject-specific acceleration) provide interesting real-world contrasts in acceleration options in high school and university. The approaches are quite different, each designed to meet the needs of its particular student.


    What is to give light must endure burning.
    aquinas #241219 02/06/18 07:52 PM
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    Originally Posted by aquinas
    Please say one area was genetics...
    wink


    ...pronounced like the long vowel and first letter of the alphabet...
    Page 3 of 3 1 2 3

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