The International Seminar on Neuroscience and Education is specially addressed to families, professors, psychologists, educators and professionals working in the teaching field. The event will feature the participation of leading experts in the field of education and neuroscience who will analyze the fundamentals of human development from birth to adulthood.
|Dates, location and schedule|
|Dates||From Friday 26th April to Saturday 27th April, 2019|
|Location||Montessori Palau Girona|
The Language of the lectures will be Spanish or English. There is the option to take simultaneous translation, with a € 5 supplement, at the time of registration.
|FRIDAY, 26th April|
Aims of the 3th ISNE
|17:55||ISNE III Opening||H.E. Mrs. Marta Madrenas, mayor of Girona|
|18:00 18:50||Opening lecture:
Children's executive function skills provide a foundation for learning and creative problem solving
|Phil Zelazo, Ph.D.|
|19:00 19:50||Lecture 2:
The praise paradox: How well-intended words can backfire
|Eddie Brummelman, Ph.D.|
|20:00 20:50||Lecture 3:
The art of transforming the mind
|Rosa Casafont, Ph.D.|
|21:00 22:30||Dinner with the speakers (limited places)|
|SATURDAY, 27th April|
|09:10 10:00||Lecture 4:
Learning difficulties. What happens in the brain of our children?
|María López Juez, Ph.D.|
|10:10 11:00||Lecture 5:
Attention to diversity and executive functions according to the Montessori pedagogy approach
|Silvia Dubovoy, Ph.D.|
|11:40 12:30||Lecture 6:
What can we learn from EF research and the arts to help all children thrive?
|Adele Diamond, Ph.D.|
|12:40 14:00||Lecture 7:
The orchestral brain
|Juan Felipe Molano (Orquestra Jove de la Selva)|
|15:15 15:25||Tribute to Dr. Kay M. Baker, who died on April 20, 2019||Prof. Kay Baker, Ph.D.|
|15:30 16:20||Lecture 8:
Epigenetics: how environment and education can improve the expression of the genome. The brain and it’s neurodevelopment in the infant, adolescent and young
|Prof. Jordi Sasot, Ph.D.|
|16:30 17:15||Round Table: |
Education as a way to peace
|17:20 18:20||Lecture 9:
The leader brain
|Prof. Alvaro Pascual-Leone, MD, Ph.D.|
End of ISNE III
Psicòleg, neurocientífic i doctor per la Yale University (1993). Codirector del Developmental Social Cognitive Neuroscience Lab de la Universitat de Minnesota i del Centre d'Investigació de la Southwest University of Chongqing, Xina. És autor de més de 130 articles científics.
Professor Zelazo studies the development and neural bases of executive function, or the conscious control of thought, action, and emotion. He does so using a variety of approaches, from experimental to cross-cultural to electrophysiological (EEG/ERP), and his work has focused on a number of influential ideas, including the notion that the executive function depends, in part, on the development of the ability to use increasingly complex, higher-order rules (formulated in self-directed speech)—part of the Cognitive Complexity & Control theory; the notion that consciousness develops through a series of "levels" in which information is reprocessed via thalamocortical circuits involving prefrontal cortex (the Levels of Consciousness model)—with consequences for the quality of subjective experience, and the potential for recall, rule complexity, and cognitive control; and the importance of the distinction between more "cool", cognitive aspects of executive function typically associated with dorsolateral prefrontal cortex (DL-PFC) vs. more "hot", affective aspects associated with more ventral and medial regions of PFC (e.g., orbitofrontal cortex; OFC).
Dr. Brummelman obtained his PhD in Psychology at Utrecht University. He was Marie Skłodowska-Curie Fellow at the University of Amsterdam and Stanford University. He is now Assistant Professor in the Research Institute of Child Development and Education at the University of Amsterdam. His research focuses on the socialization of the self—how social processes shape children’s self-views, such as narcissism and self-esteem, and how these processes can be altered to help children flourish. Doing so, he seeks to simultaneously advance our understanding of the self and develop interventions that bring about positive change in children’s real-world lives.
Degree in Medicine and Surgery from the Autonomous University of Barcelona, Master's Degree in Neuroscience from the University of Barcelona and Master's Degree in Occupational Health from the University of Barcelona. Higher music studies at the Music Conservatory of Barcelona and management studies at the Higher School of Business Administration, ESADE of Barcelona.
Training in the health, educational and social fields. She is part of the training team of different Universities: Official Master's Degree in Neurorehabilitation of the Autonomous University of Barcelona (Guttmann Institute); Postgraduate in Neuroeducation of the University of Barcelona; Postgraduate in Mentoring and Educational Coaching of the University of Barcelona; Postgraduate Degree in Emotional Education of the University of Barcelona, and Specialization Course in Emotional Education of the University of Santiago de Compostela.
Rosa Casafont is author of the books Trip to your brain: The art of transforming your mind and Trip to your emotional brain: An immersion in the world of emotions, both of the Editorial Grupo Randdom House. Dr. Casafont is coauthor of Emotional Gymnastics and Coaching, coordinated by Rafael Bisquerra, and of Educate us to educate: Neurolearning to transform education, of the Paidós Educación Editorial, Grupo Planeta.
As a health professional and committed to education, Dr. Casafont feels fortunate to exercise her vocation, medicine, and her passion, neurosciences. Her professional practice is to bring applied neuroscience to different fields of activity.
Regarding her training, it has to be emphasized her PhD in Biological Sciences (Neurosciences program) from the Complutense University of Madrid and a specialization in Child Brain Development (IAHP, Philadelphia, USA), among others. She has been working with children with brain injury and learning disabilities for 30 years. She is also actively involved in the training of parents in the field of brain injury, university level and professionals who are already practicing.
Since 2000, Dr. López works in the center of Neurological Organization Neocortex. In this center, children with neurodevelopment problems, ranging from deep brain injuries to mild brain injuries, are attended. This neurodevelopment problems include: child brain paralysis, disorders in the autism spectrum, generalized developmental disorders, language problems, learning problems, attention deficit and/or hyperactivity disorders, and dyslexia, among others.
Dr. López give lessons in the Master of Neuropsychology Education of the Rioja International University (UNIR). In the San Antonio Catholic University of Murcia (UCAM), she is Director of the Neurodevelopment chair and has participated in several teacher training activities.
She has published three books and a series of children’s stories about neuroscience and education addressed to parents and professionals.
AMI trainer for 0-6 Montessori Guides. Director of the training courses of the Master’s Degree in Montessori Pedagogy offered by the Universistat de Vic, Barcelona, and of the training courses offered by the Montessori Institute of San Diego. Academic and researcher of the Association Montessori Internationale (AMI), holds the 0-3, 3-6 and Special Education AMI Diplomas. She was a member of the AMI Pedagogical Committee, in the association´s headquarters in Amsterdam from 1982 to 2010. Currently, she works for the AMI Research Committee and represents this entity before the United Nations. She is also an active member of the AMI-USA Consultation Committee. She is also associate professor at Loyola University Maryland.
Adele Diamond is the Canada Research Chair Professor of Developmental Cognitive Neuroscience at the University of British Columbia, Vancouver, Canada. She received her B.A. from Swarthmore College Phi Beta Kappa (in Sociology-Anthropology & Psychology), her Ph.D. from Harvard (in Developmental Psychology), and was a postdoctoral fellow at Yale Medical School in Neuroanatomy.
She is a Fellow of the Royal Society of Canada and has been listed as one the 15 most influential neuroscientists in the world.
Prof. Diamond helped pioneer the now flourishing field of "developmental cognitive neuroscience" and is one of the world leaders on executive functions, self-regulation, and self-control. Her discoveries have improved treatment for medical disorders (ADHD & PKU) and impacted education worldwide, improving millions of children’s lives.
She offers a markedly different perspective from mainstream education in hypothesizing that focusing exclusively on training cognitive skills is less efficient, and ultimately less successful, than also addressing children’s emotional, social, spiritual, and physical needs. She has championed the roles of play, music, dance, storytelling, and physical activity in improving executive functions and academic and mental health outcomes.
Prof. Diamond is the recipient of numerous awards, including the Award for Lifetime Contributions to Developmental Psychology in the Service of Science and Society from the American Psychological Association, the International Mind, Brain and Education Society’s Translation Award (the highest award that society gives) and an honorary doctorate from Ben-Gurion University.
Juan Felipe Molano is graduated with honors at the Vienna Conservatory. He was designated as Director of the Youth Orchestras of Los Angeles by the Philharmonic of Los Angeles through an international competition in 2014, and as Director of the Young Musicians Orchestra of Claremont in 2016. In 2017, the Colombian Chancellery and the RCN channel awarded him a prize in the city of Washington as one of the most outstanding Colombians in the United States. In the same way, the Council of Medellín, his native town, gave him the Juan del Corral order for his outstanding artistic career.
As Director of the Symphonic Orchestra of Yucatán (Mexico), between 2003 and 2008, he led this institution to become one of the most outstanding professional orchestras of that country with an eclectic symphonic repertoire, the inclusion of innovative interdisciplinary staging as well as an important number of operas, among which are Madame Butterfly, Bastian and Bastiana, Elixir of love and Rigoletto. He has worked with artists like Ilya Gringolts, Placido Domingo, Min Lee, Gustavo Dudamel, Coldplay, Eric Aubier, Joseph De Pasquale, Ryu Goto or the Latin American Quartet, among others. Molano has directed orchestras in different countries of Europe, Asia and America. Some of them are: Los Angeles Philharmonic, Monterey Symphony (United States), Slovak Radio Symphony, Simón Bolívar Symphony of Venezuela / Take a Stand Festival, Vienna Conservatory Symphony, YOA Orchestra of the Americas, El Sistema Japan Orchestra, Via dei Concerti Festival, National Symphony of Colombia, Bogota Philharmonic, Medellin Philharmonic, EAFIT Symphony Orchestra, Cali Philharmonic, University of Nuevo Leon Symphony, Morelia Symphony, Orchestra of the Michoacán University, National Symphony Orchestra of Mexico, Youth Orchestra of the Valencian Community (Spain), among many others. For 6 years he was the National Director of the Youth Orchestra System of Colombia (Sistema de Orquestas Juveniles de Colombia Batuta). He has also been Director of the Wolfgang Sinfonietta Orchestra of Singapore, Young Philharmonic of Colombia, Director of the American Youth Symphony, Director of El Sistema Salinas, El Sistema San Rafael (California) and the National Take a Stand Festival Orchestra in the United States. In addition to his work as director, Molano has a great passion for education as well as a professor at universities of Colombia, the United States and Mexico, as well as a frequent lecturer and orchestral consultant in the United States, Korea, Japan, Singapore, the Philippines, Argentina, Colombia and Norway, highlighting his recent talk TEDx Medellin in 2018. During 2018, he will be guest conductor of orchestras in the United States, Spain and Colombia, including his debut at the recognized Hollywood Bowl in September. Juan Felipe resides in Los Angeles with his wife and his two daughters.
Doctor specialist in Psychiatry and Pediatrics, and Master in Psychiatry and Child-Youth Psychology by the UAB with the qualification of excellent (Vall d'Hebrón Teaching Unit).
Head of the Paidopsychiatry Unit (Child and Adolescent Psychiatry and Psychology) of Teknon Medical Center (Barcelona).
Senior consultant of GUIA Psicopediatric Center and Advisor of several Foundations in Mental Health.
President of the Catalan Society of Child-Juvenile Psychiatry, residing in the Medical Sciences Academy located in Catalonia and the Balearic Islands (2003/2007). Also, Member of the Advisory Board for the Master Plan of Mental Health and Addictions in the Department of Health at the Generalitat de Catalunya (2003 / 2012).
Full member of the ESCAP (European Society for Child and Adolescent Psychiatry) and AACAP (American Academy of Child and Adolescent Psychiatry).
Postgraduate Professor in Psychiatry and Child-Youth Psychology at Medicine Faculty of the Autonomous University of Barcelona and the Faculty of Psychology at the University of Barcelona.
Author and Editor of 8 books dedicated to the mental health of children and adolescents as well as various publications in scientific journals.
Kay M. Baker has been an AMI Director of Training for 30 years and has directed both academic year and summer courses during this time. She has directed elementary courses both in the U.S. and in Europe. Her academic qualifications include a bachelor’s degree in mathematics, a master’s and Ph.D. in mathematics education and AMI diplomas for children ages 3-6 and 6-12. Dr. Baker is also an AMI consultant for primary and elementary classes. She is a recipient of the Lifetime Achievement Award from the North American Montessori Teachers’ Association. She has given many talks and workshops nationally and internationally on topics ranging from the four planes of development to suitable classroom practices. Dr. Baker is particularly interested in children’s thinking, having investigated children’s solution strategies for multiplication word problems for her doctoral dissertation. She has spent her career considering the necessity for adults to continue to learn in order to aid the life of the developing child.
Alvaro Pascual-Leone, M.D., Ph.D., is director of the Berenson-Allen Center for Noninvasive Brain Stimulation and chief of the Division of Cognitive Neurology at Beth Israel Deaconess Medical Center (BIDMC). He is an associate dean for clinical and translational research and a professor of neurology at Harvard Medical School (HMS).
Dr. Pascual-Leone received both his M.D. and his Ph.D. in neurophysiology from Albert-Ludwigs University in Freiburg, Germany. Following an internship in medicine at Staedtisches Klinikum Karlsruhe in Germany and residency in internal medicine at Hospital Universitario de Valencia in Spain, Dr. Pascual-Leone completed a neurology residency at the University of Minnesota and then trained in clinical neurophysiology and human motor control at the University of Minnesota and the National Institutes of Health (NIH). After several years at the Cajal Institute of the Spanish Research Council, he joined BIDMC and HMS in 1997.
Dr. Pascual-Leone’s research aims to understand the mechanisms that control brain plasticity across the lifespan to be able to modify them to produce optimal patient behavioral outcomes, prevent age related cognitive decline, reduce the risk for dementia, and minimize the impact of neurodevelopmental disorders. He is a world leader in the development, research, clinical application, and teaching of a noninvasive technology called Transcranial Magnetic Stimulation (TMS). TMS uses magnetic fields to stimulate or suppress specific nerve cell activities, or pathways, in the brain. His research has provided evidence for the efficacy of TMS for the treatment of various neurologic and psychiatric conditions including epilepsy, stroke, Parkinson’s disease, chronic pain, autism, and drug-resistant depression.
Through Harvard’s Continuing Medical Education Program, Dr. Pascual-Leone and the Berenson-Allen Center offer the longest-running medical education course in the world in noninvasive brain stimulation: to date, he has helped to train more than 900 clinician-scientists from around the world. He also directs the Sidney R. Baer, Jr. Foundation Fellowship in the Clinical Neurosciences.
Dr. Pascual-Leone has authored more than 750 scientific papers as well as several books and is listed as the inventor on several patents. His work is highly regarded for its innovation and quality and is often cited. Thompson Reuters has designated Dr. Pascual-Leone a "most highly cited author" and his work ranks first for citations in the field of brain stimulation for the past 20 year period. Dr. Pascual-Leone has also been recognized as one of World's Most Influential Scientific Minds, and one of the world’s top 15 neuroscience researchers. He is the director of the Football Players Health Study at Harvard University and the scientific director of the Barcelona Brain Health Initiative. Dr. Pascual-Leone was recognized with a Midcareer Investigator Award in Patient-Oriented Research (K24) from the NIH and has received various other distinctions, including the Daniel Federman Outstanding Clinical Educator Award from HMS. He has also been honored with many international award for both his research and teaching including the Ramon y Cajal Award from the International Neuropsychiatric Association, the Norman Geschwind Prize in Behavioral Neurology from the American Academy of Neurology, the Friedrich Wilhelm Bessel Research Award from the Alexander von Humboldt Foundation in Germany, and the Jean-Louis Signoret Neuropsychology Prize from the Fondation Ipsen in France. He is an elected member of the Spanish Royal Academy of Science. In addition, he is a member of number of medical societies and holds leadership positions in many, including the American Neurological Association, Organization for Human Brain Mapping, and the American Academy of Neurology. His work also has wide general public appeal and outreach through dissemination in articles in the lay press including TIME Magazine, Newsweek, New Scientist, National Geographic, and television and radio documentaries that have been featured on Scientific American, 60 Minutes, CNN, the BBC and the Discovery Channel, and several books (e.g. Norman Doidge, The Brain That Changes Itself ; John E. Robison, Switched On). Most recently Dr. Pascual-Leone has co-authored with Alvaro Fernandez and David Bartres-Faz the book El Cerebro que Cura (Plataforma Editorial, 2019).
Executive function refers to the skills needed for the conscious control of thought, action, and emotion—skills that include cognitive flexibility, working memory, and inhibitory control. These skills, which develop rapidly during early childhood, support school readiness and socioemotional competence, and more generally, they serve as a foundation for learning and adaptation across a wide range of situations. This talk will review what is known about EF and its development in childhood, discuss how to measure EF objectively, and describe effective ways for parents, teachers, and others to support the healthy development of EF.
The objectives of the conference are:
1Understand and discuss the influence of experience on brain development and behavior
2Define and discuss executive function and its development in childhood
3Understand how executive function is measured in early childhood
4Identify ways to promote the healthy development of executive function
Since the 1970s, Western parents have become increasingly concerned with building children’s self-esteem. Parents intuitively believe that high self-esteem is key to success, health, and well-being, and they try to raise self-esteem by telling children that they are unique and extraordinary. Unfortunately, there is some evidence that since the very same decade, Western youth have become increasingly narcissistic. This raises the question: Are we inadvertently cultivating narcissism in children? My talk will discuss this question.
Currently, from the perspective of Neuroscience, the mind is defined as a complex and enigmatic entity but, at the same time, it is our inner self. Our mind is a subjective, unique and non-transferable matter, which is expressed through action.
Our brain is the most complex organ we have and, as expressed by Rodolfo Llinás Riascos referring to his influence, "we are dream machines that build virtual models of the real world".
We also know that the mind defines us as a species, allows us intelligence and wisdom, that our brain has structures with plastic capacity and that the environment is capable of influencing changes in its structure and function.
In this conference we will review this and other capacities for change, which contribute to our potential for action. We will start from the self-knowledge of structures, functions and capacities to support that, although having the capacity to change can be an opportunity, the true value is obtained when we are able to acquire the ability to direct the change. Directing it towards a healthier life, generating a "self-transformation of value" and from this, influencing the quality of our personal, familiar, professional and social environment.
And in this forum, accompany the growth of children by facilitating their development process, their learning, decision making... In short, promoting them to reach their full potential.
At the end of the conference, we will explore and substantiate the reasons to what to do and what to avoid in our life process.
First, we will have identified. Secondly, we will have been able to believe in our own capacity to carry it out. Finally, we will have explored how to acquire skill in the ART OF TRANSFORMING THE MIND.
This conference aims to convey the difficulties that some of our children face in the acquisition of learning tools, such as literacy skills, and look for development strategies.
The following topics will be discussed at the conference:
1Introduction to neurodevelopment
2Information input versus output systems
Recent studies show that children with neurological differences have processing problems that interfere with necessary skills, such as organization, time planning, abstract reasoning, memory and attention, which are considered executive functions. People who work with children should observe and recognize certain behaviors or characteristics that can be an obstacle to satisfactory learning and offer the means to overcome them.
Knowing what the executive functions are helps adults to achieve that children with special needs acquire them in a Montessori environment.
Which are those characteristics of a Montessori environment that promote self-control, attention, memory and concentration in all children and especially in those who show different style of learning or have exceptionalities. Montessori education has elements that allow to acquire them at an early age.
The abilities to reason and creatively problem-solve, to exercise self-control and resist temptations and think before you speak or act, to stay focused and concentrate, and to have the flexibility to see things from different perspectives and adapt to change are critical for success in school and in life. Collectively, these abilities comprise what are called "executive functions."
You may have noticed that when you’re stressed, sad, or feeling lonely or ill you cannot think as clearly or exercise as good self-control. There is good reason for that. Executive functions depend on a brain region called "prefrontal cortex", and that brain region is affected first and most severely if you’re sad, stressed, lonely, or not in good physical health. Conversely, when you’re calmer, happier, more physically fit, and feel more socially supported your prefrontal cortex works better and you are better at problem-solving and exercising self-control.
It follows that what nourishes the human spirit is also best for executive functions and thus for the best performance at school and at work. Evidence shows that the different parts of a person (social, emotional, spiritual, cognitive, and physical) are all interrelated. The brain does not recognize the sharp divisions between these that we impose in our thinking. Physical, social, emotional, and cognitive health are all fundamentally interconnected.
1There is no limit to what young people can achieve if they are engaged in activities they are passionate about, where mentors and experiences inspire and instill self-confidence.
2The stress of being terrified of making a mistake or of being embarrassed is one of the greatest impediments to doing well.
3At any age, we are more engaged in something if we have some role in choosing or shaping it.
4One major route to loving what you are doing is to feel you are making a positive difference. Research shows that what brings people the most happiness is not money or creature comforts. Rather it is making others happy (seeing the smile on someone’s face because of something you did), feeling that what you are doing matters, being united with others in striving to achieve an important shared goal, that you are helping in some way (small or large) to make the world a better place.
5What children need most from us is to feel loved, respected, and valued. Your caring is more important than your knowledge or skill, material things, or doing the textbook-perfect thing.
The similarity in the functioning of the brain and that of a symphony orchestra. Brain disorders are easy to exemplify with a symphony orchestra given the similarity of functions between the conductor of an orchestra and the cortical thalamus, which is responsible for sending messages to the cerebral cortex to be executed; it is a wonderful subject.
The learning objective of the conference is exemplify artistic results and human experiences, juxtaposing the traditional methodologies with those developed in the System of youth orchestras, which converge totally with those developed in Montessori.
Epigenetics is the science that investigates how the environment modifies our genome and, consequently, our brain and its neurodevelopment. The inheritance of the hereditary code instructions (DNA) do not change and are the same, but the genes can be silenced without the DNA being altered. Lifestyle, education and nutrition are epigenetic factors that affect our genes. These "can silence" genes and cause disorders, and very important, this can affect not only who have the affectation, but their descendants. Professor J. Hudziak (Vermont, USA), one of its leading researchers says: "Your environment modifies your genome, which modifies your brain and modifies your behaviour." Their studies confirm that musical practice influences the development of the thickness of a part of the cerebral cortex related to executive function (which includes working memory, control of attention and planning capacity) and also in that areas of the brain that play a crucial role in the capacity for self-control and in the processing of emotions. According to epigenetics, the experiences of our ancestors shape our experience not only through cultural heritage, but through genetic inheritance. The DNA does not change, but the psychological and educational tendencies are inherited: so, we may not only have the eyes of our grandfather, but also his bad temper caused by a life full of deprivation, abuse and lack of affection and ... his / our tendency to depression.
A discussion of the development of the human being using Maria Montessori’s framework of the four planes of development. These four stages of development are explored with the idea of describing what maturity is. An elaboration of the fourth plane of development is proposed, especially within the context of the needs of the human being at that stage.
A deeper understanding of key aspects of human brain biology provides valuable insights into the characterisitics of good leadership, and offers valuable lessons towards becoming a better leader.
For example, consider the importance of empathy and of ‘leading by example’: The human brain interprets the world we live in, and enables us to act upon it. Perception and action systems are tightly integrated. As such, some of the neurons that are engaged in action, are also an integral part of the perception and interpretation of actions performed by others. These neurons – mirror neurons – play critical roles in relating to others, emphathy, and learning.
In addition, we now know that the human brain is intrinsically plastic, changing across the lifespan in response to afferent inputs, efferent demands and environmental changes demanding adaptation. The challenge is to learn enough about the mechanisms of brain plasticity to guide them, enhancing some and suppressing others, to promote the best functional outcome for a given individual. A plastic nervous system offers a critical substrate to become a better leader with proper mentoring, but also emphasizes the responsibility of leadership. Leaders literally change their brain, and the brains of others.
Supported by grants from the National Institutes of Health, the Berenson-Allen Foundation, and Harvard Catalyst.
Last edition's videos attached.
|Registrations before 28th February, 2019||200,00€|
|Registrations after 28th February, 2019||240,00€|
|Students under 25 with certification (limited places)||60,00€|
|Registrations with non-cumulative discounts: AME partners, CICAE, EPIC, MP alumni, CDL members, COPEC members and groups of 3 or more||220,00€|
|Special dinner with the speakers||38,00€|
|Individual simultaneous translation equipment (supplement)||5,00€|
Participants will receive a certificate of attendance certified by the Montessori-Palau International Research and Training Center (MIRTC).
Would you like to sponsor the Seminar?
The III International Seminar of Neuroscience and Education is an event that needs the support of companies and institutions that have a vision of future and a firm commitment to the need to bet on young people, the seed of the society that will come. In addition, we want to have companies that want to be in contact with the educational vanguard and new trends in the field of pedagogy and education.
We are aware that any sponsorship is an investment and, therefore, we must look for a return and benefits. For this reason, we have created a platform for companies to get their message to people around the world related to the field of education. In case you are interested, you can send an email to firstname.lastname@example.org and we will send you the sponsorship modalities.