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Sequence 5Function Roles in an ecosystem Producers Consumers Decomposers Photosynthesis and Respiration Energy-Transfer and T… |
Sequence 61 luman Populauon. Carrying Capacity and Resource Use Population D)'nam1cs hponemial Gro" th Propenies ~~~l;:c… |
Sequence 7Food Global Food Supply Global Food Politics Land-Based Food Production Water-Based Food Production Energy Efriciency and… |
Sequence 8l'valua11ng Biodl\ en.ity and Vulnerab1lit}' Comribu11ng Factor, Case Studies Rain Fore,1 <;1uden1 Choice… |
Sequence 9Pollution Management Approaches Human Factors AfTecting Approaches Cost/Benefit Analysis Case Swdy-D0T Ban Eutroph… |
Sequence 10ASSESSMENT In addition to the I BO-required assessments, students enrolled in Environmental Systems and Society will be… |
Sequence 11Berry, Thomas. The Great Work Berry, Wendell. Tire U11settli11g of America Brown, Lester. P/a11 B 3.0: Mobilizi11g to Save… |
Sequence 12McPhee, John. A111rnls of tile Former World Miller Jr., G. Tyler. E11viro11111ental Science: Worki11g with the Enrth Nord… |
Sequence 13Science Scientific A111erica11 Sierra S111it/1s011ia11 Wired ADDITIONAL COURSE INFORMATION The term "laboratory… |
Sequence 14with the mathematics staff to take full advantage of academic syn- thesis whenever it occurs. This course also develops the… |
Sequence 15Montessori called for special attention to the learning environment. These laboratories will be fully equipped with high-… |
Sequence 1Michael Waski with students 334 The NAMTA Jo11mal • Vol. 34. No. 3 • Summer 2009 |
Sequence 2MATHEMATICS MoNTESSORI-1B FRAMEWORK by Michael Waski BACKGROUND AND METHODOLOGY Each plane of development has its own… |
Sequence 3content to be covered, and for its Standard Level math- ema ties, this content is es- sentially the same as what would… |
Sequence 4focused and moving forward at a comfortable pace is important. I am also a presenter of ideas, giving direct lessons when… |
Sequence 5while still keeping the class studying the same topic. We then discuss how to apply this new knowledge in different situations… |
Sequence 6This format also allows the students to practice the actual techniques, or the "how" of what they are doing… |
Sequence 7been working with the abstract for a long time and understand its usefulness and power. They also know the reality that they… |
Sequence 8the materials and the abstraction that they already know, and the older adolescents have this same power. Students gain a new… |
Sequence 9Effective communication in mathematics is essential, as it is in every aspect of life, so there is much time for this built… |
Sequence 10of problems to work on where multiple solutions, and sometimes multiple answers, are possible. The goal of the math seminar is… |
Sequence 11Adolescents are naturally reflective and introspective, and as they become older they want to consciously direct their self-… |
Sequence 12Students will be assessed for their diploma through a series of examinations in May of their senior year. These are worth… |
Sequence 13PROPOSED 18 SYLLABUS 1\1onth - SLTooics IIL !Qpjfs September 2009 *Sets, Number Systems. *Mathematical Induction… |
Sequence 14Month - SL Tonics HL ToJ!iil_ - •inequalities Calculus and Graphing Calculus and Graphing Derivatives of Trig Functions… |
Sequence 15,~ Month - SLTooics HL Topj_cs Exponential and Logarithmic Exponential and Logarithmic Functions Functions cAx and In x… |
Sequence 16Month SL Tonics HLfui~ Circular Functions Circular Functions Portfolio Type 11-2 Ponfolio Type 11-2 Trigonometric… |
Sequence 1- SL Tonics Month HL ToJ!iil_ - •inequalities Calculus and Graphing Calculus and Graphing Derivatives of Trig Functions… |
Sequence 2,~ Month - SLTooics HL Topj_cs Exponential and Logarithmic Exponential and Logarithmic Functions Functions cAx and In x… |
Sequence 3Month SL Tonics HLfui~ Circular Functions Circular Functions Portfolio Type 11-2 Ponfolio Type 11-2 Trigonometric… |
Sequence 4.150 Tlte NAMTA Journal • Vc,t. 34. No. 3 • S11111111er 2009 |
Sequence 5PART 4. SPECIALTIES The articles in this section are brief presentations given at the Colloquium in response to a call for… |
Sequence 6Beverly Adamczyk 352 The NAMTA Joumal • Vol. 34. No. 3 • Summer 2009 |
Sequence 7A HISTORY GRAPHIC ORGANIZER FOR THE MONTESSORI ADOLESCENT by Beverly Adamczyk Beverly Adamczyk presents a graphic organizer… |
Sequence 8between the academic topic of history and the practical introduction to society that stems from the work on the farm. Let us… |
Sequence 9contributing factors beneath the event circle generally belong to the realm of nature. Above the event circle are five sets… |
Sequence 10identifying different influences in history. Of course, the students will still need the books, atlases, and artifacts, as… |
Sequence 11What struck me so powerfully as the mouse issue drew to a con- clusion was that moral issues are not best dealt with in a… |
Sequence 12be to widen education instead of restricting it" (71). The students could choose any event from the past that… |
Sequence 13days to hear a bout topics the students were considering. The range of research topics has been outstanding: the Feminist… |
Sequence 14Since the material addresses the present elements of society, it can be an aid to bringing the students' practical work… |
Sequence 15In Appendix A, "Erdkinder," Montessori makes clear that the entire educatjon of the adolescent must address… |
Sequence 16areas of society, it reduces some of the mystique of the social order and makes society a manageable environment within which… |
Sequence 17ELDER VOICES: RIDGELINE MONTESSORI PUBLIC CHARTER SCHOOL AND CASCADE MANOR ASSISTED LIVING CENTER by Jennifer Wyld and… |
Sequence 18We want our students to ask what their contribution is going to be: What is their cosmic task? If we do our jobs well, they… |
Sequence 19There is also the fundamental human need for orientation: know- ing where I am and where my place is. Knowing our place gives… |
Sequence 20earlier, we are often limited only by ourselves, and by having the students interacting with a wider slice of humanity, their… |
Sequence 21their lives are all remarkable: the events they have lived through, the places they have seen, their experience of history.… |
Sequence 22In the humanities, one of the curricular strands for adolescents is the exploration of humans on Earth. Talking to people… |
Sequence 23It is great for us to have this very rich resource literally right across the street, and many of the individuals who live… |
Sequence 24the way up to secure floors for people who are not able to care for themselves much at all anymore. Cascade Manor was able to… |
Sequence 25Adele, our contact at Cascade Manor, approached a number of residents she thought would be interested in this project and… |
Sequence 26WHAT WE LEARNED The community-building nature of the project felt very strong. We were able to form a coalition of like-… |
Sequence 27Next time, there are a few changes we will make besides the structural changes to get more of the transcription done than last… |
Sequence 28Andrew Christopherson 374 The NAMTA Journal • Vol. 34. No. 3 • Summer 2009 |
Sequence 29THE PRAXIS PROJECT: AN INTEGRATION OF THE DISCIPLINES FOR HIGH SCHOOL by Andrew Christopherson The Praxis project is a cross… |
Sequence 30withi.n one academic discipline and lose interest in subjects that do not seem to relate to their preferred activity. In order… |
Sequence 31The Praxis brings the academic disciplines together by asking the students to show how each discipline can be applied to the… |
Sequence 32with staff in order to achieve the level of understanding that is nec- essary. Staff must present their information and… |
Sequence 1Beverly Adamczyk 352 The NAMTA Joumal • Vol. 34. No. 3 • Summer 2009 |
Sequence 2A HISTORY GRAPHIC ORGANIZER FOR THE MONTESSORI ADOLESCENT by Beverly Adamczyk Beverly Adamczyk presents a graphic organizer… |
Sequence 3between the academic topic of history and the practical introduction to society that stems from the work on the farm. Let us… |
Sequence 4contributing factors beneath the event circle generally belong to the realm of nature. Above the event circle are five sets… |
Sequence 5identifying different influences in history. Of course, the students will still need the books, atlases, and artifacts, as… |
Sequence 6What struck me so powerfully as the mouse issue drew to a con- clusion was that moral issues are not best dealt with in a… |
Sequence 7be to widen education instead of restricting it" (71). The students could choose any event from the past that… |
Sequence 8days to hear a bout topics the students were considering. The range of research topics has been outstanding: the Feminist… |
Sequence 9Since the material addresses the present elements of society, it can be an aid to bringing the students' practical work… |
Sequence 10In Appendix A, "Erdkinder," Montessori makes clear that the entire educatjon of the adolescent must address… |
Sequence 11areas of society, it reduces some of the mystique of the social order and makes society a manageable environment within which… |
Sequence 1ELDER VOICES: RIDGELINE MONTESSORI PUBLIC CHARTER SCHOOL AND CASCADE MANOR ASSISTED LIVING CENTER by Jennifer Wyld and… |
Sequence 2We want our students to ask what their contribution is going to be: What is their cosmic task? If we do our jobs well, they… |
Sequence 3There is also the fundamental human need for orientation: know- ing where I am and where my place is. Knowing our place gives… |
Sequence 4earlier, we are often limited only by ourselves, and by having the students interacting with a wider slice of humanity, their… |
Sequence 5their lives are all remarkable: the events they have lived through, the places they have seen, their experience of history.… |
Sequence 6In the humanities, one of the curricular strands for adolescents is the exploration of humans on Earth. Talking to people… |
Sequence 7It is great for us to have this very rich resource literally right across the street, and many of the individuals who live… |
Sequence 8the way up to secure floors for people who are not able to care for themselves much at all anymore. Cascade Manor was able to… |
Sequence 9Adele, our contact at Cascade Manor, approached a number of residents she thought would be interested in this project and… |
Sequence 10WHAT WE LEARNED The community-building nature of the project felt very strong. We were able to form a coalition of like-… |
Sequence 11Next time, there are a few changes we will make besides the structural changes to get more of the transcription done than last… |
Sequence 1EDITORIAL WHAT THE NAMTA SALARY SURVEY Is TELLING US ABOUT RECESSION by David Kahn As in most cases of trend analysis and… |
Sequence 2two thirds of schools reported their enrollmen t fell short of expecta- tions, at a median 14% shortfall (page 5). The salary… |
Sequence 1THE 2009-10 NAMTA MONTESSORI SCHOOL SALARY AND TUITION SURVEY Interpretation and analysis by David Kahn Jn September, 2009… |
Sequence 22009-10 Range of School Sizes School Size Percentage of Schools <50 students 32% 50-99 students 32% 100-199… |
Sequence 3More than one third of respondents (37%) met or exceeded their enrollment projections for this year. One hundred sixty-four… |
Sequence 42009-10 Reduction in Value of Endowments over the Past Two Years Percent Endowment Percentage of Has Shrunk Schools Re… |
Sequence 5• "Competitive ranges" are designated where feasible, usually around the top 25% of salaries in any given… |
Sequence 62009-10 Salary Ranges for Infant-Toddler Level (0-3) Entry 1-5 Yrs. 6-10 Yrs. >10 Yrs. Range Level Exper. Exper.… |
Sequence 72004-05 Salary Ranges for Infant-Toddler Level (0-3) Entry 1-5 Yrs. 6-10 Yrs. >10 Yrs. Ranqe Level Exper. Exper.… |
Sequence 82009-10 Salary Ranges for Primary Level (3-6) Entry 1-5 Yrs. 6-10 Yrs. >10 Yrs. Range Level Exper. Exper. Exper… |
Sequence 92004-05 Salary Ranges for Primary Level (3-6) Entry 1-5 Yrs. 6-10 Yrs. >10 Yrs. RanQe Level Exper. Exper. Exper… |
Sequence 102009-10 Salary Ranges for Lower Elementary Level (6-9) Entry 1-5 Yrs. 6-10 Yrs. >10 Yrs. Range Level Exper.… |
Sequence 112004-05 Salary Ranges for Lower Elementary Level (6-9) Entry 1-5 Yrs. 6-10 Yrs. >10 Yrs. Ranqe Level Exoer. Exper… |
Sequence 122009-10 Salary Ranges for Upper Elementary Level (9-12) Entry 1-5 Yrs. 6-10 Yrs. >10 Yrs. RanQe Level Exper. Exper… |
Sequence 132004-05 Salary Ranges for Upper Elementary Level (9-12) Entry 1-5 Yrs. 6-10 Yrs. >10 Yrs. Ranqe Level Exper. Exper… |
Sequence 142009-10 Salary Ranges for Young Adolescent Level (12-15) Entry 1-5 Yrs. 6-10 Yrs. >10 Yrs. Range Level Exper.… |
Sequence 152004-05 Salary Ranges for Young Adolescent Level (12-15) Entry 1-5 Yrs. 6-10Yrs. >10 Yrs. Range Level Exper. Exper… |
Sequence 162009-10 Salary Ranges for Administrators Entry 1-5 Yrs. 6-10 Yrs. >10 Yrs. Range Level Exper. Exper. Exper. $9… |
Sequence 172009-10 Salary Ranaes for Administrators, continued $117 ,000-$119,999 2% $120,000-$122,999 <1% $123,000-$125,999… |