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Sequence 13when first announced. Even after accepting the theory, the scientific community of chemists still had to "beat nature… |
Sequence 14when first announced. Even after accepting the theory, the scientific community of chemists still had to "beat nature… |
Sequence 81• human settlement and needs of settlement, including impact studies • evolution of the environment in relation to human… |
Sequence 99Montessori, Maria. The Absorbent Mind. 1949. Madras, India: Kalakshetra, 1992. Montessori, Maria. The Child in the Family.… |
Sequence 185cooked supper for all seven of us. The others washed up so the cook could retreat to her album work. By the time we arrived,… |
Sequence 191THE CASADEI BAMBINI: A PERSONAL PILGRIMAGE by Marianne Moore Marianne Moore's eloquent characterization of the… |
Sequence 1MARGARET E. STEPHENSON: FOLLOWING THE CHILD ACROSS THE PLANES OF DEVELOPMENT by David Kahn Margaret E. Stephenson's… |
Sequence 8of the Via dei Marsi were not superman. Perhaps we need to keep on reminding ourselves of the fact that these children were… |
Sequence 30way to envision the related processes of education and human devel- opment. The synthesis of these perspectives also provides… |
Sequence 140 --.J PROTOTYPE YEAR 2 (OPPORTU 'ITLES FOR SELF-EXPRESSION) ORAMA CREATIVE ORAMA Pt.AV: .. You Can•c Take it for… |
Sequence 16Csikszentmihalyi, M., & I. S. Csikszentmihalyi. Optimal Experience: Studies of Flow in Consciousness. New York:… |
Sequence 2THE HISTORICAL GENESIS OF THE PARTS OF SPEECH by John Wyatt John Wyatt has worked with Montessorians for seven years in… |
Sequence 7the informed speaker or writer aware that a preposition had a myste- rious side to its function. As a trained speaker or… |
Sequence 3by a resonating membrane "like the stretched surface of the drum." If nothing happens, the centers for… |
Sequence 7Activities: • Frameworks of material and spiritual needs of people • Frameworks of human tendencies • Timelines • Knowledge… |
Sequence 19you are not good at waiting. How can you be? We are, in Europe, suffering from the defects of old age, and that is why we… |
Sequence 22had obviously briefed When children grow up farming, they start to himthatpeoplewereflee- see natural laws that exist that… |
Sequence 24week visits? We decide to make as much contact with the land as possible, get out to the farm at least once a week and also… |
Sequence 25higher on the land. Expectation for moving to the farm builds. Own- ership is strong. The students help to design the lockers… |
Sequence 20our approach, though subordinate to the first three objectives, was (4) the presentation of related nomenclature and… |
Sequence 3place within two or three days before or twenty-four hours after ovulation, there will not be successful fertilization. The… |
Sequence 19Hoffman, E. Visions of Innocence. Boston: Shambhala Pub- lications, 1992. Huchingson, J. E. (Ed.) Religion and the Natural… |
Sequence 7on earth. Over 3.5 billion years there have been five of these events. Isn't it amazing that humans have reached the… |
Sequence 2How SENSITIVELY TIMED ARE SENSITIVE PERIODS? by Rita Schaefer Zener Rita Schaefer Zener's theory base for sensitive… |
Sequence 2WORK by Annette M. Haines Dr. Haines touches on the work of adaptation of the infant, the work of the "psycho-… |
Sequence 41Ryan, A., & H. Patrick. "The Classroom Environment and Changes in Adolescents' Motivation and Engagement… |
Sequence 2NAMTA's MIDDLE SCHOOL RESEARCH HITS THE MARK by Annette M. Haines I have finally had the privilege of reading Kevin… |
Sequence 2THE FOUR PLANES OF DEVELOPMENT by Camillo Grazzini Camillo Grazzini presents two charts designed by Maria Montessori to… |
Sequence 3the training of Montessori teachers: in Europe (Bergamo, Dublin, London, Paris, Perugia, Rome); in Asia (Bombay, Colombo,… |
Sequence 45the training of Montessori teachers: in Europe (Bergamo, Dublin, London, Paris, Perugia, Rome); in Asia (Bombay, Colombo,… |
Sequence 228THE FOUR PLANES OF DEVELOPMENT by Camillo Grazzini Camillo Grazzini presents two charts designed by Maria Montessori to… |
Sequence 16make any adjustments to your language work there? Or did it follow exactly what we do here? A. Really and truly, Lilian, no,… |
Sequence 27Friel, John C., & Linda D. Friel. Tile Seven Worst Things (Good) Parents Do. Deerfield Beach, FL: Health Commu-… |
Sequence 2f ROM ECOLOGICAL LITERACY TO ECOLOGICAL DESIGN INTELLIGENCE by David W. Orr In the next two articles, David Orr addresses… |
Sequence 17treat your souls. So I will leave you with this: Be strong and moral young men and women, and as you face the world before… |
Sequence 1Coming of Humans L----~--- Story of Math !Koy Lesson: Flow of Civilization (recorded hmory)I : Key IASson: Clanlcal… |
Sequence 7belonging to the history enriches the detail. The art museum might have an example of a canopic jar in which the Egyptians… |
Sequence 3unica," readers should refer to Camillo Grazzini's article "Cosmic Education at the Elementary Level… |
Sequence 16Action. Ed. K.H. Pribram. Middlesex, England: Penguin Books, 1969. Gesell, Arnold, Frances L. Ilg, Janet L. Rodell, et al.… |
Sequence 13out your whole life span. You can improve your teaching throughout your whole life span. The biggest problem we all face is… |
Sequence 12• an international network of training and study centres dedicated to the propagation of Montessori's teachings and the… |
Sequence 23• West: Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico, Oregon, Utah, Washington, and… |
Sequence 12You may perhaps condemn the plan [so let us think of the Appendices] as visionary and unpractical, but I hope that you will… |
Sequence 10REFERENCES Grazzini, Camillo. "The Four Planes of Development." The Child, the Family, the Future. AMI… |
Sequence 9often recognize what a great human being he was, watched him become a master sailor in the summers, saw his desire to serve… |
Sequence 13If I could just clarify a couple of other things, I think we have to make a distinction between development and learning. We… |
Sequence 15interest in, what is extraordinary, what is magnificent; and they have a natural tendency to hero worship. All of this can be… |
Sequence 1THE THIRD INTERNATIONAL ADOLESCENT COLLOQUIUM: A RESPONSE FROM THE DOCUMENTER by Kathleen Allen As a longtime Montessori… |
Sequence 14Conference Proceedings, July 19-24, 1994, Washington, DC]. Rochester, NY: AMI/USA, 1995. 117-130. Lakoff, George. "… |
Sequence 3work together, move forward in history. This is what the adolescent must experience and absorb: division of labor, the… |
Sequence 13* * * So if this is part of the human predicament-the idea that we are given this urge to continually refine, to make things… |
Sequence 4Rathunde, Kevin, & Mihaly Csikszentmihalyi. "Middle School Students' Motivation and Quality of… |
Sequence 6Preface, continued The exhibit left its impression of Montessori significance on visitors at Centennial celebrations in both… |
Sequence 17PARTIAL LIST OF LECTURE APPEARANCES WASHINGTON, D. C. MASONIC TEMPLE S•1urd•y December 6, 8 P. M. NEW YORK CITY CARNEGlll… |
Sequence 18America Welcomes Dottoressa Montessori Elementary class, The Washington Montessori School, Washington D.C., around I 9 I 6 18… |
Sequence 178A Montessori Journey 1907 to 2007 Patrons Anonymous Donation through Si Helena Monressori School Association Montessori… |
Sequence 180Welcome to the Children's Mural This portion of the exhibit was created from over 800 pieces of work submitted by 35… |
Sequence 17Montessori, Maria. "HL1man Solidarity in Time and Space." Trans. Renilde Montessori. Tl,e Sn11 Re1110… |
Sequence 8have been studying the problems confronting us. At a major confer- ence on biodiversity held in Washington DC in 1986, the U.S… |
Sequence 21that a classroom envi- ronment is not enough at this age to meet all of the child's needs. He must get out into the… |
Sequence 47The time in the past is gone when Rome and Greece were mixed with the memories, sometimes justly unsympathetic memories, of… |
Sequence 48past, condemning one to waste time on issues that already have been solved or, at least, issues that have been put in some… |
Sequence 49young man is supposed to wear to the chariot races as well as what exercises will mold attractive feet and biceps to excite… |
Sequence 1EXPERIENCES IN NATURE: RESOLUTE SECOND-PLANE DIRECTIONS TOWARD ERDKINDER by Gerard Leonard and Kathleen Allen Gerard… |
Sequence 6guide our practice and where it is all going? The times that L have been privileged to do that kind of staff education at our… |
Sequence 9erism at a grand scale and new forms of freedom possible, industrial- ization also caused new inequalities and poverty, and… |
Sequence 14· Origin of the city; comparison of Mesopotamian (anxiously walled in) and Egyptian (calm, ceremonial) cities; · Alexandria,… |
Sequence 13REFERENCES Montessori, Maria. "The Four Planes of Education." From lectures given in Edinburgh, 1938, and… |
Sequence 19Kohn,Alfie. Scl,ools 011r C/1ildre11 Deserve.Boston: Houghton Mifflin, 1999. Kranowitz, Carol Stock, & Lucy Jane… |
Sequence 19Hannaford, C. S111nrl Moves: Why Leaming ls Not All i11 Your Head. Arlington, VA: Great Ocean Publishers, 1995. Hart, R.… |
Sequence 1MONTESSORI APPROACHES TO THE CLASSICS FOR ELEMENTARY STUDY: THE KEEPERS OF ALEXANDRIA by Kathleen Allen Kathleen Allen… |
Sequence 2of study. As I travel through, I'll give you some hints about how we've done it with children. When r asked John… |
Sequence 4to keep track of all these scrolls. Each book might have multiple scrolls, and they all had to be numbered and organized.… |
Sequence 5• Claudius Ptolemy • Philip of Macedon • Eratosthenes • Parmenius • Solon • Julius Caesar • Pythagoras • Aeschylus •… |
Sequence 6Latin, the significance of which was prominent when the culture was a literary culture, is not as essential today. [ts… |
Sequence 7There is also a scroll, which we'll see later. There is another book called The Art of History, which travels through the… |
Sequence 8setting, bringing a thousand winters and summers over the land and waters .... Fate left a deathless three-headed dog to… |
Sequence 9l:f you wish to learn of Alexandria and the Scroll and the lighthouse, you too must become their keeper. Along with me, you… |
Sequence 10Figure 5. Illustration of Alexandria, from The Great Tale. is teaching a group of eighteen children in Alexandria how to read… |
Sequence 11to how parts of it worked or didn't work. This approach was very successful because we could tweak it as we went along.… |
Sequence 12Human beings understand that from the brain and only from the brain arise our pleasures, laughter, and I ightheartcdness, as… |
Sequence 14learn to read a Latin piece and memorize it. The piece Apollonius uses is a section from Virgil's Aeneid, and it is… |
Sequence 18PHARI GENTES QUfNQUE AETHJ6Prcos v ALOE AMABANT. FAMfLIA ERAT BEATA QU6AD FORT0NA MORTALJBUS RARO CONCEDAT. In the story… |
Sequence 20For the teacher, this is the syntactical analysis. For each word in that short sentence you have what part of speech it is and… |
Sequence 22Pro1101111s Adverbs Co11ju11ctio11s Sepnrnte se11te11ces to trnnslnte: Latin to English; English to Latin N11111bers:… |
Sequence 23if you ever watched the old Rocky and Bullwinkle cartoons.) The Wayback Machine can take you to old sites. It's a Jot of… |
Sequence 24head slightly titled. Some scientists now believe that Alexander suffered from a disorder called ocular torticollis. It may… |
Sequence 25buried in Alexandria. Eventually the story moves into the Byzantine times, so you have the Emperor Justinian and Empress… |
Sequence 26studying Alexander's symptoms think he may have had malaria or even West Nile virus. Figure 14 represents some of the… |
Sequence 27OTHER COMPONENTS The next component of this work is the model. We do have a miniature environment-pretty big actually, it… |
Sequence 28An important note here is that there is only one building on this model that we kept from year to year, and that is the… |
Sequence 31Figure 14. David Kahn, John Wyatt, Kathleen Allen. Alexandria was a center for embalming. Bodies were brought in from all… |
Sequence 15Atkins, Peter W. The Periodic Ki11gdo111. New York: Basic Books, 1995. Ball, Philip. The l11gredie11ts: A Guided Tour of the… |
Sequence 2chological observations, and with a certain pragmatism that seems to have been central to her plan for study and work for the… |
Sequence 29SCHOOL INFORMATION The survey attempted to answer several common questions about schools in relation to compensation. It… |
Sequence 2ply never heard about Maria Montessori and her little school in San Lorenzo? It's far more likely that we shouldn't… |
Sequence 13Our short-term goal is building and retaining enrollment. Our long-term goal is bringing the Montessori experience to all… |
Sequence 1AN ADMINISTRATIVE PROCESS FOR VISION BY CONSENSUS USING WHOLE SYSTEMS THEORY by Kathy Minardi Kathy Minardi suggests a… |
Sequence 5EXTENSIVE GROUP TRAVEL You may be surprised that The Post Oak Middle School spends twelve percent of the school term… |
Sequence 1MONTESSORI ELEMENTARY EDUCATION: PATHWAYS TO GLOBAL UNDERSTANDING by Phyllis Pettish-Lewis Phyllis Pottish-Lewis has… |