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Sequence 4ness, dependence on others, a cynical outlook, and even criminality. How is right social adjustment to be achieved?… |
Sequence 9enable young adolescents to integrate academics with life in a relevant manner. INTRODUCTION Cosmic Education within a… |
Sequence 10The ideal is that as young people are learning about the cultural diversity of their city, they will begin to define their own… |
Sequence 11written material, discussion, and a variety of field experi- ences. Each student will: • Read Travels with Charley, by John… |
Sequence 134. To encourage the students to explore their widening world and to consider themselves as responsible citizens of our… |
Sequence 1PART II The observation of nature has not only a side that is philosophical and scientific, it has also a side of social… |
Sequence 5• Gather groups (interest level, diverse working abilities) • Compose guidelines for responsibilities with students •… |
Sequence 15THE DEVELOPMENT OF A MONTESSORI HIGH SCHOOL AS AN EXTENSION OF THE FARM SCHOOL by David Kahn and Ron Stewart This very… |
Sequence 16THE MONTESSORI PAST AS PRELUDE TO A MONTESSORI HIGH SCHOOL Montessori adolescent education takes place squarely in the con… |
Sequence 18Hershey Montessori School, Coo:ord Twp., OH (Laurie Ewert-l<rockex) Adolescent Program at Salila, SWedE!II 0enn y Marie… |
Sequence 9and three. But what we need to do is assess the ones that are develop- mentally appropriate in our assessment of this child… |
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 23do you contemplate four billion years or ten thousand years if not through story, if not through music, if not through art?… |
Sequence 1ALIGNING MONTESSORI SCHOOLS WITH TRUE MONTESSORI ESSENTIALS by David Kahn As 250 Montessori schools in North America… |
Sequence 5or "land lab," it is a community effort and will be used by the entire community. The enrichment of the… |
Sequence 16• feeling of usefulness and an understanding of one's "many sided powers of adaptation" (Montessori,… |
Sequence 6Montessori has this wonderful notion of the universe story as a curricular framework for the middle years, which operates at… |
Sequence 13teaching. As a violinist myself, I am reminded of the relationship between the instrument and the musician-without one or the… |
Sequence 3mihalyi, The Social Context) concludes that Montessori students have more positive perceptions of their school environment and… |
Sequence 4that if you invented your project without Montessori parameters, your result would not be a Montessori original but a banal… |
Sequence 4only can this be understood as a particular type of peninsula, but also it brings in the third dimension, which is absolutely… |
Sequence 2A MONTESSORI COMMUNITY FOR ADOLESCENTS by Camillo Grazzini and Baiba Krumins Indicating the theoretical underpinnings for… |
Sequence 3Thus I indicated that the paper was originally written for the Adolescent Colloquium, which was held in Cleveland and… |
Sequence 9The very same Lusitania, on a similar return voyage from North America only sixteen months later (May 7th, 1915), would be… |
Sequence 10The very same Lusitania, on a similar return voyage from North America only sixteen months later (May 7th, 1915), would be… |
Sequence 14The very same Lusitania, on a similar return voyage from North America only sixteen months later (May 7th, 1915), would be… |
Sequence 15The very same Lusitania, on a similar return voyage from North America only sixteen months later (May 7th, 1915), would be… |
Sequence 81Thus I indicated that the paper was originally written for the Adolescent Colloquium, which was held in Cleveland and… |
Sequence 82A MONTESSORI COMMUNITY FOR ADOLESCENTS by Camillo Grazzini and Baiba Krumins Indicating the theoretical underpinnings for… |
Sequence 134only can this be understood as a particular type of peninsula, but also it brings in the third dimension, which is absolutely… |
Sequence 251that if you invented your project without Montessori parameters, your result would not be a Montessori original but a banal… |
Sequence 2SOCIAL AND MORAL DEVELOPMENT: IMPORTANCE OF THE f AMILY by John McNamara This comprehensive view of social and moral… |
Sequence 2MORAL FORMATION ON THE SECOND PLANE: NURTURING AND HINDERING by lta Williams !ta Williams asserts that moral development is… |
Sequence 2PROJECT 2012: HISTORY WHITHER BOUND FROM CHILDHOOD TO ADOLESCENCE? PHILOSOPHICAL AND METHODOLOGICAL PREMISES by David Kahn… |
Sequence 13year. There is a three-year cycle before we repeat most specific studies. We do seminars in relation to primary sources, we do… |
Sequence 18uniqueness into a richer idea of society and what we can achieve as humanity. REFERENCES The Adolescent Colloquium: Summary… |
Sequence 2unfortunately I was unable to find the millionaire to fi- nance it. It was so visionary and also so revolutionary that it… |
Sequence 13have to dois to recognize this, and help the children to see this. We may have to build solidarity from a psychological point… |
Sequence 9peoples, of the intermarriage of races, and the assimilation of special cultures. The wars and conquests of empires should be… |
Sequence 10self-sufficiency. The adolescent attempts to find a base for a multifac- eted independence, but the greatest of all… |
Sequence 5Local Demand for a Montessori High School Model Cleveland (northeast Ohio) is the second oldest Montessori hub in the United… |
Sequence 6Botanical Garden in the development of adolescent respon- siveness to the impact of urban sprawl on the natural world; • the… |
Sequence 11of Trustees representing every village and township in Geauga County, Ohio. Century Village Museum is our first choice for… |
Sequence 16• Joint funds development (administrative) · Carpentry assistance 4. The Little Italy Neighborhood The Little Italy… |
Sequence 16The piece of metal that holds the eraser is caUed the ferrule and is made of brass (a combination of zinc and copper). Zinc is… |
Sequence 1THE MONTESSORI CENTURY CONCEPT: A CONTINUING PROCESS IN REALITY by David Kahn When we look back to the origins of the… |
Sequence 5RENOVATION AND NEW CONSTRUCTION This article addresses school grounds renovation as well as new construction. Both are… |
Sequence 18Korpela, K. "Adolescents' Favorite Places and Environ- mental Self-Regulation." Journal of… |
Sequence 3Preface by David Kahn Throughout 2007, the year that marks a century since the first Casa dei Bambini, NAMTA has toured… |
Sequence 6Preface, continued The exhibit left its impression of Montessori significance on visitors at Centennial celebrations in both… |
Sequence 21School bus of Calgary Montessori School, Calgary, Canodo, I 9 2 9 Montessori's Beginnings in Canada Alexander Graham… |
Sequence 75"the sole authorized manufacturers of Montessori materials for Great Britain and the Dominions." Around… |
Sequence 180Welcome to the Children's Mural This portion of the exhibit was created from over 800 pieces of work submitted by 35… |
Sequence 23nature, this sense of mystery, must accompany the study of nature when, having learned of these wonders, this child goes out… |
Sequence 50Cleveland, Sydney, or Paris. After all, Marx (1818-1883) was a German Jewish classicist whose doctoral thesis was on the… |
Sequence 5In 1950, Mario Montessori wrote about the celebration of his mother's eightieth birthday: "UNESCO gave a… |
Sequence 6about the work of the UN by mirroring its activities and cul- tivating important life skills such as negotiation and con-… |
Sequence 7raphy is the study of the relationships between people (with varying demographic qualities) and places (endowed with specific… |
Sequence 12meta-cognitive f111e11cy of travel along the cen ter axis, which intensifies with intellectual move- ment from present to… |
Sequence 2intense, self-motivated work arising out ofoptimal engagement), not of the individual alone, but a collective maximum effort… |
Sequence 16Cleveland Cleveland \.V cstern Reserve Case Wcstem Botanical Garden Museum of Hist.orical Society Reserve Natural Hi.… |
Sequence 17• Is all knowledge historical knowledge? • What makes history significant? What role do famous people play in determining… |
Sequence 8munity. Her pride was enormous and she hated being singled out as needing extra help. Often I would spend half our time… |
Sequence 2A MONTESSORI APPROACH TO AUTISM by K. Michelle Lane Miclte//e Lane founded n school tltat serves c!tildren so severely… |
Sequence 8The importance is to go from the study key to reality outside the school walls using the discipline as the structure of the… |
Sequence 1UNIFYING THE PLANES OF DEVELOPMENT: A TRAINER' s PERSPECTIVE by Greg MacDonald In this article, Greg MacDonald… |
Sequence 11working together to create a seamless process of interaction with transitioning children. It is with these ideas in mind that… |
Sequence 2We are asked to make conscious and dear all that is small and infinite, linear and turning, the music and the dance, and the… |
Sequence 9needs. And it's a behavior that all rodents share. Can anyone think of any other rodents?" The children listed… |
Sequence 7Peace Stories in A111ericnn History covers North America, mainly the United States. The stories begin long before Columbus set… |
Sequence 2produce can be used commercially this brings in the fundamental mechanism of society, that of production and exchange, on… |
Sequence 14biology, geography. Evolution did not happen apart from the dynam- ics of the earth. Biological time is geological time. The… |
Sequence 7assistance in developing a funding submission and, with the help of other international colleagues, a proposal was developed… |
Sequence 16Because of their nomadic way of life, the Saa mi do not have permanent houses. They use easy-to-move tents, which are… |
Sequence 23to a Bhutanese-Tibetan teacher named Lhamo Pemba, who had re- ceived her AMI Primary Diploma in London years earlier. Lhamo… |
Sequence 4to go home and defend her borders, she left behind a rich reposi- tory of artistic, political, and architectural artifacts.… |
Sequence 8142 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 we can help the child see how each contributes an essential part in the… |
Sequence 2192 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 fear of taking children outside—a concern for the wildness of nature (… |
Sequence 2220 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 process, and the space must be designed to retain its lush quality.… |
Sequence 4282 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 vision of the integrated indoor/outdoor experience. We must re-examine… |
Sequence 4282 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 vision of the integrated indoor/outdoor experience. We must re-examine… |
Sequence 10118 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Each culture is represented by a horizontal line at • the appropriate… |
Sequence 383 Wessels • Resilient Communities: An Ecological Perspective of our single cells multiplied itself into more than 30… |
Sequence 1Grace and courteSy acroSS the PlaneS of develoPment by Pat Ludick Pat Ludick’s commentary on grace and courtesy is… |
Sequence 292 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 day in Seattle and a few more to travel west to the Olympic Rain- forest… |
Sequence 395 Abbott • Battling for the Soul of Education of numerous decisions taken in times past by policymakers as they reacted to… |
Sequence 365 Norris • Biodiversity and Peace Box 1. The Children’s Eternal Rainforest: The Heart of Conservation in Costa Rica Per… |
Sequence 22174 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 floods of the early 1990s the best resources are available online… |
Sequence 51337 Luborsky • The Role of the Occupational Therapist Listen: this might be using an mp-3 player, playing • a drum or a… |
Sequence 25379 Murphy-Ryan • The Role of the Physician Vanderbilt Scales for rating ADHD are available • free of charge at http://www.… |
Sequence 1765 Doerr, Good, and Waski • The Water Molecule “cookie cutter,” and performances in the music course are created and… |
Sequence 27Optimal Developmental Outcomes page 44 references The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH:… |
Sequence 1Montessori and Assessment: Some Issues of Assessment and Curriculum Reform introduction This study investigates the impact… |
Sequence 4AMI Journal 2017 - 2018 page 115 references Bronowski, Jacob. The Ascent of Man. Boston: Little, Brown, 1973. Fuller, R.… |
Sequence 54AMI Journal 2017 - 2018 page 115 references Bronowski, Jacob. The Ascent of Man. Boston: Little, Brown, 1973. Fuller, R.… |
Sequence 117Montessori and Assessment: Some Issues of Assessment and Curriculum Reform introduction This study investigates the impact… |
Sequence 125Optimal Developmental Outcomes page 44 references The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH:… |
Sequence 55AMI Journal 2017 - 2018 page 115 references Bronowski, Jacob. The Ascent of Man. Boston: Little, Brown, 1973. Fuller, R.… |
Sequence 118Montessori and Assessment: Some Issues of Assessment and Curriculum Reform introduction This study investigates the impact… |
Sequence 126Optimal Developmental Outcomes page 44 references The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH:… |