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Displaying results 1501 - 1600 of 2006
Sequence 73MONTESSORI AND CHILDREN WITH AUTISM SPECTRUM DISORDERS by Monica Sullivan-Smith Monicn S11llivan-S111itlz describes an… |
Sequence 103accepted their differences in their weak areas. Their concept of them- selves as a learner and a person remained intact.… |
Sequence 199Montessori referred to children who possessed habits of deep concentration (i.e., those who had repeated flow experiences) as… |
Sequence 218Lakoff, G., & M. Johnson. P/11/()sol'hY i11 //,c I Jes!,. Nrw York: B,1sic8ooks, 1999. Leder, D. The A/1~1•111… |
Sequence 219Experience." Applied Develop111e11ta/ Science 5 (2001): 158- 171. Rathunde, K. "Family Context and Talented… |
Sequence 220Wl•rner, 11. Co1111111rati1•1• P~ychofogy of Mc11tnl Dct>t'lopmmt. \.ew Yori-.: lnternation,ll Uni\er~itie._ Pre._… |
Sequence 237Discovery Montessori Is Expand- ing and is Accepting Resumes for Nido and InfantComrnunity Our school opened in 2006 and we… |
Sequence 238of the best -;mall communitie.., in Amerirn. With threecolleges,amedi- cc1l commu111ty ..,er, ing NW Geor- gia, Rome isa… |
Sequence 21artificially designed), but more expansive than, the Casadei Ba111bi11i of the earlier period. It meets Montessori's two… |
Sequence 36Ps1co-AruTMtr1cA AND Ps1co-GEOMETRiA by Benedetto Scoppola Tlie introduction of the psycho-disciplines tlirougli Professor… |
Sequence 91cycle. This is so vitally important because this experience is the most direct way for a child to access the laws of nature,… |
Sequence 219erism at a grand scale and new forms of freedom possible, industrial- ization also caused new inequalities and poverty, and… |
Sequence 260· Origin of the city; comparison of Mesopotamian (anxiously walled in) and Egyptian (calm, ceremonial) cities; · Alexandria,… |
Sequence 9WHY IT Is IMPORTANT TO KNOW THE CHILD by Silvana Quattrocchi Montanaro Citi11g the words of Marin Montessori, Dr. Montanaro… |
Sequence 11Maria Montessori spoke of education as giving an "aid to life" but, in order to achieve this, adult… |
Sequence 15CHILDREN'S EDUCATION AND THE FUTURE OF HUMANITY by Silvana Quattrocchi Montanaro This final chapter of Dr. Mo11tanaro… |
Sequence 21THE MONTESSORI INFANT AND THE WHOLE DEVELOPMENTAL CONTINUUM by Judi Orion Ms. Orion explicates the concept of the spiritual… |
Sequence 38the brain are called engrams. These are the representations of experience, be it visual, auditory, gustatory, olfac-… |
Sequence 40is this phenomenon that teachers often describe as the "light bulb" turning on: The brain lights up like a… |
Sequence 47Montessori, Maria. The Formation of Mn11. 1949. Madras, India: Kalakshetra, 1986. Montessori, Maria. Unpublished lectures. Dr… |
Sequence 57the cause of humanity-to bring human society to a unity wherein each contributes to the harmonious existence of all.… |
Sequence 60REFERENCES Montessori, Maria. "The Four Planes of Education." From lectures given in Edinburgh, 1938, and… |
Sequence 81There are some recently discovered neurons up in the frontal lobe-you may have heard of them-called mirror neurons, that are… |
Sequence 85NORMALIZATION UNDER THREE by Judi Orion Montessori speaks of normalization as ti,e single 111ost important aspect of the… |
Sequence 132Lynn and I were attending the AMI International Congress in Amsterdam in 1979 when Dr. Silvana Montanaro first described Dr.… |
Sequence 149CHILD DEVELOPMENT STUDIES by Mary Reinhardt Ms. Reinhardt presents a practical article on upper ele111entary "appren… |
Sequence 155MOTHER AS THE FIRST PREPARED ENVIRONMENT by Susan Tracy S11sa11 Tracy's deep research about the prenatal, periHntnl,… |
Sequence 78Howlin, Patricia. CJ,i/dre11 wit!, A11tis111 and Asperger Syn- dro11,e: A C11ide for Practitioners and Carers. New York:… |
Sequence 182Hannaford, C. S111nrl Moves: Why Leaming ls Not All i11 Your Head. Arlington, VA: Great Ocean Publishers, 1995. Hart, R.… |
Sequence 103• Figure 1. Two charts illustrating spiritual territory. The first chart, the one on the left, depicts" all sorts of… |
Sequence 108Therefore, this idea of language as being something that divides as well as something that unites is very important and very… |
Sequence 121Montessori, Maria. Unpublished lecture. International Montessori Conference. Amsterdam. 1950. Montessori, Mario M. The… |
Sequence 157to how parts of it worked or didn't work. This approach was very successful because we could tweak it as we went along.… |
Sequence 172studying Alexander's symptoms think he may have had malaria or even West Nile virus. Figure 14 represents some of the… |
Sequence 245Books Celebrntio11 of the U11folding of the Cosmos. San Francisco: Harper, 1992. Darwin, Charles. The Formation of Vegetable… |
Sequence 246Atkins, Peter W. The Periodic Ki11gdo111. New York: Basic Books, 1995. Ball, Philip. The l11gredie11ts: A Guided Tour of the… |
Sequence 248BOOKS FOR CHILDREN Earthworms Kalman, Bobbie. The Life Cycle of n11 Enrl/1wor111. New York: Crabtree, 2004. Simon, Seymour… |
Sequence 70MONTESSORI MARKETING: STORIES AND STRATEGIES by Mark Berger Mark Berger urges schools to "levernge the voices… |
Sequence 13human function of language is reflected in the book of Genesis. In the first pages we read: When the Lord God had formed out… |
Sequence 20Montessori, Maria. Tile For111ntio11 of Mn11. 1955. Oxford: Clio, 1989. Montessori, Maria. Unpublished lectures. Dr. Maria… |
Sequence 39REFERENCES Arensburg, Baruch, & Anne-Marie Tillier. "Speech and the Neanderthals." Endeavour 15.1 (… |
Sequence 120MONTESSORI MATHEMATICS: A N EUROSCIENTIFIC PERSPECTIVE by Benedetto Scoppola Benedetto Scoppoln joi11s t/1e Montessori world… |
Sequence 128• • • • • • ► ___ ....... .,. ... • • • • • • Figure 7. Even and odd numbers, from Aristotle's Metaphysics. In all… |
Sequence 212,------- l Figure 26. Two similar hexagons containing similar triangles. bigger hexagon is the original triangle that we… |
Sequence 217Claude decided to earn an advanced degree in engineering at the University of Rome. The winds of war were blowing on the… |
Sequence 240Claude Claremont utilized his classroom as more than just an environment for the instruction of pupils. He utilized his… |
Sequence 243Older students can be challenged to estimate the surface area of their bodies in square inches. This number can then be… |
Sequence 21ated this side of our mission when she es- tablished Educateurs sans Fronticres to offer support and inspiration to the… |
Sequence 22Montessori School. Together we ran four full lnternational courses. Then the political situation changed and many of those… |
Sequence 24Montessori principles and practices unfold and the children blos- som in the same way as we see all over the world. From this… |
Sequence 108Mary, with her brother and father, searched for, col- lected, and sold "curies" (short for "… |
Sequence 109society, Mary's scientific work was at the highest level. In recognition of her work, despite a deep male bias, she was… |
Sequence 125CONCLUSION Fundamental to the Montessori approach to learning are the three respects-respect for self, respect for others (… |
Sequence 128MONTESSORI INTERNATIONALISM AND PEACE by Susan Mayclin Stephenson Over the past decade, S11sa11 Stephenson !,as been an… |
Sequence 150to a Bhutanese-Tibetan teacher named Lhamo Pemba, who had re- ceived her AMI Primary Diploma in London years earlier. Lhamo… |
Sequence 103I once asked some students, "What is the function of a brick? What does it do? What is its job?" Some said… |
Sequence 104This teaches another of the engineer's secrets. There are dif- ferent kinds of forces. Compression is one of them. But… |
Sequence 105still survive, and in many modern buildings imitating them. It is a perfect semicircle, and is called the Roman, or Norman,… |
Sequence 150very logical, but when put into practice are not so" (Unpublished 1944 lectures 7). Her pragmatism was particularly… |
Sequence 232INITIATION TO THE KNOWLEDGE THAT Is THE PRIDE OF OUR CIVILIZATION by Donald C. Goertz Don Goertz's nccount of his… |
Sequence 233Of the many cultures of humankind, of the plenitude of history's eras and their mass of pivotal artifacts, we reasoned… |
Sequence 234to go home and defend her borders, she left behind a rich reposi- tory of artistic, political, and architectural artifacts.… |
Sequence 236periods of Roman history, namely: Etruscan Kings, Republic, and Empire. The first two seminars are taken up with visualizing… |
Sequence 238With the picture of Rome's history cradled in our cerebella, we move on to an overview of the orders of architecture,… |
Sequence 239Clearly ancient Rome, far beyond any other place, epitomized the classical world, but within Rome's walls there is also… |
Sequence 240Intellectual Preparation: The Sites With our overview of the history complete and a temporal framework securely in place, we… |
Sequence 241of Roman Civilization is first on the list because it contains a visual, archaeological record of Rome's evolution laid… |
Sequence 243Numerous additional sites, artifacts, ruins, remains, and rubble line the sidewalks, lie just around the bend, or wait across… |
Sequence 244Romans, and if we are, how? Or, how are we the same? This will be our topic for discussion one night. Our work will also at… |
Sequence 245Quintessentially integral to the Montessori experience is a prepared environment. We cannot change and reorder the… |
Sequence 247form several tragedies in a single day long tour de force. In order to ensure that all the invited nobles and their retinues… |
Sequence 249dome, what, we ask aloud, would have made a like contribution in launching the Renaissance, and where would we be in our… |
Sequence 251Constantine, who, despite killing his brother and later his wife, the Empress Fausta (at the behest of his mother, St. Helena… |
Sequence 252man civilization: the love of parents for their children, education, women, and slavery, which the students examine through… |
Sequence 253and was a skill needed only by the slaves who did the accounting and kept the books. Aristocratic families also gave their… |
Sequence 254environment of Ancient Rome into which we are about to embark. We have instead prepared an intellectual environment to which… |
Sequence 256It is necessary that the human personality should be pre- pared for the unforeseen, not only for the conditions that can be… |
Sequence 257Growth in our adolescent program is strong, and as it continues, we expect that within the next year or two, we will have to… |
Sequence 260last eight days of the trip. For some, this can be a very difficult task; for all, it is a learning experience. Tn the… |
Sequence 261There are times when the tiredness at day's end feels over- whelming. But there is no number for calling in sick and no… |
Sequence 268hand were two 50 Euro bills, the equivalent of about $145, which he quietly handed her. I turned away so he would not see that… |
Sequence 13XLV of the various [talian editions. The passages were sometimes retranslated because the original translation in English did… |
Sequence 173 Chapter I From Childhood to Youth 1.1 Before// Metodo de/la Pedagogia Scientijica "The time in which woman was… |
Sequence 184 Par/ One - Toward 1he Children's House: The Formalion Years distant origins: and if the course of the present… |
Sequence 21From Childhood to Youth 7 most and she constantly supported her. In her own family, Renilde had admired the scholarly,… |
Sequence 24I O Part One - Toll'ard the Children's /-louse: The Formation Years managed to move him so much that the good friar… |
Sequence 27From Childhood to Yowh 13 and cultural hurdles, it also marked the beginning of her entrance to the medical-scientific… |
Sequence 2814 Parr One - Toward 1he Children's House: The Forma1io11 Years 13 The years 1877-1900 saw eleven women admitted to… |
Sequence 31Science and Socie~1•: Phrenasthenic Children l7 an aspect which would also characterize her speech in the London congress of… |
Sequence 3218 Part One - To1rnrd the Children's House: The Formation Years psychiatrist Augustin Morel had first written about and… |
Sequence 3420 Part One - Toward the Children's House: The Formation Years pedagogical methods tailored to their needs and through… |
Sequence 3622 Part One - Toward the Children's House: The Formation Years and the suitable education methods for each case. The… |
Sequence 39Science and Society: Phrenasthenic Children 25 ' Jean M. G. ltard ( 1775-1838) !,rraduated in medicine and decided to… |
Sequence 41Science and Society: The Woman Question 27 How to deal with claims of woman's inferiority? By abandoning the reasons of… |
Sequence 4228 Part One - Toll'ard the Children ·s !louse: The Forma1io11 Years social and cultural sensibility, that is a coming… |
Sequence 43Science and Society: The Woman Q11es1io11 29 effective action that everywhere honored women's industriousness and left… |
Sequence 4430 Part One - Toward the Children's /louse: The Formation Years wages of their male colleagues - and intellectually,… |
Sequence 47Science and Socie~)': The Woman Queslion 33 lll.4 "Women everywhe,·e, arise!" Montessori 's… |
Sequence 4834 Part One - To1rnrd the Children's I louse: The Formation Years of the pro-vote committee, and she - along with other… |
Sequence 5036 Part One - Toward the Children ·s House: The Formation Years alcoholism. cnvironmcn1al conditions and race. The… |