|Reggio Emilia 2005/06|
1 2 3 4 5 6 7 8 9 10
1 Landa, Konstantin * = = 1 1 1 = = 1 1 7.0
2 Yevseev, Denis = * = 1 = = = = 1 1 6.0
3 Cebalo, Miso = = * = = 1 0 1 = 1 5.5
4 Vocaturo, Daniele 0 0 = * = = 1 1 = 1 5.0
5 Fercec, Nenad 0 = = = * = = = = 1 4.5
6 Piscopo, Pierluigi 0 = 0 = = * 1 1 = = 4.5
7 Kotronias, Vasilios = = 1 0 = 0 * = 0 1 4.0
8 Zimina, Olga = = 0 0 = 0 = * 1 1 4.0
9 Ronchetti, Niccolo 0 0 = = = = 1 0 * = 3.5
10 Franchini, Gabriele 0 0 0 0 0 = 0 0 = * 1.0
| page 1 of 1; 23 games
|1. D Yevseev vs Kotronias
|| ||½-½||34||2005||Reggio Emilia 2005/06||E92 King's Indian|
|2. M Cebalo vs N Fercec
|| ||½-½||21||2005||Reggio Emilia 2005/06||D00 Queen's Pawn Game|
|3. Vocaturo vs N Ronchetti
|| ||½-½||52||2005||Reggio Emilia 2005/06||B33 Sicilian|
|4. P Piscopo vs D Yevseev
|| ||½-½||31||2005||Reggio Emilia 2005/06||B25 Sicilian, Closed|
|5. N Fercec vs Kotronias
|| ||½-½||51||2005||Reggio Emilia 2005/06||B67 Sicilian, Richter-Rauzer Attack, 7...a6 Defense, 8...Bd7|
|6. Landa vs Kotronias
|| ||½-½||13||2006||Reggio Emilia 2005/06||C48 Four Knights|
|7. P Piscopo vs N Fercec
|| ||½-½||14||2006||Reggio Emilia 2005/06||B23 Sicilian, Closed|
|8. N Ronchetti vs M Cebalo
|| ||½-½||29||2006||Reggio Emilia 2005/06||B76 Sicilian, Dragon, Yugoslav Attack|
|9. O Zimina vs Landa
|| ||½-½||18||2006||Reggio Emilia 2005/06||B33 Sicilian|
|10. N Fercec vs N Ronchetti
|| ||½-½||41||2006||Reggio Emilia 2005/06||B33 Sicilian|
|11. O Zimina vs D Yevseev
|| ||½-½||26||2006||Reggio Emilia 2005/06||B18 Caro-Kann, Classical|
|12. Vocaturo vs M Cebalo
|| ||½-½||28||2006||Reggio Emilia 2005/06||B76 Sicilian, Dragon, Yugoslav Attack|
|13. D Yevseev vs Landa
|| ||½-½||17||2006||Reggio Emilia 2005/06||E10 Queen's Pawn Game|
|14. N Fercec vs Vocaturo
|| ||½-½||31||2006||Reggio Emilia 2005/06||B76 Sicilian, Dragon, Yugoslav Attack|
|15. P Piscopo vs N Ronchetti
|| ||½-½||19||2006||Reggio Emilia 2005/06||B30 Sicilian|
|16. G Franchini vs P Piscopo
|| ||½-½||70||2006||Reggio Emilia 2005/06||A43 Old Benoni|
|17. O Zimina vs N Fercec
|| ||½-½||73||2006||Reggio Emilia 2005/06||B51 Sicilian, Canal-Sokolsky (Rossolimo) Attack|
|18. D Yevseev vs M Cebalo
|| ||½-½||55||2006||Reggio Emilia 2005/06||A70 Benoni, Classical with 7.Nf3|
|19. M Cebalo vs Landa
|| ||½-½||10||2006||Reggio Emilia 2005/06||D31 Queen's Gambit Declined|
|20. N Fercec vs D Yevseev
|| ||½-½||16||2006||Reggio Emilia 2005/06||B18 Caro-Kann, Classical|
|21. Kotronias vs O Zimina
|| ||½-½||15||2006||Reggio Emilia 2005/06||B18 Caro-Kann, Classical|
|22. P Piscopo vs Vocaturo
|| ||½-½||13||2006||Reggio Emilia 2005/06||B30 Sicilian|
|23. N Ronchetti vs G Franchini
|| ||½-½||11||2006||Reggio Emilia 2005/06||C96 Ruy Lopez, Closed|
| page 1 of 1; 23 games
|Jan-10-06|| ||chesswonders: The only Reggio Emilia I can recollect is the one where Vishy stood first ahead of Kasparov and Karpov!|
|Jan-28-06|| ||BishopBerkeley: For those involved in the education of young people, the "Reggio Emilia Approach" to pre-school education (named for the city) may be familiar:|
"Reggio Emilia's approach to early education reflects a theoretical kinship with Dewey, Piaget, Vygotsky, and Bruner, among others. Much of what occurs in the class reflects a constructivist approach to early education. Yet, Reggio Emilia's approach challenges some American conceptions of teacher competence and developmentally appropriate practice. For example, teachers in Reggio Emilia assert the importance of being confused as a contributor to learning; thus a major teaching strategy is to purposefully allow for mistakes to happen, or to begin a project with no clear sense of where it might end. Another characteristic that is counter to the beliefs of many American educators is the importance of the child's ability to negotiate in the peer group, which renders teacher intervention in children's minimal conflicts unnecessary. One of the most challenging aspects of the Reggio Emilia approach is the solicitation of multiple points of view regarding children's needs, interests, and abilities, and the concurrent faith in parents, teachers, and children to contribute in meaningful ways to the determination of school experiences. Teachers trust themselves to respond appropriately to children's ideas and interests, they trust children to be interested in things worth knowing about, and they trust parents to be informed and productive members of a cooperative educational team. The result is an atmosphere of community and collaboration that is developmentally appropriate for adults and children alike...."
(: ♗ Bishop Berkeley ♗ :)
P.S. I hope that being confused is a contributor to learning! If it is, I may be a far greater scholar than I think :)
|Jan-28-06|| ||PhilFeeley: Too many short draws here. Who are these people?|
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