|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 2; games 1-25 of 45
|1. Vocaturo vs N Ronchetti
|| ||½-½||52||2005||Reggio Emilia 2005/06||B33 Sicilian|
|2. G Franchini vs Landa
||0-1||28||2005||Reggio Emilia 2005/06||B40 Sicilian|
|3. M Cebalo vs N Fercec
|| ||½-½||21||2005||Reggio Emilia 2005/06||D00 Queen's Pawn Game|
|4. O Zimina vs P Piscopo
|| ||0-1||35||2005||Reggio Emilia 2005/06||B40 Sicilian|
|5. D Yevseev vs Kotronias
|| ||½-½||34||2005||Reggio Emilia 2005/06||E92 King's Indian|
|6. Landa vs N Fercec
||1-0||29||2005||Reggio Emilia 2005/06||D06 Queen's Gambit Declined|
|7. Kotronias vs M Cebalo
||1-0||66||2005||Reggio Emilia 2005/06||B78 Sicilian, Dragon, Yugoslav Attack, 10.castle long|
|8. P Piscopo vs D Yevseev
|| ||½-½||31||2005||Reggio Emilia 2005/06||B25 Sicilian, Closed|
|9. N Ronchetti vs O Zimina
|| ||0-1||40||2005||Reggio Emilia 2005/06||B14 Caro-Kann, Panov-Botvinnik Attack|
|10. G Franchini vs Vocaturo
|| ||0-1||41||2005||Reggio Emilia 2005/06||B22 Sicilian, Alapin|
|11. M Cebalo vs P Piscopo
|| ||1-0||41||2005||Reggio Emilia 2005/06||A45 Queen's Pawn Game|
|12. N Fercec vs Kotronias
|| ||½-½||51||2005||Reggio Emilia 2005/06||B67 Sicilian, Richter-Rauzer Attack, 7...a6 Defense, 8...Bd7|
|13. D Yevseev vs N Ronchetti
|| ||1-0||27||2005||Reggio Emilia 2005/06||A15 English|
|14. O Zimina vs G Franchini
|| ||1-0||55||2005||Reggio Emilia 2005/06||C10 French|
|15. Vocaturo vs Landa
|| ||0-1||43||2005||Reggio Emilia 2005/06||C67 Ruy Lopez|
|16. Landa vs Kotronias
|| ||½-½||13||2006||Reggio Emilia 2005/06||C48 Four Knights|
|17. P Piscopo vs N Fercec
|| ||½-½||14||2006||Reggio Emilia 2005/06||B23 Sicilian, Closed|
|18. N Ronchetti vs M Cebalo
|| ||½-½||29||2006||Reggio Emilia 2005/06||B76 Sicilian, Dragon, Yugoslav Attack|
|19. G Franchini vs D Yevseev
|| ||0-1||40||2006||Reggio Emilia 2005/06||B50 Sicilian|
|20. Vocaturo vs O Zimina
|| ||1-0||70||2006||Reggio Emilia 2005/06||B10 Caro-Kann|
|21. Kotronias vs P Piscopo
|| ||0-1||40||2006||Reggio Emilia 2005/06||B33 Sicilian|
|22. N Fercec vs N Ronchetti
|| ||½-½||41||2006||Reggio Emilia 2005/06||B33 Sicilian|
|23. M Cebalo vs G Franchini
|| ||1-0||32||2006||Reggio Emilia 2005/06||A45 Queen's Pawn Game|
|24. O Zimina vs Landa
|| ||½-½||18||2006||Reggio Emilia 2005/06||B33 Sicilian|
|25. D Yevseev vs Vocaturo
|| ||1-0||32||2006||Reggio Emilia 2005/06||A21 English|
| page 1 of 2; games 1-25 of 45
|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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