By Robert J. Lang

Each venture within the ebook can fairly stream! Origami in motion provides 39 activities origami versions which are as lively as they're beautiful. each one undertaking is entire with transparent step by step diagrams, directions, and a photo of the completed version. integrated are such conventional favorites because the cootie catcher and the waterbomb, in addition to a few smooth novelties--a strumming guitar participant and a toothy Tyrannosaurus Rex. different tasks comprise: --Flapping Butterfly
--Blow-up Bunny
--Barking Wolf
--Talking Dragon
--Wagging-Tail Doggie
--Boardsailor
--Swimming Manatee
--Indian Paddling a Canoe

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Extra resources for Origami in Action : Paper Toys That Fly, Flap, Gobble, and Inflate

Sample text

The results of studies by Goldstein and Glick (1987) have shown consistently positive effects for adolescents’ skill in learning and practising new pro-social behaviours through role-plays involving positive solutions to a variety of relationship conflicts. Using grant funds from the Marian Chace Foundation of the American Dance Therapy Association, I completed an evaluation of this programme (Koshland and Whittaker 2004). Aim This study evaluated the effectiveness of a 12-week dance movement therapy-based violence prevention programme designed to teach skills for PEACE through Dance Movement Therapy 47 building self-control and decreasing aggressive incidents and disruptive behaviours at an elementary school in an urban setting in the Southwest US.

A key element of the ‘Ways of Seeing’ programme, which has played a significant role in this case study, is analysing how the child’s nonverbal movement style reveals information about how the child regulates herself on an emotional and physiological level. This interplay between emotional and physical/sensory regulation can significantly influence how the child experiences and expresses herself, and how she behaves in the surroundings – which, in turn, influences how she forms relationships with others.

Such observations as reported by teachers, that they saw a reduction in fighting and disruptive behaviours in their students, corresponds to findings from work by Goldstein and Glick (1987) of positive effects for adolescents’ skills in learning and practising positive solutions to relationship conflicts, as well as decreasing aggressive incidents behaviour before they turn into violent behaviour (Goldstein 1999b). Results from the pre-, middle and post-programme classroom observations showed a significant decrease in negative behaviours listed in behaviour incident report Form B.

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