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Sequence 31Figure 14. David Kahn, John Wyatt, Kathleen Allen. Alexandria was a center for embalming. Bodies were brought in from all… |
Sequence 2native peoples, and his leadership helped his state to become a leader in the struggle for American values, for peace,… |
Sequence 9systems that exist in the world today. "The basic structures for our behavior are innate. The specific details of how… |
Sequence 1MONTESSORI AND THE BUILDING OF PEACE by Andre Roberfroid Andre Robe1froid explores the roots of peace-building through Montes… |
Sequence 2say that we have lived in peace and we have had a Lot of conflict. Peace is the capacity to face the conflicts, overcome the… |
Sequence 1GRASSROOTS DEVELOPMENT: MONTESSORI EDUCATION AND PEACE by Lynne Lawrence and Megan Tyne Lynne Lawrence and Mega,1 Tyne… |
Sequence 3Montessori School. Together we ran four full lnternational courses. Then the political situation changed and many of those… |
Sequence 7assistance in developing a funding submission and, with the help of other international colleagues, a proposal was developed… |
Sequence 13REFERENCES By-laws of the Association Montessori lnternalio,rnle. Am- sterdam: AMI. AMI Strategic P/a,1 2008-2012. Amsterdam… |
Sequence 1ELEMENTARY KEY LESSONS CULTIVATING INTERNATIONALISM AND PEACE by Annabeth Jensen A1111abet/1 Jensen points out that the very… |
Sequence 14A Story of Morlem-Dny No111nds: The Mb11ti In the northeastern corner of a Central African country called the Democratic… |
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 8and there are 192 countries that are members of the United Nations (UN). But that's not the end of the issue. There are… |
Sequence 11substituting the view that the world is the collective home to all of us, pointing to similarities, and recognizing the global… |
Sequence 18participation in actions meant to bring social justice to people in the classroom, in the community, all over the world. We… |
Sequence 1MONTESSORI INTERNATIONALISM AND PEACE by Susan Mayclin Stephenson Over the past decade, S11sa11 Stephenson !,as been an… |
Sequence 23to a Bhutanese-Tibetan teacher named Lhamo Pemba, who had re- ceived her AMI Primary Diploma in London years earlier. Lhamo… |
Sequence 25Again, thank you for coming to see us. At our Donor Party Friday night, one of our parents brought up the project in Bhutan.… |
Sequence 1FROM PEACEMAKER TO PEACEBUILDER by Judith Cunningham Judith C1111ningha111 introduces the Montessori Model United Nations (… |
Sequence 1MONTESSORI ELEMENTARY EDUCATION: PATHWAYS TO GLOBAL UNDERSTANDING by Phyllis Pettish-Lewis Phyllis Pottish-Lewis has… |
Sequence 530 Part One - Toward the Children's /louse: The Formation Years wages of their male colleagues - and intellectually,… |
Sequence 1STORY AND SELF-CONSTRUCTION by Elise Huneke-Stone Elise Hu11eke-Stone's definition of story and its f111Zctions arises… |
Sequence 2Here'smyhouse,analmost-hundred-year-oldbungalowinPortland, Oregon. I don't live in my house in Portland right now.… |
Sequence 3in. I started a quest to better understand storytelling, particularly the storytelling that we do about ourselves. My heart-… |
Sequence 4husband Dave would stuff with cheese and herbs and then saute as a late summer appetizer. And for a third thing, one year we… |
Sequence 8One of the things that I hope the zumpkin story did for us was to establish me as a narrator with some likable qualities. In… |
Sequence 16the later attachment to the words we use for those actions. "Never give more to the mind than you do to the hand,… |
Sequence 28And here's another zumpkin. There's a similar understand- ing of the importance of words to process emotion at work… |
Sequence 30These items sell better. According to Chris Speed4, principle researcher at Totem, the organization running some of these&… |
Sequence 2BECOMING AN ADULT: p ATHWAYS TO MATURITY by Mihaly Csikszentmihalyi Dr. Csiksze11t111i1Iayli begins with Mo11tessori's… |
Sequence 3mammals tend to rely on genetic instructions for how to behave or what to do. But for humans, we have to learn how to become… |
Sequence 10child as the agent of change. In The Discovery of the Child (67), Montes- sori writes of a British family who lived in India… |
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 8286 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 affinity for growing things. Nature must continue to be a constant in… |
Sequence 8286 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 affinity for growing things. Nature must continue to be a constant in… |
Sequence 1656 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 In the elementary years, as children learn about world history and… |
Sequence 16176 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 the classroom into the real world and examining how individuals shape… |
Sequence 1Feature joYful engagemenT: monTessori’s common core sTandard by Sarah Werner Andrews Linking joy and engagement together,… |
Sequence 1Children Who Make artiCulation errors: a Guide’s resourCe for developinG speeCh sounds in a Montessori environMent by Pam… |
Sequence 1Grace and courteSy acroSS the PlaneS of develoPment by Pat Ludick Pat Ludick’s commentary on grace and courtesy is… |
Sequence 1Grace and courteSy and Beyond by Pat Schaefer Taking up the cause of grace and courtesy across the planes of education, Pat… |
Sequence 1Grace and courteSy and Beyond by Pat Schaefer Taking up the cause of grace and courtesy across the planes of education, Pat… |
Sequence 1livinG Grace and courteSy in the Primary by Polli Soholt Polli Soholt looks at grace and courtesy from the 3-6 classroom… |
Sequence 1nurturinG the reSPectful community throuGh Practical life by Joen Bettmann Joen Bettmann’s depiction of practical life… |
Sequence 1Grace and courteSy in the elementary community by Elise Huneke-Stone Don’t be fooled by Elise Huneke-Stone’s disarming… |
Sequence 1hiStory and civility by Larry Schaefer Larry Schaefer’s history of civility is a succinct summary of the implicit and… |
Sequence 1Grace and courteSy: emPowerinG children, liBeratinG adultS by Ginni Sackett Ginni Sackett delves into the many implications… |
Sequence 1ParentS aS PartnerS: creatinG a culture of reSPect and collaBoration with ParentS by Sarah Werner Andrews Parents as… |
Sequence 2130 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 A fellow Montessori teacher once said that if there were ever a job… |
Sequence 33 Lawrence • The Revelation of the Universal Child of their place in the universe, of the sheer scale and diver- sity and… |
Sequence 1The soCial RelevanCe of monTessoRi in The fiRsT plane by Sarah Werner Andrews This article represents an amazing reversal of… |
Sequence 2656 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 is a cultural and social exploration of engaging with a constantly… |
Sequence 66 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 month old means sitting and reading a story to the end, or thumbing… |
Sequence 1The scienTisT in The clAssrooM: The MonTessori TeAcher As scienTisT by Ginni Sackett Ginni Sackett shares insights ignited… |
Sequence 1The scienTisT in The cAsA: The child As scienTisT in The MAking by Ginni Sackett If a parent were to ask what science and… |
Sequence 1globAl science And sociAl sysTeMs: The essenTiAls oF MonTessori educATion And peAce FrAMeworks From Childhood to Adolescence… |
Sequence 1biodiversiTy And peAce: where Technology And MonTessori coMe TogeTher in The children’s eTernAl rAinForesT, cosTA ricA by… |
Sequence 1how The MonTessori upper eleMenTAry And AdolescenT environMenT nATurAlly inTegrATes science, MATheMATics, Technology, And… |
Sequence 1Technology, TogeTherness, And AdolescenTs: creATing A MeAningFul AdolescenT leArning coMMuniTy in The digiTAl Age by Ben… |
Sequence 1Technology And The prepAred environMenT For The Third-plAne child by Cynthia Castiglione Cynthia Castiglione presents Near… |
Sequence 1nAvigATing The world oF Technology wiTh kids in The hoMe, in The school by Bill Rupp Bill Rupp offers practical wisdom from… |
Sequence 446 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 MOLLY. Did reading that chapter inspire you to develop the post-diploma… |
Sequence 951 O’Shaughnessy and Patell • Interview on the History of Observation MOLLY. It does not mean just let them go on their way… |
Sequence 24300 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 3. I had not attempted to conduct a scientific, quantitative study.… |
Sequence 49335 Luborsky • The Role of the Occupational Therapist Bal-A-Vis-X Bal-A-Vis-X, or BAVX, stands for Balance, Auditory, Vision… |
Sequence 51337 Luborsky • The Role of the Occupational Therapist Listen: this might be using an mp-3 player, playing • a drum or a… |
Sequence 5The Casa dei Bambini: Paths to Culture page 104 or history, dependent upon a higher order of mental ability? A friend of… |
Sequence 1The Power of Montessori’s Positive Psychology in an Expanding Universe This talk was presented at the NAMTA conference titled… |
Sequence 46AMI Journal 2017 - 2018 page 123 The Power of Montessori’s Positive Psychology in an Expanding Universe This talk was… |
Sequence 65The Casa dei Bambini: Paths to Culture page 104 or history, dependent upon a higher order of mental ability? A friend of… |
Sequence 47AMI Journal 2017 - 2018 page 123 The Power of Montessori’s Positive Psychology in an Expanding Universe This talk was… |
Sequence 66The Casa dei Bambini: Paths to Culture page 104 or history, dependent upon a higher order of mental ability? A friend of… |
Sequence 47 Chawla and White • Place-Based Education and Citizen Science outdoor education, forest kindergartens, schoolyard greening,… |
Sequence 1MAriA MoNTessori’s CosMiC sTories AND CoNTeMPorAry sCieNCe Gerard Leonard is an AMI trainer. He currently trains elementary… |
Sequence 271 Christian • The Anthropocene: Threshold 8 Reprinted from Origin Story: A Big History of Everything. London: Allen Lane/… |
Sequence 372 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 gunship, with its seventeen cannons and its ability to sail fast in… |
Sequence 473 Christian • The Anthropocene: Threshold 8 twenty nations signed the General Agreement on Trade and Tariffs (GATT), which… |
Sequence 1JOEN BETTMANN _________________________________________________________________________ Joen Bettmann was a highly regarded… |
Sequence 6A first task is lo lead children to recognize explicitly certain basic patterns in a (·on<-rt't r society,… |
Sequence 2Belgium, the States, France and Italy. I would like to add what I have seen myself directly, or indirectly through past pupils… |
Sequence 4with a bright green altar cloth and adorned with Christmas holly. Some of the older children carry the artistically good… |
Sequence 9that both parents must work. They cannot survive in the economic world without two incomes or welfare. They don't make… |
Sequence 4One of the discoveries that you will make is that there will be only a few rhymes that apply to the prehistory time line, but… |
Sequence 2The Congres5 met in The Royal Tropical Institute, one of the most remarkable and extensive buildings in Amsterdam, reflecting… |
Sequence 88 Montessori as the only ingredient for making human beings. then be prepared for a terrible disillusionment. I've seen… |
Sequence 1Towards AMI Summer Training in America by David Kahn With the reorganization of AMI in America, and the expansion of its… |
Sequence 1Mario M. Montessori Is Dead Chronicle of a Ceremony by Camillo Grazzini Mr. Grazzini's sensitive portrayal of the… |
Sequence 238 presentation of certain themes and that they made prolonged use of detenninate elements of the materials. When this… |
Sequence 1338 presentation of certain themes and that they made prolonged use of detenninate elements of the materials. When this… |
Sequence 728 I find that the triangle theme can translate rather easily into math, language, and the cultural subjects of geography,… |
Sequence 168170 Deitchmann, Robert & Newmanm Isadore. (1976). The use of parent input in program evaluation: one parameter in… |
Sequence 1COMMITMENT TO PEACE by Renilde Montessori Reni/de Montessori's presentation integrates her personal, international… |
Sequence 3II I The usefulness of Montessori training outside of the classroom was impressive in several ways. Ln my adjunct career as… |
Sequence 4!I I children and trying to see what is universal in their revelations to us and what still requires more thought and study… |
Sequence 3Bambino, was formed to develop materials and to continue the study of the develop- ment of the religious potential in children… |
Sequence 1Individual Parent-Teacher Conferences by anc} Hildick Ms. Hi/dicks article is straightforward and sensible. delineating the… |
Sequence 6house; it belongs to a friend of children.” Tt was signed with the communist emblem: the hammer and sickle. In country… |
Sequence 460 SELECCIONES DEL READER'S DIGEST emblema comunista de la hoz y el martillo. En un pais tras otro, la guerra cerr6… |
Sequence 105ONE WORLD, ONE DRUM by Tom Sipes My first teaching assignment was in a Catholic seminary in East Africa, in the town of… |
Sequence 118Dwye1·: Well, yes of course it does relate to being able to decode; some call that reading, although it is only a small part… |