future 8 billion peoples want to value2020 top alumni group Fazle Abed- search your top WRJ if not found rsvp chris.macrae@yahoo.co.uk who are top job creating economists by practice - health -refugee sports green hong kong..where are top tour guides around billionaire 1 2 around poverty,,, we the peoples ...
If many people are meeting each other for the first time- including a new class at school - we recommend spending the first 3 minutes: ask people to stand up in groups of three- each person spends 60 seconds on the greatest life changing moment in her life to data and what she did differently because of it. Q&A- 1) why's this smart way spending 3 minutes introducing people? 2) how to action debrief everyone? 3) what other tools exist for innovating simultaneous communications among masses of people? 4) Does our species future generation depend on experiencing such culturally simple and trustworthy ways to spend time communicating? Lets consider 4 firstALUMNI OF WORLDCLASSBRANDS: In 1980 we started a True Media debate at The Economist "Year of Brand" on why human sustainability would depend on intangibles valuation and globalisation designing greatest brand leaders aligned to goals of sustaining generations -evidence had been collected with MIT's first database software of society's needs in 50 nations and thousands of markets
as our 2025 Report (first translated 1984) showed the transition from pure knowledge www to commerce would be crucial- all the dismal errors that had been made with mass media tv might have one last chance of correction-we invite you to check out how well did the world's biggest new market makers eg bezos and ma understand this tipping point - twitter version of 2025 report related ref-download 10 minute audio invitation to make 2020s most loving decade ever from family foundation Norman Macrae- The Economist's Unacknowledged Giant
Breaking news- 2 most valuable higher education searches- 1) what are www youth ambassadors for sdgs? what is AI for valuetrue market purpose?how'd you like to search WRJ blog by value chains eg vc1 money vc2 AI & human tech vc3 health vc4 arts and communities happy stuff including olympics vc5 girls safety vc6 education for livelihoods vc7 food as nutrition security & diversity vc8 infrastructure for win-win trade maps vc9 true media
breaking the last empire : americans need to vote now are they separate and superior speciesn OR are they like the rest of the 8 billion of us? new summer 2019 : drucker ::::60 years ago dad, norman macrae, started the first of 100 conversations on AI (Artificial Intelligence), He had just surveyed how Japan was rising (lifting potentially Asians everywhere out of colonial era poverty) round brilliant engineers (bullet trains, container superports , microelectronics, the most reliable engines in the world) - from tokyo he brought back a pocket calculator- what would schools and the world be like if everyone had one of these?

Within a few years the world was debating if tech helps man reach the moon is there any mission impossible on earth.
5G 2020s (4 3 2) 1 G 1970s
And Gordon Moore of Intel had just written a paper promising that microelectronic engineers would improve tech 100 fold every G decade to 2020s -that's a trillion fold more powerful microchips in 2030 than man raced to the moon with. So who's knowledge should teachers and everyone linkin to now if millennials are to be the first sustainability generations and THE UN 17 sdgs are to be celebrated as possible wherever the next girl is born. We welcome your nominations: here are a few examples back from the future of 2030 followed by an approximate chronological order. If in doubt as to whether we know your favorite WRJC please search this blog and mail us chris.macrae@yahoo.co.uk if we have left someone out

Saturday, October 6, 2018

maria montessori

countries worked in include italy india us netherlands uk -- spain/germany but destroyed by fascism
bio from monte australia

Maria Montessori was born on the 31st August 1870 in the town of Chiaravalle, Italy. Her father, Alessandro, was an accountant in the civil service, and her mother, Renilde Stoppani, was well educated and had a passion for reading.
The Montessori family moved to Rome in 1875 and the following year Maria was enrolled in the local state school. Breaking conventional barriers from the beginning of her education, Maria initially had aspirations to become an engineer. 
When Maria graduated secondary school, she became determined to enter medical school and become a doctor. Despite her parents’ encouragement to enter teaching, Maria wanted to study the male dominated field of medicine. After initially being refused, with the endorsement of Pope Leo XIII, Maria was eventually given entry to the University of Rome in 1890, becoming one of the first women in medical school in Italy. Despite facing many obstacles due to her gender, Maria qualified as a doctor in July 1896.
Soon after her medical career began, Maria became involved in the Women’s Rights movement. She became known for her high levels of competency in treating patients, but also for the respect she showed to patients from all social classes. In 1897, Maria joined a research programme at the psychiatric clinic of the University of Rome, as a volunteer. This work initiated a deep interest in the needs of children with learning disabilities. In particular, the work of two early 19th century Frenchmen, Jean-Marc Itard, who had made his name working with the ‘wild boy of Aveyron’, and Edouard S├ęguin, his student. Maria was appointed as co-director of a new institution called the Orthophrenic School.  In 1898 Maria gave birth to Mario, following her relationship with Giusseppe Montesano, her codirector at the school.
At the age of twenty-eight Maria began advocating her controversial theory that the lack of support for mentally and developmentally disabled children was the cause of their delinquency. The notion of social reform became a strong theme throughout Maria's life, whether it was for gender roles, or advocacy for children. 
In 1901 Maria began her own studies of educational philosophy and anthropology, lecturing and teaching students. From 1904-1908 she was a lecturer at the Pedagogic School of the University of Rome.  This period saw a rapid development of Rome, but the speculative nature of the market led to bankruptcies and ghetto districts.  One such area was San Lorenzo, where its children were left to run amok at home as their parents worked. In an attempt to provide the children with activities during the day to fend of the destruction of property, Maria was offered the opportunity to introduce her materials and practice to 'normal' children.  There, in 1907, she opened the first Casa dei Bambini (Children's House) bringing some of the educational materials she had developed at the Orthophrenic School.  
Maria put many different activities and other materials into the children’s environment but kept only those that engaged them. What she came to realise was that children who were placed in an environment where activities were designed to support their natural development had the power to educate themselves. By 1909 Maria gave her first training course in her new approach to around 100 students. Her notes from this period provided the material for her first book published that same year in Italy, appearing in translation in the United States in 1912 as The Montessori Method, and later translated into 20 languages. 
A period of great expansion in the Montessori approach now followed. Montessori societies, training programmes and schools sprang to life all over the world, and a period of travel with public speaking and lecturing occupied Maria, much of it in America, but also in the UK and throughout Europe. 
Maria lived in Spain from 1917, and was joined by Mario and his wife Helen Christy, where they raised their 4 children Mario Jr, Rolando, Marilena and Renilde. In 1929, mother and son established the Association Montessori Internationale (AMI) to perpetuate her work.
The rise of fascism in Europe substantially impacted the progress of the Montessori movement. By 1933 the Nazis had closed of all the Montessori schools in Germany, with Mussolini doing the same in Italy.  Fleeing the Spanish civil war in 1936, Maria and Mario travelled to England, then to the Netherlands where they stayed with the family of Ada Pierson, who would later become Mario's second wife.  A three month lecture tour of India in 1939 turned to a seven year stay when the outbreak of war had Mario interned and Maria put under house arrest, detained as Italian citizens by the British government. In India, Maria began the development of her approach to support the 6-12 child through 'Cosmic Education'.  Her 70th birthday request to free Mario was granted and together they trained over a thousand Indian teachers.
In 1946 they returned to the Netherlands and the following year she addressed UNESCO on the theme ‘Education and Peace’. Maria was nominationed for the Nobel Peace Prize in three consecutive years: 1949, 1950 and 1951. Her last public engagement was the 9th International Montessori Congress in London in 1951. Maria Montessori passed away at age 81 on 6th May1952 in the Netherlands, bequeathing the legacy of her work to her son Mario. 

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