Podcasts about Battista

Classic red sauce Italian food goes right back to the mobster days of Las Vegas — and we've got a long list of old school Italian-American restaurants that thrive in the halo of nostalgia. But the recent closure of Battista's Hole in the Wall got us wondering: How well do they hold up with the new wave of chef-driven, ingredient-forward Italian cuisine taking over our fine dining scene? Co-hosts Sarah Lohman and Dayvid Figler chat with food critic John Curtas to discuss the best and the worst of Las Vegas' Italian food scene. Mentioned in this episode: Capo's Restaurant and Speakeasy Piero's Italian Cuisine  Battista's Hole in the Wall (temporarily closed) Chicago Joe's Italian American Club The Bootlegger Italian Bistro Casa Di Amore Ferraro's Ristorante Nora's Italian Cuisine Monzú Italian Oven + Bar Vetri Cucina Matteo's Ristorante Italiano Brezza Basilico Esther's Kitchen Azzurra Cucina Roma Deli Mother Wolf Learn more about the sponsors of this June 12th episode: Slater's 50/50 - From Friday, June 13 through Father's Day Sunday, every dad who dines in gets a FREE bottle of our signature Bacon Salt to take home Southern Nevada Water Authority Want to get in touch? Follow us @CityCastVegas on Instagram, or email us at lasvegas@citycast.fm. You can also call or text us at 702-514-0719. For more Las Vegas news, make sure to sign up for our morning newsletter, Hey Las Vegas. Looking to advertise on City Cast Las Vegas? Check out our options for podcast and newsletter ads at citycast.fm/advertise. Learn more about your ad choices. Visit megaphone.fm/adchoices

Want more MTM Vegas? Check out our Patreon for access to our exclusive weekly aftershow! patreon.com/mtmvegas Episode Description This week a bill passed that paves the way for the most exclusive spaces in Las Vegas to be opened to the public. Previously private gaming salons were reserved for whales, but casinos will now be able to change the rules to open them up to more gamblers. What will happen once the peons are allowed in? In other news a new Vegas robot may soon be selling you tickets! We also discuss: the luckiest casinos in the US, Caesars suites in the 1970s vs today, another Vegas freeway project beginning, Bellagio's Summer Conservatory, Battista's literal hole in the wall, Carversteak's yummy looking new burger and how Las Vegas imagery changes so quickly. Episode Guide 0:00 1991 Vegas Strip icons 1:04 The luckiest casino in the US? 2:38 Another Vegas robot - Tickets? 3:23 Odds getting worse for electronic table games? 5:34 Another 3 year Vegas freeway project begins! 7:05 Bellagio's Summer Conservatory display is here 8:20 Battista's Hole in the Wall suddenly closes for renovations 9:50 Caesars suite 1970s vs today 10:58 Carversteak's new steak & egg burger looks delicious 12:10 Private gaming salons are now open to all! 13:15 Robots & outtakes! Each week tens of thousands of people tune into our MtM Vegas news shows at http://www.YouTube.com/milestomemories. We do two news shows weekly on YouTube with this being the audio version. Never miss out on the latest happenings in and around Las Vegas! Enjoying the podcast? Please consider leaving us a positive review on your favorite podcast platform! You can also connect with us anytime at podcast@milestomemories.com.  You can subscribe on Apple Podcasts, Google Podcasts, Spotify or by searching "MtM Vegas" or "Miles to Memories" in your favorite podcast app. Don't forget to check out our travel/miles/points podcast as well!

Ieri, mentre nella Striscia di Gaza si continuava a morire sotto i raid israeliani, l'amministrazione Trump ha esercitato per la quinta volta il veto al Consiglio di Sicurezza delle Nazioni Unite, bloccando una risoluzione per il cessate il fuoco immediato e incondizionato. È il primo veto dopo il suo ritorno alla Casa Bianca. Quattordici Paesi hanno votato a favore, gli Stati Uniti hanno detto no, ancora una volta. Così i massacri continuano. A Gaza, nelle stesse ore, venivano bombardati due ospedali: l'Al-Ma'amadani e il Battista. All'Al-Ahli, già colpito otto volte, un drone israeliano ha ucciso almeno quattro persone, tra cui tre giornalisti palestinesi. Altri sei civili, compresa un'intera famiglia, sono stati uccisi a Khan Younis. L'Unicef, sotto assedio, ha evacuato bambini ustionati e feriti, per poi vederli nuovamente sotto attacco persino all'interno degli ospedali. L'ambasciatore pakistano all'Onu ha definito il veto americano "un via libera all'annientamento". L'ambasciatore algerino ha parlato di "macchia morale sulla coscienza mondiale". Ma Washington, come sempre, blinda Israele e trasforma il Consiglio di Sicurezza in una scenografia inutile. L'Italia, mentre gli Stati Uniti legittimano questi crimini con il proprio veto, resta agganciata a Trump per servilismo atlantico. Ma la politica estera non può essere un atto di fedeltà cieca. Se il governo italiano ha ancora un minimo di autonomia politica e morale, è ora che trovi il coraggio di smarcarsi. Perché chi tace di fronte a questi massacri diventa complice. E il sangue di Gaza sporca anche le mani di chi resta fermo. #LaSveglia per La NotiziaDiventa un supporter di questo podcast: https://www.spreaker.com/podcast/la-sveglia-di-giulio-cavalli--3269492/support.

Fr Mark De Battista traces through St John's gospel to bring together St John's full understanding of the power of Pentecost with Pentecost liturgically representing “super abundant perfection being poured out”.

Saints du jour 2025-05-31 Visitation de la Vierge Marie et Sainte Battista Varano by Radio Maria France

On Today's Menu:

Fr Mark De Battista says loving Christ is demonstrated by keeping his word, even when it is difficult, as his word serves as a rule of life guiding believers toward holiness. Our efforts to uphold Christ's word in its entirety—without watering it down or cutting corners—serve as the authentic sign of our love for Him and the path to holiness

Salone del Libro - Torino (15/05/25)

Dan Battista, CEO and Partner at Factor4, takes us on an journey through the rapidly evolving gift card landscape. With genuine passion and deep industry knowledge, Dan reveals how Factor4 has grown from just 3 employees to 22 staff serving over 21,000 merchants in just a decade.The conversation illuminates Factor4's remarkable approach to customer service – answering emails within 10 minutes and phones within two rings – which has become their true competitive advantage. Unlike competitors owned by large payment processors, Factor4 focuses exclusively on gift and loyalty solutions, allowing them to devote 100% of their investment and attention to perfecting these offerings.Dan walks us through the transformation of gift cards during the pandemic era – from traditional plastic cards to essential digital solutions delivered via email and SMS. What was once a "nice-to-have" became a critical business necessity, pushing Factor4 to develop comprehensive omnichannel capabilities that seamlessly connect online and in-store experiences.Particularly compelling is Dan's insight into loyalty programs as customer relationship management tools. When pandemic restrictions hit, merchants suddenly realized they had no way to communicate with their regular customers about changing hours, outdoor dining, or reopening plans. Factor4's customized loyalty solutions filled this gap, helping businesses build valuable customer databases while driving repeat business.The conversation also explores Factor4's innovative approach to technology, including their development of iOS and Android apps that enable gift card transactions without additional hardware – simply using a smartphone camera to read barcodes. This adaptability has allowed them to integrate with over 50 different POS systems and expand internationally across ten countries.

Picture perfect Mothers Day Special with Patti Battista and Amy Bradoc!

durée : 00:59:37 - Who is Who ? - par : Nathalie Piolé -

Ve speciálním vysílání Radiožurnálu sledujeme sobotní pohřeb papeže Františka. „Obřad je to velmi důstojný a krásný,“ říká Petr Kubín, profesor a církevní historik. „Na pohřbu je zastoupený celý svět, vidíme lidi všech barev pleti i státníky mnoha zemí.“ Pohřeb zároveň nepopisuje jako smutný. „Je to pohřeb papeže, který pro nás představoval a představuje lidskou tvář církve. To je pro církev důležité,“ dodává.Všechny díly podcastu Speciál Radiožurnálu můžete pohodlně poslouchat v mobilní aplikaci mujRozhlas pro Android a iOS nebo na webu mujRozhlas.cz.

Fr Mark De Battista says Jesus demonstrates extraordinary mercy and compassion. Christ heals our wounds of doubt and disbelief by inviting us to encounter his own wounds first, showing that true spiritual healing comes through connection with the Risen Lord.

«Questa è la nazione che non ascolta la voce del Signore, suo Dio, né accetta la correzione. La fedeltà è sparita, è stata bandita dalla loro bocca». Con queste parole Geremia rimprovera il suo popolo, un ammonimento che risuona di straordinaria attualità. È lo stesso rimprovero che Gesù rivolge ai suoi avversari, sordi alla verità, dopo l’assurda accusa: «È per mezzo di Beelzebùl, capo dei demoni, che egli scaccia i demoni». Un’accusa blasfema e opposta a ciò che sta realmente accadendo, ovvero la missione redentrice e salvifica del Messia: «È giunto a voi il regno di Dio». Questo significa lanciare la sfida a un potere terreno che si illude di identificarsi con quello divino. Ma i nemici del Signore rifiutano di comprendere che, quando arriva uno più forte, non solo scaccia i demoni, ma strappa via le armi nelle quali essi confidavano e annienta il loro falso potere. Dice il Signore: «Ecco, faccio una cosa nuova; proprio ora germoglia; non ve ne accorgete?». Molti credenti dei primi secoli hanno dato la vita per affermare che anche l’imperatore è sottomesso a un potere infinitamente più grande del suo. Non accorgersi del Signore, non accettarlo, è il peccato che si ripete con incredibile ostinazione nella storia: significa non vedere e non ascoltare ciò che il Battista proclamava: «Ecco l’Agnello di Dio, colui che toglie il peccato del mondo!». È anche la tentazione di pensare che il male stia trionfando. Ma Gesù, vero Signore della storia, ci illumina: «Chi non è con me è contro di me, e chi non raccoglie con me, disperde». La dispersione, il male e ogni ingiustizia non vengono da Dio, ma dal maligno, che come gramigna invade il campo. Ecco allora la via del ritorno e della conversione: «Or dunque - parola del Signore - ritornate a me con tutto il cuore, con digiuni, con pianti e lamenti». Laceriamo il cuore, non le vesti, e torniamo al Signore con sincerità. Celebriamo con fervore la santa Quaresima e incamminiamoci fiduciosi verso la Pasqua. Dio al primo posto.

Chi È Pierluigi Battista: Vita Privata Del Giornalista!Chi è Pierluigi Battista? Una vita tra giornalismo, lutti personali, malattia e libri scomodi. Ecco di che persona si tratta!#breakingnews #ultimenotizie #notiziedelgiorno #notizie #cronaca #famiglia #figli #giornalisti #manifesto #pensione #pierluigibattista #quanto #soldi #stipendio #tv #ventotene #vitaprivata

Parish renewal is transforming communities! Lindsay Sant speaks with Fr. Mark de Battista about how Divine Renovation and Alpha are revitalizing St. Patrick's Parish. Hear the challenges, breakthroughs, and the power of true discipleship! The post A Parish on the Move appeared first on StarQuest Media.

This podcast episode explores the intersection of AI and healthcare, focusing on drug development, repurposing, and access to medical treatments. Mika Newton speaks with Bob Battista about the challenges of sharing pharmaceutical data, regulatory barriers, and how AI could enhance clinical decision-making. They discuss real-world data, patient knowledge, and the role of technology in optimizing treatment pathways. The conversation also touches on privacy laws, governance, and the potential for AI to empower patients with better access to medical insights. Viewers will gain a deeper understanding of how innovation and policy changes could improve healthcare outcomes.

Dal Vangelo secondo MatteoIn quel tempo, Gesù, giunto nella regione di Cesarèa di Filippo, domandò ai suoi discepoli: «La gente, chi dice che sia il Figlio dell'uomo?». Risposero: «Alcuni dicono Giovanni il Battista, altri Elìa, altri Geremìa o qualcuno dei profeti».Disse loro: «Ma voi, chi dite che io sia?». Rispose Simon Pietro: «Tu sei il Cristo, il Figlio del Dio vivente».E Gesù gli disse: «Beato sei tu, Simone, figlio di Giona, perché né carne né sangue te lo hanno rivelato, ma il Padre mio che è nei cieli. E io a te dico: tu sei Pietro e su questa pietra edificherò la mia Chiesa e le potenze degli inferi non prevarranno su di essa. A te darò le chiavi del regno dei cieli: tutto ciò che legherai sulla terra sarà legato nei cieli, e tutto ciò che scioglierai sulla terra sarà sciolto nei cieli».

In quel tempo, Gesù, giunto nella regione di Cesarèa di Filippo, domandò ai suoi discepoli: «La gente, chi dice che sia il Figlio dell'uomo?». Risposero: «Alcuni dicono Giovanni il Battista, altri Elìa, altri Geremìa o qualcuno dei profeti». Disse loro: «Ma voi, chi dite che io sia?». Rispose Simon Pietro: «Tu sei il Cristo, il Figlio del Dio vivente». E Gesù gli disse: «Beato sei tu, Simone, figlio di Giona, perché né carne né sangue te lo hanno rivelato, ma il Padre mio che è nei cieli. E io a te dico: tu sei Pietro e su questa pietra edificherò la mia Chiesa e le potenze degli inferi non prevarranno su di essa. A te darò le chiavi del regno dei cieli: tutto ciò che legherai sulla terra sarà legato nei cieli, e tutto ciò che scioglierai sulla terra sarà sciolto nei cieli».

- Premere il tasto PLAY per ascoltare la catechesi del giorno -+ Dal Vangelo secondo Matteo +In quel tempo, Gesù, giunto nella regione di Cesarèa di Filippo, domandò ai suoi discepoli: «La gente, chi dice che sia il Figlio dell'uomo?». Risposero: «Alcuni dicono Giovanni il Battista, altri Elìa, altri Geremìa o qualcuno dei profeti».Disse loro: «Ma voi, chi dite che io sia?». Rispose Simon Pietro: «Tu sei il Cristo, il Figlio del Dio vivente».E Gesù gli disse: «Beato sei tu, Simone, figlio di Giona, perché né carne né sangue te lo hanno rivelato, ma il Padre mio che è nei cieli. E io a te dico: tu sei Pietro e su questa pietra edificherò la mia Chiesa e le potenze degli inferi non prevarranno su di essa. A te darò le chiavi del regno dei cieli: tutto ciò che legherai sulla terra sarà legato nei cieli, e tutto ciò che scioglierai sulla terra sarà sciolto nei cieli».Parola del Signore.

In quel tempo, Gesù partì con i suoi discepoli verso i villaggi intorno a Cesarèa di Filippo, e per la strada interrogava i suoi discepoli dicendo: «La gente, chi dice che io sia?». Ed essi gli risposero: «Giovanni il Battista; altri dicono Elìa e altri uno dei profeti». Ed egli domandava loro: «Ma voi, chi dite che io sia?». Pietro gli rispose: «Tu sei il Cristo». E ordinò loro severamente di non parlare di lui ad alcuno. E cominciò a insegnare loro che il Figlio dell'uomo doveva soffrire molto ed essere rifiutato dagli anziani, dai capi dei sacerdoti e dagli scribi, venire ucciso e, dopo tre giorni, risorgere. Faceva questo discorso apertamente. Pietro lo prese in disparte e si mise a rimproverarlo. Ma egli, voltatosi e guardando i suoi discepoli, rimproverò Pietro e disse: «Va' dietro a me, Satana! Perché tu non pensi secondo Dio, ma secondo gli uomini». Convocata la folla insieme ai suoi discepoli, disse loro: «Se qualcuno vuol venire dietro a me, rinneghi se stesso, prenda la sua croce e mi segua. Perché chi vuole salvare la propria vita, la perderà; ma chi perderà la propria vita per causa mia e del Vangelo, la salverà».

Dal Vangelo secondo MarcoIn quel tempo, Gesù partì con i suoi discepoli verso i villaggi intorno a Cesarèa di Filippo, e per la strada interrogava i suoi discepoli dicendo: «La gente, chi dice che io sia?». Ed essi gli risposero: «Giovanni il Battista; altri dicono Elìa e altri uno dei profeti».Ed egli domandava loro: «Ma voi, chi dite che io sia?». Pietro gli rispose: «Tu sei il Cristo». E ordinò loro severamente di non parlare di lui ad alcuno.E cominciò a insegnare loro che il Figlio dell'uomo doveva soffrire molto ed essere rifiutato dagli anziani, dai capi dei sacerdoti e dagli scribi, venire ucciso e, dopo tre giorni, risorgere.Faceva questo discorso apertamente. Pietro lo prese in disparte e si mise a rimproverarlo. Ma egli, voltatosi e guardando i suoi discepoli, rimproverò Pietro e disse: «Va' dietro a me, Satana! Perché tu non pensi secondo Dio, ma secondo gli uomini».

- Premere il tasto PLAY per ascoltare la catechesi del giorno -+ Dal Vangelo secondo Marco +In quel tempo, il re Erode sentì parlare di Gesù, perché il suo nome era diventato famoso. Si diceva: «Giovanni il Battista è risorto dai morti e per questo ha il potere di fare prodigi». Altri invece dicevano: «È Elìa». Altri ancora dicevano: «È un profeta, come uno dei profeti». Ma Erode, al sentirne parlare, diceva: «Quel Giovanni che io ho fatto decapitare, è risorto!».Proprio Erode, infatti, aveva mandato ad arrestare Giovanni e lo aveva messo in prigione a causa di Erodìade, moglie di suo fratello Filippo, perché l'aveva sposata. Giovanni infatti diceva a Erode: «Non ti è lecito tenere con te la moglie di tuo fratello». Per questo Erodìade lo odiava e voleva farlo uccidere, ma non poteva, perché Erode temeva Giovanni, sapendolo uomo giusto e santo, e vigilava su di lui; nell'ascoltarlo restava molto perplesso, tuttavia lo ascoltava volentieri.Venne però il giorno propizio, quando Erode, per il suo compleanno, fece un banchetto per i più alti funzionari della sua corte, gli ufficiali dell'esercito e i notabili della Galilea. Entrata la figlia della stessa Erodìade, danzò e piacque a Erode e ai commensali. Allora il re disse alla fanciulla: «Chiedimi quello che vuoi e io te lo darò». E le giurò più volte: «Qualsiasi cosa mi chiederai, te la darò, fosse anche la metà del mio regno». Ella uscì e disse alla madre: «Che cosa devo chiedere?». Quella rispose: «La testa di Giovanni il Battista». E subito, entrata di corsa dal re, fece la richiesta, dicendo: «Voglio che tu mi dia adesso, su un vassoio, la testa di Giovanni il Battista». Il re, fattosi molto triste, a motivo del giuramento e dei commensali non volle opporle un rifiuto.E subito il re mandò una guardia e ordinò che gli fosse portata la testa di Giovanni. La guardia andò, lo decapitò in prigione e ne portò la testa su un vassoio, la diede alla fanciulla e la fanciulla la diede a sua madre. I discepoli di Giovanni, saputo il fatto, vennero, ne presero il cadavere e lo posero in un sepolcro.Parola del Signore.

Fr Mark De Battista says that although Jesus, as the Son of God, was above the law, he chose to submit to it to fulfill and bring it to completion. By doing so, he opened the path to salvation for all and demonstrated humility and obedience as an example for his followers

Fr Mark De Battista says the Epiphany shows God manifests His Son through Scripture, Church teachings, prayer, and the well-formed conscience, enabling us to recognize Christ in our lives. The three wise men, guided by their natural interest in stars, were led by God to a supernatural understanding of faith as they sought the infant king

Have you ever wondered how a real estate company can make a meaningful difference in the fight against breast cancer? In this episode, I sit down with Liz Battista, the driving force behind Houlihan Lawrence's annual Stronger Together campaign, to find out.    Liz shares the incredible history of Houlihan Lawrence's commitment to supporting breast cancer research and awareness, which spans over three decades. She also reveals how her personal journey as a breast cancer survivor inspired her to take the reins of this powerful initiative.   Discover the creative ways Houlihan Lawrence's 32 offices come together to engage their communities and raise funds for this vital cause. From Oktoberfest parties to car shows, there's no shortage of passion and innovation when it comes to making a difference. Tune in to learn how one company's dedication is helping to bring us closer to a future without breast cancer.   Get full show notes, transcript, and more information here: https://harrietlibovhomes.com/53

ROUNDING UP: SEASON 3 | EPISODE 8 As a field, mathematics education has come a long way over the past few years in describing the ways students come to understand number, quantity, place value, and even fractions. But when it comes to geometry, particularly concepts involving shape, it's often less clear how student thinking develops. Today, we're talking with Dr. Rebecca Ambrose about ways we can help our students build a meaningful understanding of geometry. BIOGRAPHIES Rebecca Ambrose researches how children solve mathematics problems and works with teachers to apply what she has learned about the informal strategies children employ to differentiate and improve instruction in math. She is currently a professor at the University of California, Davis in the School of Education. RESOURCES Geometry Resources Curated by Dr. Ambrose Seeing What Others Cannot See Opening the Mind's Eye  TRANSCRIPT Mike Wallus: As a field, mathematics education has come a long way over the past few years in describing the ways that students come to understand number, place value, and even fractions. But when it comes to geometry, especially concepts involving shape, it's often less clear how student thinking develops. Today, we're talking with Dr. Rebecca Ambrose about ways we can help our students build a meaningful understanding of geometry.  Well, welcome to the podcast, Rebecca. Thank you so much for joining us today. Rebecca Ambrose: It's nice to be here. I appreciate the invitation. Mike: So, I'd like to start by asking: What led you to focus your work on the ways that students build a meaningful understanding of geometry, particularly shape? Rebecca: So, I taught middle school math for 10 years. And the first seven years were in coed classrooms. And I was always struck by especially the girls who were actually very successful in math, but they would tell me, “I like you, Ms. Ambrose, but I don't like math. I'm not going to continue to pursue it.” And I found that troubling, and I also found it troubling that they were not as involved in class discussion. And I went for three years and taught at an all-girls school so I could see what difference it made. And we did have more student voice in those classrooms, but I still had some very successful students who told me the same thing. So, I was really concerned that we were doing something wrong and that led me to graduate school with a focus on gender issues in math education. And I had the blessing of studying with Elizabeth Fennema, who was really the pioneer in studying gender issues in math education. And as I started studying with her, I learned that the one area that females tended to underperform males on aptitude tests—not achievement tests, but aptitude tests—was in the area of spatial reasoning. And you'll remember those are the tests, or items that you may have had where you have one view of a shape and then you have a choice of four other views, and you have to choose the one that is the same shape from a different view. And those particular tasks we see consistent gender differences on. I became convinced it was because we didn't give kids enough opportunity to engage in that kind of activity at school. You either had some strengths there or not, and because of the play activity of boys, that may be why some of them are more successful at that than others.  And then the other thing that informed that was when I was teaching middle school, and I did do a few spatial activities, kids would emerge with talents that I was unaware of. So, I remember in particular this [student,] Stacy, who was an eighth-grader who was kind of a good worker and was able to learn along with the rest of the class, but she didn't stand out as particularly interested or gifted in mathematics. And yet, when we started doing these spatial tasks, and I pulled out my spatial puzzles, she was all over it. And she was doing things much more quickly than I could. And I said, “Stacy, wow.” She said, “Oh, I love this stuff, and I do it at home.” And she wasn't the kind of kid to ever draw attention to herself, but when I saw, “Oh, this is a side of Stacy that I didn't know about, and it is very pertinent to mathematics. And she needs to know what doorways could be open to her that would employ these skills that she has and also to help her shine in front of her classmates.” So, that made me really curious about what we could do to provide kids with more opportunities like that little piece that I gave her and her classmates back in the day. So, that's what led me to look at geometry thinking. And the more that I have had my opportunities to dabble with teachers and kids, people have a real appetite for it. There are always a couple of people who go, “Ooh.” But many more who are just so eager to do something in addition to number that we can call mathematics. Mike: You know, I'm thinking about our conversation before we set up and started to record the formal podcast today. And during that conversation you asked me a question that involved kites, and I'm wondering if you might ask that question again for our listeners. Rebecca: I'm going to invite you to do a mental challenge. And the way you think about it might be quite revealing to how you engage in both geometric and spatial reasoning. So, I invite you to picture in your mind's eye a kite and then to describe to me what you're seeing. Mike: So, I see two equilateral triangles that are joined at their bases—although as I say the word “bases,” I realize that could also lead to some follow-up questions. And then I see one wooden line that bisects those two triangles from top to bottom and another wooden line that bisects them along what I would call their bases. Rebecca: OK, I'm trying to imagine with you. So, you have two equilateral triangles that—a different way of saying it might be they share a side? Mike: They do share a side. Yes. Rebecca: OK. And then tell me again about these wooden parts. Mike: So, when I think about the kite, I imagine that there is a point at the top of the kite and a point at the bottom of the kite. And there's a wooden piece that runs from the point at the top down to the point at the bottom. And it cuts right through the middle. So, essentially, if you were thinking about the two triangles forming something that looked like a diamond, there would be a line that cut right from the top to the bottom point. Rebecca: OK. Mike: And then, likewise, there would be another wooden piece running from the point on one side to the point on the other side. So essentially, the triangles would be cut in half, but then there would also be a piece of wood that would essentially separate each triangle from the other along the two sides that they shared. Rebecca: OK. One thing that I noticed was you used a lot of mathematical ideas, and we don't always see that in children. And I hope that the listeners engaged in that activity themselves and maybe even stopped for a moment to sort of picture it before they started trying to process what you said so that they would just kind of play with this challenge of taking what you're seeing in your mind's eye and trying to articulate in words what that looks like. And that's a whole mathematical task in and of itself. And the way that you engaged in it was from a fairly high level of mathematics.  And so, one of the things that I hope that task sort of illustrates is how a.) geometry involves these images that we have. And that we are often having to develop that concept image, this way of imagining it in our visual domain, in our brain. And almost everybody has it. And some people call it “the mind's eye.” Three percent of the population apparently don't have it—but the fact that 97 percent do suggests for teachers that they can depend on almost every child being able to at least close their eyes and picture that kite. I was strategic in choosing the kite rather than asking you to picture a rectangle or a hexagon or something like that because the kite is a mathematical idea that some mathematicians talk about, but it's also this real-world thing that we have some experiences with.  And so, one of the things that that particular exercise does is highlight how we have these prototypes, these single images that we associate with particular words. And that's our starting point for instruction with children, for helping them to build up their mathematical ideas about these shapes. Having a mental image and then describing the mental image is where we put language to these math ideas. And the prototypes can be very helpful, but sometimes, especially for young children, when they believe that a triangle is an equilateral triangle that's sitting on, you know, the horizontal—one side is basically its base, the word that you used—they've got that mental picture. But that is not associated with any other triangles. So, if something looks more or less like that prototype, they'll say, “Yeah, that's a triangle.” But when we start showing them some things that are very different from that, but that mathematicians would call triangles, they're not always successful at recognizing those as triangles. And then if we also show them something that has curved sides or a jagged side but has that nice 60-degree angle on the top, they'll say, “Oh yeah, that's close enough to my prototype that we'll call that a triangle.”  So, part of what we are doing when we are engaging kids in these conversations is helping them to attend to the precision that mathematicians always use. And that's one of our standards. And as I've done more work with talking to kids about these geometric shapes, I realize it's about helping them to be very clear about when they are referring to something, what it is they're referring to. So, I listen very carefully to, “Are they saying ‘this' and ‘that' and pointing to something?” That communicates their idea, but it would be more precise as like, I have to ask you to repeat what you were telling me so that I knew exactly what you were talking about. And in this domain, where we don't have access to a picture to point to, we have to be more precise. And that's part of this geometric learning that we're trying to advance. Mike: So, this is bringing a lot of questions for me. The first one that I want to unpack is, you talked about the idea that when we're accessing the mind's eye, there's potentially a prototype of a shape that we see in our mind's eye. Tell me more about what you mean when you say “a prototype.” Rebecca: The way that that word is used more generally, as often when people are designing something, they build a prototype. So, it's sort of the iconic image that goes with a particular idea. Mike: You're making me think about when I was teaching kindergarten and first grade, we had colored pattern blocks that we use quite often. And often when we talked about triangles, what the students would describe or what I believed was the prototype in their mind's eye really matched up with that. So, they saw the green equilateral triangle. And when we said trapezoid, it looked like the red trapezoid, right? And so, what you're making me think about is the extent to which having a prototype is useful, but if you only have one prototype, it might also be limiting. Rebecca: Exactly. And when we're talking to a 3- or a 4-year-old, and we're pointing to something and saying, “That's a triangle,” they don't know what aspect of it makes it a triangle. So, does it have to be green? Does it have to be that particular size? So, we'll both understand each other when we're talking about that pattern block. But when we're looking at something that's much different, they may not know what aspect of it is making me call it a triangle” And they may experience a lot of dissonance if I'm telling them that—I'm trying to think of a non-equilateral triangle that we might all, “Oh, well, let's”—and I'm thinking of 3-D shapes, like an ice cream cone. Well, that's got a triangular-ish shape, but it's not a triangle. But if we can imagine that sort of is isosceles triangle with two long sides and a shorter side, if I start calling that a triangle or if I show a child that kind of isosceles triangle and I say, “Oh, what's that?” And they say, “I don't know.” So, we have to help them come to terms with that dissonance that's going to come from me calling something a triangle that they're not familiar with calling a triangle. And sadly, that moment of dissonance from which Piaget tells us learning occurs, doesn't happen enough in the elementary school classroom. Kids are often given equilateral triangles or maybe a right triangle. But they're not often seeing that unusual triangle that I described. So, they're not bumping into that dissonance that'll help them to work through, “Well, what makes something a triangle? What counts and what doesn't count?” And that's where the geometry part comes in that goes beyond just spatial visualization and using your mind's eye, but actually applying these properties and figuring out when do they apply and when do they not apply. Mike: I think this is probably a good place to shift and ask you: What do we know as a field about how students' ideas about shape initially emerge and how they mature over time? Rebecca: Well, that's an interesting question because we have our theory about how they would develop under the excellent teaching conditions, and we haven't had very many opportunities to confirm that theory because geometry is so overlooked in the elementary school classroom. So, I'm going to theorize about how they develop based on my own experience and my reading of the literature on very specific examples of trying to teach kids about squares and rectangles. Or, in my case, trying to see how they describe three-dimensional shapes that they may have built from polydrons. So, their thinking tends to start at a very visual level. And like in the kite example, they might say, “It looks like a diamond”—and you actually said that at one point—but not go farther from there.  So, you decomposed your kite, and you decomposed it a lot. You said it has two equilateral triangles and then it has those—mathematicians would call [them] diagonals. So, you were skipping several levels in doing that. So, I'll give you the intermediate levels using that kite example. So, one thing a child might say is that “I'm seeing two short sides and two long sides.” So, in that case, they're starting to decompose the kite into component parts. And as we help them to learn about those component parts, they might say, “Oh, it's got a couple of different angles.” And again, that's a different thing to pay attention to. That's a component part that would be the beginning of them doing what Battista called spatial structuring. Michael Battista built on the van Hiele levels to try to capture this theory about how kids' thinking might develop. So, attention to component parts is the first place that we see them making some advances.  And then the next is if they're able to talk about relationships between those component parts. So, in the case of the kite, they might say, “Oh, the two short sides are equal to each other”—so, there's a relationship there—“and they're connected to each other at the top.” And I think you said something about that. “And then the long sides are also connected to each other.” And that's looking at how the sides are related to the other sides is where the component parts start getting to become a new part. So, it's like decomposing and recomposing, which is part of all of mathematics.  And then the last stage is when they're able to put the shapes themselves into the hierarchy that we have. So, for example, in the kite case, they might say, “It's got four sides, so it's a quadrilateral. But it's not a parallelogram because none of the four sides are parallel to each other.” So now I'm not just looking at component parts and their relations, but I'm using those relations to think about the definition of that shape. So, I would never expect a kid to be able to tell me, “Oh yeah, a kite is a quadrilateral that is not a parallelogram,” and then tell me about the angles and tell me about the sides without a lot of experience describing shapes. Mike: There are a few things that are popping out for me when I'm listening to you talk about this. One of them is the real importance of language and attempting to use language to build a meaningful description or to make sense of shape. The other piece that it really makes me think about is the prototypes, as you described them, are a useful starting place. They're something to build on.  But there's real importance in showing a wide variety of shapes or even “almost-shapes.” I can imagine a triangle that is a triangle in every respect except for the fact that it's not a closed shape. Maybe there's an opening or a triangle that has wavy sides that are connected at three points. Or an obtuse triangle. Being able to see multiple examples and nonexamples feels like a really important part of helping kids actually find the language but also get to the essence of, “What is a triangle?” Tell me if I'm on point or off base when I'm thinking about that, Rebecca. Rebecca: You are right on target. And in fact, Clements and Sarama wrote a piece in the NCTM Teaching Children Mathematics in about 2000 where they describe their study that found exactly what you said. And they make a recommendation that kids do have opportunities to see all kinds of examples. And one way that that can happen is if they're using dynamic geometry software. So, for example, Polypad, I was just playing with it, and you can create a three-sided figure and then drag around one of the points and see all these different triangles. And the class could have a discussion about, “Are all of these triangles? Well, that looks like a weird triangle. I've never seen that before.” And today I was just playing around with the idea of having kids create a favorite triangle in Polypad and then make copies of it and compose new shapes out of their favorite triangle. What I like about that task, and I think can be a design principle for a teacher who wants to play around with these ideas and get creative with them, is to give kids opportunities to use their creativity in making new kinds of shapes and having a sense of ownership over those creations. And then using those creations as a topic of conversation for other kids. So, they have to treat their classmates as contributors to their mathematics learning, and they're all getting an opportunity to have kind of an aesthetic experience. I think that's the beauty of geometry. It's using a different part of our brain. Thomas West talks about Seeing What Others Cannot See, and he describes people like Einstein and others who really solved problems visually. They didn't use numbers. They used pictures. And Ian Robertson talks about Opening the Mind's Eye. So, his work is more focused on how we all could benefit from being able to visualize things. And actually, our fallback might be to engage our mind's eye instead of always wanting to talk [chuckles] about things.  That brings us back to this language idea. And I think language is very important. But maybe we need to stretch it to communication. I want to engage kids in sharing with me what they notice and what they see, but it may be embodied as much as it is verbal. So, we might use our arms and our elbow to discuss angle. And well, we'll put words to it. We're also then experiencing it in our body and showing it to each other in a different way than [...] just the words and the pictures on the paper. So, people are just beginning to explore this idea of gesture. But I have seen, I worked with a teacher who was working with first graders and they were—you say, “Show us a right angle,” and they would show it to us on their body. Mike: Wow. I mean, this is so far from the way that I initially understood my job when I was teaching geometry, which was: I was going to teach the definition, and kids were going to remember that definition and look at the prototypical shape and say, “That's a triangle” or “That's a square.” Even this last bit that you were talking about really flips that whole idea on its head, right? It makes me think that teaching the definitions before kids engage with shapes is actually having it backwards. How would you think about the way that kids come to make meaning about what defines any given shape? If you were to imagine a process for a teacher helping to build a sense of triangle-ness, talk about that if you wouldn't mind. Rebecca: Well, so I'm going to draw on a 3-D example for this, and it's actually something that I worked with a teacher in a third grade classroom, and we had a lot of English language learners in this classroom. And we had been building polyhedra, which are just three-dimensional shapes using a tool called the polydrons. And our first activities, the kids had just made their own polyhedra and described them. So, we didn't tell them what a prism was. We didn't tell them what a pyramid was or a cube. Another shape they tend to build with those tools is something called an anti-prism, but we didn't introduce any of those terms to them. They were familiar with the terms triangle and square, and those are within the collection of tools they have to work with. But it was interesting to me that their experience with those words was so limited that they often confused those two. And I attributed it to all they'd had was maybe a few lessons every year where they were asked to identify, “Which of these are triangles?” They had never even spoken that word themselves. So, that's to have this classroom where you are hearing from the kids and getting them to communicate with each other and the teacher as much as possible. I think that's part of our mantra for everything. But we took what they built. So, they had all built something, and it was a polyhedra. That was the thing we described. We said it has to be closed. So, we did provide them with that definition. You have to build a closed figure with these shapes, and it needs to be three-dimensional. It can't be flat. So, then we had this collection of shapes, and in this case, I was the arbiter. And I started with, “Oh wow, this is really cool. It's a pyramid.” And I just picked an example of a pyramid, and it was the triangular pyramid, made out of four equilateral triangles. And then I pulled another shape that they had built that was obviously not any—I think it was a cube. And I said, “Well, what do you think? Is this a pyramid?” And they'd said, “No, that's not a pyramid.” “OK, why isn't it?” And by the way, they did know something about pyramids. They'd heard the word before. And every time I do this with a class where I say, “OK, tell me, ‘What's a pyramid?'” They'll tell me that it's from Egypt. It's really big. So, they're drawing on the Egyptian pyramids that they're familiar with. Some of them might say a little something mathematical, but usually it's more about the pyramids they've seen maybe in movies or in school.  So, they're drawing on that concept image, right? But they don't have any kind of mathematical definition. They don't know the component parts of a pyramid. So, after we say that the cube is not a pyramid, and I say, “Well, why isn't it?,” they'll say, “because it doesn't have a pointy top.” So, we can see there that they're still drawing on the concept image that they have, which is valid and helpful in this case, but it's not real defined. So, we have attention to a component part. That's the first step we hope that they'll make. And we're still going to talk about which of these shapes are pyramids. So, we continued to bring in shapes, and they ended up with, it needed to have triangular sides. Because we had some things that had pointy tops, but it wasn't where triangles met. It would be an edge where there were two sloped sides that were meeting there. Let's see. If you can imagine, while I engage your mind's eye again, a prism, basically a triangular prism with two equilateral triangles on each end, and then rectangles that attach those two triangles. Mike: I can see that. Rebecca: OK. So, usually you see that sitting on a triangle, and we call the triangles the base. But if you tilt it so it's sitting on a rectangle, now you've got something that looks like a tent. And the kids will say that. “That looks like a tent.” “OK, yeah, that looks like a tent.” And so, that's giving us that Level 1 thinking: “What does it look like?” “What's the word that comes to mind?” And—but we've got those sloped sides, and so when they see that, some of them will call that the pointy top because we haven't defined pointy top. Mike: Yes. Rebecca: But when I give them the feedback, “Oh, you know what, that's not a pyramid.” Then the class started talking about, “Hmm, OK. What's different about that top versus this other top?” And so, then they came to, “Well, it has to be where triangles meet.” I could have introduced the word vertex at that time. I could have said, “Well, we call any place where sides meet a vertex.” That might be [a] helpful word for us today. But that's where the word comes from what they're doing, rather than me just arbitrarily saying, “Today I'm going to teach you about vertices. You need to know about vertices.” But we need a word for this place where the sides meet. So, I can introduce that word, and we can be more precise now in what we're talking about. So, the tent thing didn't have a vertex on top. It had an edge on top. So now we could be precise about that. Mike: I want to go back, and I'm going to restate the thing that you said for people who are listening, because to me, it was huge. This whole idea of “the word comes from the things that they are doing or that they are saying.” Did I get that right? Rebecca: Yeah, that the precise terminology grows out of the conversation you're having and helps people to be clear about what they're referring to. Because even if they're just pointing at it, that's helpful. And especially for students whose first language might not be English, then they at least have a reference. That's why it's so hard for me to be doing geometry with you just verbally. I don't even have a picture or a thing to refer to. But then when I say “vertex” and we're pointing to this thing, I have to try as much as I can to help them distinguish between, “This one is a vertex. This one is not a vertex.” Mike: You brought up earlier supporting multilingual learners, particularly given the way that you just modeled what was a really rich back-and-forth conversation where children were making comparisons. They were using language that was very informal, and then the things that they were saying and doing led to introducing some of those more precise pieces of language. How does that look when you have a group of students who might have a diverse set of languages that they're speaking in the same classroom? Rebecca: Well, when we do this in that environment, which is most of the time when I'm doing this, we do a lot of pair-share. And I like to let kids talk to the people that they communicate best with so that if you have two Spanish speakers, for example, they could speak in Spanish to each other. And ideally the classroom norms have been established so that that's OK. But that opportunity to hear it again from a peer helps them to process. And it slows things down. Like, often we're just going so fast that people get lost. And it may be a language thing; it may be a concept thing. So, whatever we can do to slow things down and let kids hear it repeatedly—because we know that that repeated input is very helpful—and from various different people. So, what I'll often do, if I want everybody to have an opportunity to hear about the vertex, I'm going to invite the kids to retell what they understood from what I said. And then that gives me an opportunity to assess those individuals who are doing the retell and also gives the other students a chance to hear it again. It's OK for them to see or hear the kind of textbook explanation for vertex in their preferred language. But again, only when the class has been kind of grappling with the idea, it's not the starting point. It emerges as needed in that heat of instruction. And you don't expect them to necessarily get it the first time around. That's why these building tasks or construction tasks can be done at different levels. So, we were talking about the different levels the learner might be at. Everybody can imagine a kite, and everybody could draw a kite. So, I'm sort of differentiating my instruction by giving this very open-ended task, and then I'm trying to tune into what am I seeing and hearing from the different individuals that can give me some insight into their geometrical reasoning at this point in time. But we're going to keep drawing things, and we're going to keep building things, and everybody's going to have their opportunity to advance. But it's not in unison. Mike: A few things jumped out. One, as you were describing the experiences that you can give to students, particularly students who might have a diversity of languages in the same classroom, it strikes me that this is where nonverbal communication like gesturing or using a visual or using a physical model really comes in handy.  I think the other piece that I was reminded of as I was listening to you is, we have made some progress in suggesting that it's really important to listen to kids' mathematical thinking. And I often think that that's taken root, particularly as kids are doing things like adding or subtracting. And I think what you're reminding [me] is, that holds true when it comes to thinking about geometry or shape; that it's in listening to what kids are saying, that they're helping us understand, “What's next?” “Where do we introduce language?” “How can we have kids speaking to one another in a way that builds a set of ideas?”  I think the big takeaway for me is that sometimes geometry has kind of been treated like this separate entity in the world of elementary mathematics. And yet some of the principles that we find really important in things like number or operation, they still hold true. Rebecca: Definitely, definitely. And again, as I said, when you are interested in getting to know your children, seeing who's got some gifts in this domain will allow you to uplift kids who might otherwise not have those opportunities to shine. Mike: I think that's a great place to stop. Rebecca, thank you so much for joining us. It's been a pleasure talking to you. Rebecca: This has really been fun. And I do want to mention one thing: that I have developed a list of various articles and resources. Most of them come from NCTM, and I can make that available to you so that people who are interested in learning more can get some more resources. Mike: That's fantastic. We'll link those to our show notes. Thank you again very much for helping us make sense of this really important set of concepts. Rebecca: You're welcome. Mike: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover and develop their mathematical confidence and ability. © 2024 The Math Learning Center | www.mathlearningcenter.org

- Premi il tasto PLAY per ascoltare la catechesi del giorno e condividi con altri se vuoi -+ Dal Vangelo secondo Matteo +Mentre scendevano dal monte, i discepoli domandarono a Gesù: «Perché dunque gli scribi dicono che prima deve venire Elìa?».Ed egli rispose: «Sì, verrà Elìa e ristabilirà ogni cosa. Ma io vi dico: Elìa è già venuto e non l'hanno riconosciuto; anzi, hanno fatto di lui quello che hanno voluto. Così anche il Figlio dell'uomo dovrà soffrire per opera loro».Allora i discepoli compresero che egli parlava loro di Giovanni il Battista.Parola del Signore.

- Premi il tasto PLAY per ascoltare la catechesi del giorno e condividi con altri se vuoi -+ Dal Vangelo secondo Matteo +In quel tempo, Gesù disse alle folle:«In verità io vi dico: fra i nati da donna non è sorto alcuno più grande di Giovanni il Battista; ma il più piccolo nel regno dei cieli è più grande di lui.Dai giorni di Giovanni il Battista fino ad ora, il regno dei cieli subisce violenza e i violenti se ne impadroniscono.Tutti i Profeti e la Legge infatti hanno profetato fino a Giovanni. E, se volete comprendere, è lui quell'Elìa che deve venire.Chi ha orecchi, ascolti!».Parola del Signore.

— "If you have always envisioned your ideal, successful life - but now find yourself exhausted by the daily struggle to maintain it, this episode is for you. You've accomplished so much by other people's standards. Yet, that success has come at a cost, leaving you craving more time, freedom, and enjoyment. You don't want to sacrifice your income, security, or lifestyle. But deep down, you're kind of over it all. What would your dream life really look like? And what's stopping you from creating it?" Valeria interviews Marni Battista  — She is the author of  “Your Radical Living Challenge: 7 Questions for Leading a Meaningful Life.” Marni Battista is an entrepreneur, author, transformational coach, podcast host and radical truth seeker. Her straight-to -the- point podcast and page turning books drop beautiful pearls of wisdom that not only will make you laugh, but also provide life-changing stories of  triumph and courage to stop letting life live you, and to start LIVING a life that's beyond your wildest dreams. Battista's essays have appeared in the LA Times, The Jerusalem Post, Happiful Magazine, Huffington Post and more. She has also appeared on the Dr. Phil Show, On Air with Ryan Seacrest, Home and Family TV and Loveline with Dr. Drew. Battista is currently living with her husband and two cats, Simon and Fergus Katz, in different destinations around the world as they continue their Radical Living Challenge which is the topic of her book which will be published by Hay House in January, 2025. To learn more about Marni Battista and her work, please visit: https://instituteforlivingcourageously.com/, https://marnibattista.com/ and Decode Your Destiny Test

Fr Mark De Battista says that Advent invites Christians to prepare for Christ's coming through watchfulness and prayer, fostering spiritual growth and joy in anticipation of His birth.

In this episode we are celebrating the career to date of Duncan Forrester.Duncan is a globally experienced Chief Marketing and Communications Officer and consultant who's worked with many of the automotive industry's most famous brands. He cut his teeth at BMW and Volvo in the UK, before being appointed as the global head of Product and Brand Communication for Volvo Cars in Sweden, soon after the Geely acquisition, and relaunching the Volvo brand with the then all-new XC90 and the other models that followed. He then spent a period of time running Corporate Communications for McLaren Automotive in Woking before the once-in-a-lifetime opportunity to be part of a small team launching an entirely new and innovative car company – Polestar. With that unique experience, he started the first communication consultancy specifically supporting start-up and electric vehicle brands, initially creating the PR and Communications function for INEOS Automotive and their Grenadier, and then as Chief Communications Officer for Volta Trucks. And more recently in the same role for Automobili Pininfarina, with their all-electric Battista hypercar – one of the fastest and most powerful road cars ever built. And he's now working with the electrification of the vast Ultra Class mining haul trucks, so he really has worked on the decarbonisation of vehicles at every end of the automotive spectrum.In our conversation we talk about how he knew from an early age that he wanted to get into the automotive industry and he demonstrated great effort and persistence to make that happen.When opportunities arose, he had his own north star which helped him to decline some that weren't aligned.As a result he has amassed a significant amount of experience in the specialised field of launching startup EV brands.Paul Flitter and Paul Kirby had both mentioned Duncan in their recent episodes, highlighting what a supportive mentor he is. I was delighted to get the opportunity to get to know him myself through this conversation and to be able to share his story and experience with you.Connect with DuncanLinkedIn Profile WebsiteAbout AndyI'm an experienced business leader and a passionate developer of people in the automotive finance industry, internationally.During over twenty five years, I have played a key role in developing businesses including Alphabet UK, BMW Corporate Finance UK, BMW Financial Services Singapore, BMW Financial Services New Zealand and Tesla Financial Services UK.At the same time, I have coached individuals and delivered leadership development programmes in 17 countries across Asia, Europe and North America.I started Aquilae in 2016 to enable “Fulfilling Performance” in the mobility industry, internationally.Learn more about Fulfilling PerformanceCheck out Release the handbrake! The Fulfilling Performance Hub.Connect with AndyLinkedIn: Andy FollowsEmail: cvm@aquilae.co.ukJoin a guided peer mentoring team: Aquilae AcademyThank you to our sponsors:ASKE ConsultingEmail: hello@askeconsulting.co.ukAquilaeEmail: cvm@aquilae.co.ukEpisode Directory on Instagram @careerviewmirror  If you enjoy listening to our guests career stories, please follow CAREER-VIEW MIRROR in your podcast app. Episode recorded on 4 November, 2024.

Fr Mark De Battista says that as the liturgical year ends, the Church reflects on Christ's second coming, urging perseverance and vigilance amidst apocalyptic themes meant to encourage rather than instil fear. The message is still timeless: stay vigilant, rooted in scripture, true to Church teachings, and with a deep personal relationship with Christ

Harness LinkedIn's true power: authentic connections. UX veteran Ronnie Battista shares insights on building meaningful connections and leveraging the platform effectively without succumbing to content creation pressure. The post 103. Meaningful Relationships Over Useless Likes with Ronnie Battista appeared first on Beyond UX Design.

Harness LinkedIn's true power: authentic connections. UX veteran Ronnie Battista shares insights on building meaningful connections and leveraging the platform effectively without succumbing to content creation pressure. The post 103. Meaningful Relationships Over Useless Likes with Ronnie Battista appeared first on Beyond UX Design.

Nell'episodio di oggi la versione podcast con i passaggi salienti dell'Assemblea nazionale dei delegati e delle delegate di Legacoop Agroalimentare dal titolo “Generazione futuro. Filiere cooperative sostenibili” svoltasi il 2 e 3 ottobre scorso a Roma. In seguito all'introduzione di Sara Guidelli, Direttore Generale di Legacoop Agroalimentare che spiega le motivazioni che hanno determinato la scelta del titolo dell'Assemblea “Generazione Futuro”, l'intervento del Presidente del Consiglio Regionale del Lazio, Antonio Aurigemma, per i saluti istituzionali.A seguire la parola al Presidente nazionale di Legacoop Agroalimentare, Cristian Maretti, per la sua relazione introduttiva, successivamente interviene il Ministro dell'agricoltura, della sovranità alimentare e delle foreste, On. Francesco Lollobrigida. Il giornalista Francesco Selvi chiama ad intervenire i Presidenti delle altre Organizzazioni presenti in sala, nel seguente ordine: Ettore Prandini (Coldiretti), Tommaso Battista (Copagri), Massimiliano Giansanti (Confagricoltura), Cristiano Fini (CIA - Confederazione Italiana Agricoltori), Federico Bigoni (Federpesca), Giampaolo Buonfiglio (AGCI-Agrital), Carlo Piccinini (Fedagri) Lo scopo principale di questo progetto è amplificare, attraverso contenuti multimediali, lo sviluppo della cultura economico politico sociale a disposizione della Società e del Paese, proponendo al pubblico i contenuti discussi nelle conferenze piu' prestigiose e che riteniamo piu' interessanti. 
Produzione Zero IN - Sharing Knowledge Società Benefit. Maggiori informazioni su www.zeroin.it

 Buon ascolto.

REACH OUT TO JOEY NOW! 571-271-3994 – In this podcast, Andy has the Battista brothers on the podcast. If you're looking to take your game to the next level with me and Joey and his brothers, text Joey right now to get connected with us immediately! They currently run consulting for automotive dealers and collectively have decades of experience in the industry. Today Andy and the brothers cover THREE things to scale a massive business, techniques to grow and scale in all areas of life, and the downfalls and mistakes they notice in the space today. Check it out. -- Tired of struggling in life and business? Click here and I will reach out to you!! https://elliott247.com/gameplan-yt Get My ETA+ Training App For FREE https://elliott247.com/eta-ml?el=YTeta If you don't know who I am, my name is Andy Elliott. I am the founder of The Elliott Group with my wife Jacqueline Elliott who is our CEO. Today, we have a 150 million dollar business, and we're on our way to a billion. If you don't believe you are qualified to have a big life...here is my story. At 18, I got into automotive sales and made a $1,700 commission on my first day. 19 years old, I made 225k in one year. 20 years old, I made my first 500k. The most I ever made before being promoted to a General Manager was 716k selling cars as a W-2 employee. As a GM, the most I made was 2.5 million in one year. In 2019 after 20+ years in the car business, my wife Jacqueline told me she learned to live without me and I decided I was built for more, was tired of settling and being "better than most" in all areas of life. God. Family. Physical. Mental. Business. I went PSYCHO in self development and totally re-created EVERYTHING in my life. Today, I live by example in everything that I do and my number one goal is to build the world's greatest leaders on planet Earth, and teach everyone how to sell, influence, and persuade, because NO money is ever made without sales. I see people everyday that have no idea what true potential is…well I do…And it's UNLIMITED! I am living proof of that! Imagine what your life would look like if you never had to worry about money again and your family was in a such a good place that if something ever happened to you they were taken care of because of the success you achieved and the person you became. If you want to make history and become a legend coaching with me, will make that happen guaranteed! I got your back for life, Andy Elliott

- Premi il tasto PLAY per ascoltare la catechesi del giorno e condividi con altri se vuoi -+ Dal Vangelo secondo Luca +Un giorno Gesù si trovava in un luogo solitario a pregare. I discepoli erano con lui ed egli pose loro questa domanda: «Le folle, chi dicono che io sia?». Essi risposero: «Giovanni il Battista; altri dicono Elìa; altri uno degli antichi profeti che è risorto».Allora domandò loro: «Ma voi, chi dite che io sia?». Pietro rispose: «Il Cristo di Dio».Egli ordinò loro severamente di non riferirlo ad alcuno. «Il Figlio dell'uomo - disse - deve soffrire molto, essere rifiutato dagli anziani, dai capi dei sacerdoti e dagli scribi, venire ucciso e risorgere il terzo giorno».Parola del Signore.

Alessandro Di Battista, reporter, scrittore e attivista politico dialoga con il Prof. Piergiorgio Odifreddi, matematico, logico e saggista. *********************************

- Premi il tasto PLAY per ascoltare la catechesi del giorno e condividi con altri se vuoi -+ Dal Vangelo secondo Luca +In quel tempo, il Signore disse:«A chi posso paragonare la gente di questa generazione? A chi è simile? È simile a bambini che, seduti in piazza, gridano gli uni agli altri così:“Vi abbiamo suonato il flauto e non avete ballato,abbiamo cantato un lamento e non avete pianto!”.È venuto infatti Giovanni il Battista, che non mangia pane e non beve vino, e voi dite: “È indemoniato”. È venuto il Figlio dell'uomo, che mangia e beve, e voi dite: “Ecco un mangione e un beone, un amico di pubblicani e di peccatori!”.Ma la Sapienza è stata riconosciuta giusta da tutti i suoi figli».Parola del Signore.

durée : 00:59:22 - The Waiting game - par : Nathalie Piolé -

- Premi il tasto PLAY per ascoltare la catechesi del giorno e condividi con altri se vuoi -+ Dal Vangelo secondo Marco +In quel tempo, Erode aveva mandato ad arrestare Giovanni e lo aveva messo in prigione a causa di Erodìade, moglie di suo fratello Filippo, perché l'aveva sposata. Giovanni infatti diceva a Erode: «Non ti è lecito tenere con te la moglie di tuo fratello». Per questo Erodìade lo odiava e voleva farlo uccidere, ma non poteva, perché Erode temeva Giovanni, sapendolo uomo giusto e santo, e vigilava su di lui; nell'ascoltarlo restava molto perplesso, tuttavia lo ascoltava volentieri.Venne però il giorno propizio, quando Erode, per il suo compleanno, fece un banchetto per i più alti funzionari della sua corte, gli ufficiali dell'esercito e i notabili della Galilea. Entrata la figlia della stessa Erodìade, danzò e piacque a Erode e ai commensali. Allora il re disse alla fanciulla: «Chiedimi quello che vuoi e io te lo darò». E le giurò più volte: «Qualsiasi cosa mi chiederai, te la darò, fosse anche la metà del mio regno». Ella uscì e disse alla madre: «Che cosa devo chiedere?». Quella rispose: «La testa di Giovanni il Battista». E subito, entrata di corsa dal re, fece la richiesta, dicendo: «Voglio che tu mi dia adesso, su un vassoio, la testa di Giovanni il Battista». Il re, fattosi molto triste, a motivo del giuramento e dei commensali non volle opporle un rifiuto.E subito il re mandò una guardia e ordinò che gli fosse portata la testa di Giovanni. La guardia andò, lo decapitò in prigione e ne portò la testa su un vassoio, la diede alla fanciulla e la fanciulla la diede a sua madre. I discepoli di Giovanni, saputo il fatto, vennero, ne presero il cadavere e lo posero in un sepolcro.Parola del Signore.

In this week's episode, we talk about Polestar 3 US production, range-testing Lucid Air Grand Touring, VW pushing back Trinity, EV rental drama, Cybertruck RWD, the Pininfarina Targamerica, and much, much more. 

Host Eric Allen is joined in the Audi Performance Studio for conversations with NFL Network reporter Judy Battista and NFL reporter Kay Adams. Battista and Adams discuss their expectations and thoughts about the 2024 Jets following a visit to training camp.See omnystudio.com/listener for privacy information.

- Premi il tasto PLAY per ascoltare la catechesi del giorno e condividi con altri se vuoi -+ Dal Vangelo secondo Matteo +In quel tempo, Gesù, giunto nella regione di Cesarèa di Filippo, domandò ai suoi discepoli: «La gente, chi dice che sia il Figlio dell'uomo?». Risposero: «Alcuni dicono Giovanni il Battista, altri Elìa, altri Geremìa o qualcuno dei profeti».Disse loro: «Ma voi, chi dite che io sia?». Rispose Simon Pietro: «Tu sei il Cristo, il Figlio del Dio vivente».E Gesù gli disse: «Beato sei tu, Simone, figlio di Giona, perché né carne né sangue te lo hanno rivelato, ma il Padre mio che è nei cieli. E io a te dico: tu sei Pietro e su questa pietra edificherò la mia Chiesa e le potenze degli inferi non prevarranno su di essa. A te darò le chiavi del regno dei cieli: tutto ciò che legherai sulla terra sarà legato nei cieli, e tutto ciò che scioglierai sulla terra sarà sciolto nei cieli».Allora ordinò ai discepoli di non dire ad alcuno che egli era il Cristo.Da allora Gesù cominciò a spiegare ai suoi discepoli che doveva andare a Gerusalemme e soffrire molto da parte degli anziani, dei capi dei sacerdoti e degli scribi, e venire ucciso e risorgere il terzo giorno.Pietro lo prese in disparte e si mise a rimproverarlo dicendo: «Dio non voglia, Signore; questo non ti accadrà mai». Ma egli, voltandosi, disse a Pietro: «Va' dietro a me, Satana! Tu mi sei di scandalo, perché non pensi secondo Dio, ma secondo gli uomini!».Parola del Signore.

- Premi il tasto PLAY per ascoltare la catechesi del giorno e condividi con altri se vuoi -+ Dal Vangelo secondo Matteo +In quel tempo al tetrarca Erode giunse notizia della fama di Gesù. Egli disse ai suoi cortigiani: «Costui è Giovanni il Battista. È risorto dai morti e per questo ha il potere di fare prodigi!».Erode infatti aveva arrestato Giovanni e lo aveva fatto incatenare e gettare in prigione a causa di Erodìade, moglie di suo fratello Filippo. Giovanni infatti gli diceva: «Non ti è lecito tenerla con te!». Erode, benché volesse farlo morire, ebbe paura della folla perché lo considerava un profeta.Quando fu il compleanno di Erode, la figlia di Erodìade danzò in pubblico e piacque tanto a Erode che egli le promise con giuramento di darle quello che avesse chiesto. Ella, istigata da sua madre, disse: «Dammi qui, su un vassoio, la testa di Giovanni il Battista».Il re si rattristò, ma a motivo del giuramento e dei commensali ordinò che le venisse data e mandò a decapitare Giovanni nella prigione. La sua testa venne portata su un vassoio, fu data alla fanciulla e lei la portò a sua madre.I suoi discepoli si presentarono a prendere il cadavere, lo seppellirono e andarono a informare Gesù.Parola del Signore.

Benvenuti ai 4 Vangeli-letture in 1 anno 5 gg a settimanaOggi:  L' annuncio della nascita del Battista1 Caro Teòfilo,sono già state scritte diverse biografie di Cristo, 2 usando come fonte di materiale le informazioni che circolavano tra di noi da parte dei primi discepoli e degli altri testimoni oculari. 3 Tuttavia mi è parso bene ricontrollare tutti questi resoconti, dal primo allʼultimo, risalendo alle origini e, dopo una scrupolosa ricerca, passartene il riassunto, 4 perché tu sia ancor più sicuro della verità di tutto ciò che ti hanno insegnato.Un angelo appare a Zaccaria5 Il mio racconto incomincia con un sacerdote giudeo, Zaccaria, che visse ai tempi in cui Erode era re di Giudea. Zaccaria faceva parte del gruppo di Abia, che prestava servizio al tempio. (Sua moglie, Elisabetta, era, come Zaccaria, della tribù sacerdotale discendente di Aronne). 6 Zaccaria ed Elisabetta erano persone timorate di Dio, attente ad obbedire a tutte le leggi del Signore, sia in pratica che in teoria. 7 Ma non avevano figli, perché Elisabetta era sterile; inoltre erano ormai tutti e due troppo vecchi.8-9 Un giorno, mentre Zaccaria stava facendo il suo lavoro nel tempio, perché il suo gruppo era di turno quella settimana, gli toccò in sorte lʼonore di entrare nel santuario per bruciare lʼincenso davanti al Signore. 10 Nel frattempo, una grande folla restava fuori nel cortile del tempio, a pregare, comʼera usanza a quel dato momento della cerimonia.11-12 Zaccaria era nel santuario, quando improvvisamente apparve un angelo in piedi alla destra dellʼaltare dellʼincenso. Zaccaria ne fu turbato e si spaventò, 13 ma lʼangelo gli disse: «Non temere, Zaccaria! Sono venuto a dirti che Dio ha ascoltato la tua preghiera: tua moglie Elisabetta ti darà un figlio! E tu lo chiamerai Giovanni. 14 La sua nascita vi darà grande gioia e felicità, e molti si rallegreranno con voi, 15 perché egli sarà grande agli occhi di Dio. Tuo figlio non berrà mai vino, né altre bevande alcoliche. Sarà pieno di Spirito Santo già prima della nascita 16 e convincerà molti Giudei a rivolgersi al Signore, loro Dio.17 Sarà un uomo dallo spirito rude e potente, come Elia, lʼantico profeta, e verrà prima del Messia per preparare gli uomini al suo arrivo. Ricondurrà i cuori dei padri verso i loro figli e i disobbedienti alla saggezza dei giusti».18 Zaccaria disse allʼangelo: «Come posso essere certo di quello che mi dici? Io sono un vecchio ormai, ed anche mia moglie è già avanti negli anni!»19 Allora lʼangelo disse: «Io sono Gabriele e sto alla presenza di Dio! È stato lui che mi ha mandato da te con queste buone notizie. 20 Visto però che non mi hai creduto, diventerai completamente muto, non potrai parlare finché il bambino non sarà nato. Perché le mie parole certamente si avvereranno al momento giusto».Support the Show.Support the Show.

- Premi il tasto PLAY per ascoltare la catechesi del giorno e condividi con altri se vuoi -+ Dal Vangelo secondo Matteo +In quel tempo, Gesù, giunto nella regione di Cesarèa di Filippo, domandò ai suoi discepoli: «La gente, chi dice che sia il Figlio dell'uomo?». Risposero: «Alcuni dicono Giovanni il Battista, altri Elìa, altri Geremìa o qualcuno dei profeti».Disse loro: «Ma voi, chi dite che io sia?». Rispose Simon Pietro: «Tu sei il Cristo, il Figlio del Dio vivente».E Gesù gli disse: «Beato sei tu, Simone, figlio di Giona, perché né carne né sangue te lo hanno rivelato, ma il Padre mio che è nei cieli. E io a te dico: tu sei Pietro e su questa pietra edificherò la mia Chiesa e le potenze degli inferi non prevarranno su di essa. A te darò le chiavi del regno dei cieli: tutto ciò che legherai sulla terra sarà legato nei cieli, e tutto ciò che scioglierai sulla terra sarà sciolto nei cieli».Parola del Signore.

Benvenuti ai 4 Vangeli-letture in 1 anno 5 gg a settimanaOggi: Morte del BattistaMartirio di Giovanni il battista14 Il re Erode udì parlare di Gesù, perché il suo nome era diventato ben conosciuto. Alcuni dicevano[b]: «Giovanni il battista è risuscitato dai morti; è per questo che agiscono in lui le potenze miracolose». 15 Altri invece dicevano: «È Elia!» E altri: «È un profeta come quelli di una volta[c]». 16 Ma Erode, udito ciò, diceva: «Giovanni, che io ho fatto decapitare, lui è risuscitato [dai morti]!»17 Poiché Erode aveva fatto arrestare Giovanni e lo aveva fatto incatenare in prigione a motivo di Erodiade, moglie di Filippo suo fratello, che egli, Erode, aveva sposata. 18 Giovanni infatti gli diceva: «Non ti è lecito tenere la moglie di tuo fratello!» 19 Perciò Erodiade gli serbava rancore e voleva farlo morire, ma non poteva. 20 Infatti Erode aveva soggezione di Giovanni, sapendo che era uomo giusto e santo, e lo proteggeva; dopo averlo udito era molto perplesso[d] e lo ascoltava volentieri.21 Ma venne un giorno opportuno quando Erode, al suo compleanno, fece un convito ai grandi della sua corte, agli ufficiali e ai notabili della Galilea. 22 La figlia della stessa Erodiade entrò e ballò, e piacque a Erode e ai commensali. Il re disse alla ragazza: «Chiedimi quello che vuoi e te lo darò». 23 E le giurò: «Ti darò quel che mi chiederai, fino alla metà del mio regno». 24 Costei, uscita, domandò a sua madre: «Che chiederò?» La madre disse: «La testa di Giovanni il battista». 25 E, ritornata in fretta dal re, gli fece questa richiesta: «Voglio che sul momento tu mi dia, su un piatto, la testa di Giovanni il battista». 26 Il re ne fu molto rattristato; ma, a motivo dei giuramenti fatti e dei commensali, non volle dirle di no; 27 e il re mandò subito una guardia con l'ordine di portargli la testa di Giovanni. 28 La guardia andò, lo decapitò nella prigione e portò la testa su un piatto; la diede alla ragazza e la ragazza la diede a sua madre. 29 I discepoli di Giovanni, udito questo, andarono, ne presero il cadavere e lo deposero in un sepolcroSupport the Show.

Are you ready to supercharge your marketing game and take your business to new heights? In this empowering episode, we're joined by the incredible Morgan Battista, a digital marketing expert with nearly a decade of experience in the field. From her beginnings as a blogger to becoming a seasoned freelancer, Morgan has been instrumental in helping countless entrepreneurs elevate their online presence through strategic marketing tactics, email campaigns, sales funnels, meta ads, and more. But that's not all – Morgan is also a devoted mother of four, a woman of myriad hobbies, and resides in the tranquil landscapes of rural Pennsylvania. Join us as Morgan shares her wealth of knowledge and practical insights, guiding you on how to harness your passions and propel your business to new heights. Whether you're a budding entrepreneur or a seasoned professional, this episode is packed with invaluable tips and strategies to master your marketing game. You can find Morgan on Facebook and Instagram under @pleasantviewmedia. Visit her website pleasantviewmedia.com or to learn more about her offers visit pleasantviewmedia.com/links/ .  Paola's Links