Podcasts about CASA

Support the podcast by subscribing to our Patreon to get access to hundreds of hours of bonus content, early access to upcoming episodes, and the ability to chat with the hosts! www.patreon.com/mediumpopcorn    Brandon and Justin try to make sense of the Will Ferrell holiday film, "Elf" that so many people love but they feel is just a disturbing portrait of a troubled man-elf who is sent to New York City. They discuss the terrible men in Buddy's life, Zooey Deschanel's character being so broken that she goes on a date with Buddy, and why there will never be a sequel to this film.    Leave us a voice message to share your thoughts and/or movie suggestions at (347) 464-8214   MP Links: - patreon.com/mediumpopcorn   - youtube.com/@MediumPopcornPodcast   - https://www.teepublic.com/stores/medium-popcorn   Hosts: Brandon Collins Justin Brown Medium Popcorn Podcast   "Medium Popcorn" is a production of Casa de Collins LLC.    Special thanks as always to our producer Lluvia Gilliam. 

"Tell that shit to the New York Post!" Mero stops by to tell the crew why he doesn't want Giannis Antetokounmpo on the Knicks and to laugh with Dan and Pablo about Wayne Gretzky's pronunciation of Curacao, Fernando Mendoza's speech, and Dan's wardrobe. Learn more about your ad choices. Visit podcastchoices.com/adchoices

Ximena está de regreso en el podcast (¡después de años!) para hablar de su gran pasión: el interiorismo. En esta conversación, grabada desde su propia casa, platicamos sobre la diferencia entre una "casa de revista" y un hogar donde realmente se vive y se disfruta.

En el mundo del fitness y la nutrición hay una paradoja bastante importante, y es que a pesar de si buscas en un archivo como Casa del Libro puedes ver casi 45.000 libros solo en castellano dedicados a las dietas, como sociedad, estamos más gordos y más enfermos que nunca. Entonces, algo tiene que pasar que esos 45.000 libros cada uno con su propio enfoque de alimentación, no son capaces de solucionar. Y eso es porque la nutrición es lo más aburrido del mundo. Y es cierto que esto puede ser una opinión personal y quizás hay gente que le apasiona la nutrición, pero a mi no. Porque creo que el mayor resumen de esos 45.000 libros y la mayor masterclass de nutrición se puede resumir en las palabras de Michael Pollan: Come alimentos, no demasiados y principalmente plantas. A partir de aquí, depende de ti lo que lo quieras complicar porque el problema de que estos 45.000 libros no solucionen nada es básicamente que cada uno de esos libros te impone una forma de comer. Hay libros que defienden un contenido alto en carbohidratos, mientras que otros defienden un contenido muy alto en grasa, otros defienden que solo puedes comer a unas horas, otros defienden que tienes que hacer 5 comidas diarias, otros que solamente una. Algunos demonizan unos alimentos, otros demonizan otros. Pero el desenlace es el mismo TODOS te dan unas reglas para cumplir. Y ahí está precisamente el problema: ¿Cuánto tiempo crees que podrás aguantar siguiendo una dieta aplicando las reglas de otra persona? Pues depende de las reglas, pero comer cada día según las reglas de otro me parece un sacrificio que casi nadie va a llevar a cabo en el medio-largo plazo. Pero eso es parte del negocio porque desde que empiezas una nueva dieta hasta que la acabas porque no la puede seguir soportando ha dado tiempo a que se añada a ese archivo un nuevo libro con una nueva solución. Con lo que tú eres un cliente perpetuo de las nuevas y refinadas soluciones que te plantea la industria del fitness y sus influencers y siempre vas probando lo nuevo que sale sin darte cuenta de que siempre habrá algo nuevo que salga. Y esto solo es la maquinaria de una industria para sacarte todo el dinero posible en el mínimo tiempo posible, porque sinceramente el problema que tenemos de nutrición en el mundo occidental no es un problema de malnutrición por defecto sino por exceso. Comemos de más. Con lo que comiendo de más es raro que haya problemas de escasez de nutrientes. Y si tú le das al cuerpo los aminoácidos esenciales, los ácidos grasos esenciales y una cantidad de fibra decente, la forma en que organices eso no es tan relevante. De hecho, estudios como los de Kevin Hall demuestran que siempre y cuando las calorías sean iguales, llevar una dieta alta en grasa o alta en carbohidratos son enfoques totalmente válidos. Esto destruye por completo toda esa teoría de «calcular macronutrientes» y todas esas calculadoras que hay por internet y que te recomiendan los influencers de pacotilla que ves en las redes sociales. Porque tener un enfoque más alto en grasa o más alto en carbohidratos dependerá exclusivamente de tus preferencias personales, al menos en población general. Pero el 95% de los problemas que tiene la gente con su alimentación se arreglarían si consiguieran controlar su ingesta de energía. Y eso lo pueden hacer con más carbohidratos o con más grasa, es lo de menos porque depende de lo que tú prefieras. Y ahí está la clave, si quieres que una dieta dure en el tiempo no puedes pretender seguir una dieta de un tercero, por muy bonito, por muy listo, por muy fuerte o por muy bien que escriba sus libros porque siguen siendo sus reglas. No las tuyas, las suyas. Y hasta que no montes una dieta basándote en tus propias reglas, no la vas a poder seguir durante mucho tiempo, porque la única forma de mantener una dieta es que te guste la dieta que estás haciendo y para que te guste la dieta debe ser una dieta basada en tus reglas. Condicionada a ciertos factores, pero hecha según tus preferencias y la única persona que puede hacer eso, eres tú. Por eso cuando vas a un nutricionista y te pone una dieta: Y en la cabecera de la dieta te pone: Dieta de febrero. Te pone eso porque en marzo va a ser otra dieta distinta. O en otras palabras, es una dieta con fecha de caducidad por 2 motivos: El primero obviamente es que vuelvas al nutricionista en marzo para que te de la dieta de marzo porque la dieta de febrero si la haces en marzo no funciona, así que necesitas otra dieta nueva. Con lo que el nutricionista se asegura de que vas a volver el mes que viene y además, es un truco psicológico muy bueno para ti también porque como te va a dar asco la dieta de febrero, de alguna forma tú sabes que solo tienes que aguantarla durante un mes y que el mes que viene, en marzo, el nutricionista te dará otra dieta nueva que esperas que te guste más, así que vas en marzo al nutricionista para que te den una dieta nueva donde en lugar de comer patata, vas a comer batata. Y reinicias el contador hasta que llegue abril para tener otra dieta nueva a ver si esa te gusta más. Pero ninguna te va a gustar porque no son tus reglas, son las suyas. Y seguramente sea lo más eficiente, lo más sano y lo que mejor te puede venir, no estoy culpando al trabajo del nutricionista, pero siendo lo mejor para ti, solo será mejor si eres capaz de mantenerlo en el tiempo. Y no vas a ser capaz. Así que la pregunta que quiero hacerte es ¿Qué valor tiene una dieta perfecta si no eres capaz de seguirla? Eso es lo mismo que posicionar tu página web en la página 2 de Google. Está posicionada pero no me sirve de nada a efectos prácticos. Por eso la gente sigue teniendo problemas con sus dietas a pesar de que haya decenas de miles de libros de dietas disponibles, porque la gente es inmadura y se deja guiar por sus emociones y mira su alimentación como una parte de su personalidad. Para que veas un ejemplo, hace un tiempo recibí este comentario en mi web: «Soy keto hace un año, he bajado 20 kilos, me siento súper bien, enérgica ,intento hacer ejercicio 3 o 4 veces por semana.» Fíjate como empieza la frase: Soy keto… No mira. Tú no eres keto. Tú eres una persona que de todas las opciones de alimentación que existen has decidido alimentarte usando mayoritariamente alimentos ricos en grasa. Y si te ha funcionado para perder peso, no es porque seas keto, es porque esa selección de alimentos unido a esas 3 o 4 sesiones de ejercicio semanales te han servido para generar un déficit calórico. Pero te hubiera servido igualmente la otra opción. Al final, esto es como la ropa que llevas puesta. La ropa que estás usando hoy sirve exactamente para lo mismo que la ropa que te pusiste ayer. Pero ayer escogiste una y hoy has escogido otra. La chaqueta que tienes hoy puesta te quita el frío exactamente igual que cualquier otra que tengas en tu armario. Pero elegiste ponerte esta. No es que esa chaqueta tenga propiedades místicas. Es solo una chaqueta, que por motivos de estética, de comodidad o simplemente porque te apetecía has decidido ponerte hoy. Pero cumple la misma función que las otras que se han quedado en el armario. La dieta es algo parecido. Por eso mi filosofía es que tú te crees tu propia dieta y no tengas que seguir las reglas de nadie, ni las mías ni las de este o las del otro. Sigue las tuyas. Porque aunque te hagas una dieta mediocre, vas a tener mucho mejores resultados con una dieta mediocre que consigas seguir que con una dieta perfecta que odies y que abandones al cabo de un par de semanas. Y para diseñar tu propia dieta lo tienes extremadamente fácil, puedes usar cualquiera de estas apps que hay por internet como myfitnesspal, fatsecret o similar o incluso puedes descargar mi planificador nutricional, gratis, que esta herramienta es la que usamos dentro de mi academia para montar nuestro plan de alimentación. No es ni mejor ni peor que las otras, pero es una herramienta que yo creé para que cualquier persona pudiera crearse su propia dieta y a través de un código de colores muy simple pudiera ver qué cosas le pueden faltar en su alimentación para que vaya solucionando esos problemillas según lo que quiera esa persona, no lo que quiera yo. Porque yo te puedo solucionar el problema de tu alimentación, pero te voy a generar otro, te voy a generar el problema de seguir las reglas que yo te he impuesto. Y esa es la clave para que una dieta funcione: Que seas tú quien se la diseñe en primer lugar, porque incluso si esa dieta que te has hecho tú no te funciona, como te la has hecho tú tienes el poder de cambiarla. Y puedes ver qué cosas te funcionan, cuantas comidas se adaptan mejor a ti, que alimentos te dejan mejores sensaciones, que alimentos te dejan peores sensaciones. Es tu propio libro de alimentación, no te hacen falta los otros 45.000. Ni siquiera los míos, yo he escrito 5 libros y aún así la única clave para que tu dieta funcione es que te la hayas diseñado tú en primer lugar. Origen

Ovnis pequeñicos, el chaval que se enfrentó a LA NADA y terroríficas plantas que te acechan en tu propia casa. Estos y otros misterios en el programa 13 de la temporada 8 de misterios cotidianos. Hoy tenemos de invitada a Susi Caramelo.

El 13 de diciembre de 1925 una multitud de trabajadores recorre la distancia entre las organizaciones obreras y el cementerio civil de Madrid acompañando al cadáver de Pablo Iglesias Posse, fallecido cuatro días antes. Según la prensa del momento, el entierro del fundador del Partido Socialista Obrero Español y de la Unión General de Trabajadores fue la mayor manifestación de duelo que se había visto hasta entonces en la ciudad. Acababa así, a los 75 años, la vida del hombre que pilotó en nuestro país el paso del obrerismo del final de la primera Revolución Industrial al incipiente socialismo de la Primera Internacional; un "santo laico", como lo había apodado el filósofo José Ortega y Gasset.Iglesias nació en Ferrol, pero pronto se mudó a Madrid con su madre y hermano pequeño al quedar huérfanos de padre. En el hospicio de San Fernando recibió formación de tipógrafo. Dos años después, ya era un niño obrero expuesto a unas condiciones de trabajo penosas. Consciente de ello, se empezará a organizar en torno a la Asociación del Arte de Imprimir, entidad de la que fue presidente. Ese fue el germen del Partido Obrero, y más tarde Socialista Obrero Español, fundado junto a otra veintena de compañeros. En fechas posteriores vendrían la creación del periódico 'El socialista' y del sindicato. Otros hitos en su biografía son la inauguración de la primera Casa del Pueblo y su entrada en el Congreso de los Diputados en 1910.Este documental, con guion de Juan Ballesteros y diseño sonoro de Miguel Ángel Coleto, cuenta con testimonios de Joan Serrallonga, catedrático emérito de Historia Contemporánea de la Universitat Autònoma de Barcelona; Gustavo Vidal, autor de 'Pablo Iglesias. La vida y la época del fundador del PSOE y UGT'; y María Luisa Carcedo, presidenta de la Fundación Pablo Iglesias. Además, suenan voces de figuras históricas del socialismo español extraídas del Archivo RTVE y textos de Iglesias dramatizados por el actor Víctor Clavijo.Escuchar audio

En este episodio de Zetas hablamos sin filtros de uno de los temas que más frustración genera entre los jóvenes: la emancipación. Irse de casa parece un rito de paso… pero, para muchos, se ha convertido en un lujo. Nos preguntamos: ¿Por qué es tan difícil independizarse hoy? ¿Es culpa del mercado, nuestra, de los sueldos, de la economía, de las ciudades… o un poco de todo? ¿Cuál es la edad ideal para irse de casa? ¿Existe de verdad o es una presión social heredada? Y por supuesto, que no falte la eterna y clásica duda: ¿Y si estoy mejor en casa de mis padres? Porque no todo es libertad: a veces quedarse también es una decisión inteligente. Nos adentramos también en la cuestión de compartir piso: lo mejor y lo peor. Desde compañeros maravillosos hasta auténticas pesadillas con patas: analizamos convivencias, choques, amistades… y guerras silenciosas por la nevera. ¿Mejor solo o mal acompañado? En Zetas hablamos de expectativas, realidades, humor y supervivencia juvenil para entender si la emancipación está tan lejos como parece… o si hay formas de acercarla.Dale al play y descubre por qué no es tan fácil irse… ni tan sencillo quedarse.

Central Café Descafeinado es tu espacio para charlar sobre temas cotidianos y reflexionar sobre cómo pequeños hábitos pueden transformar tu vida. Disfruta de conversaciones ligeras y enriquecedoras, sin prisa y sin filtros, para mejorar cada día.

Agradece a este podcast tantas horas de entretenimiento y disfruta de episodios exclusivos como éste. ¡Apóyale en iVoox! Hoy os traigo un cuento que nos lleva a un futuro donde la humanidad se hacina en ciudades desbordadas, donde las familias viajan en interminables hileras de cápsulas automáticas y donde un simple túnel —un túnel cotidiano— puede convertirse en algo mucho más oscuro. Un punto de no retorno. Una frontera donde la vida y la muerte se deciden con la frialdad de un semáforo que se cierra. Esta noche abrimos la puerta a uno de esos futuros inquietantes que, sin embargo, parecen hablarnos del presente. - Narración: Juan Carlos Albarracín - Locución Sintonía: Antonio Runa - Música: Epidemic Sound, con licencia - Imagen: Pixabay, con licencia https://pixabay.com/es/illustrations/t%c3%banel-dirigi%c3%b3-l%c3%a1ser-piso-5992507/ Los Cuentos de la Casa de la Bruja es un podcast semanal de audio-relatos de misterio, ciencia ficción y terror. Cada viernes, a las 10 de la noche, traemos un nuevo programa. Alternamos entre episodios gratuitos para todos nuestros oyentes y episodios exclusivos para nuestros fans. ¡Si te gusta nuestro contenido suscríbete! Y si te encanta considera hacerte fan desde el botón azul APOYAR y accede a todo el contenido exclusivo. Tu aporte es de mucha ayuda para el mantenimiento de este podcast. ¡Gracias por ello! Mi nombre es Juan Carlos. Dirijo este podcast y también soy locutor y narrador de audiolibros, con estudio propio. Si crees que mi voz encajaría con tu proyecto o negocio contacta conmigo y hablamos. :) Contacto profesional: info@locucioneshablandoclaro.com www.locucioneshablandoclaro.com También estoy en X y en Bluesky: @VengadorT Y en Instagram: juancarlos_locutor CONVOCATORIA ABIERTA – Los Cuentos de la Casa de la Bruja. ¿Eres escritor o escritora y te gustaría escuchar uno de tus relatos narrado en el podcast Cuentos de la Casa de la Bruja? Estoy abriendo la puerta a autores emergentes que quieran compartir relatos originales dentro del tono del programa: historias de terror y ciencia ficción con atmósferas inquietantes, elementos fantásticos, oscuros o insólitos, y una cuidada calidad literaria. ¿QUÉ TIPO DE RELATOS BUSCO? • Relatos de terror y ciencia ficción • Con una extensión de entre 3.000 y 4.000 palabras • Con una narrativa sólida, buen uso del lenguaje y que se presten a ser narrados en voz • Textos originales e inéditos (o que al menos no estén vinculados a compromisos editoriales) ¿CÓMO PARTICIPAR? Puedes enviar tu relato en formato Word o PDF a info@locucioneshablandoclaro.com con el asunto: Relato para el podcast. Acompáñalo, si quieres, de una pequeña nota biográfica para que pueda presentarte adecuadamente. IMPORTANTE: La recepción de un relato no garantiza su publicación. La selección dependerá de criterios narrativos, temáticos y de estilo, siempre con el objetivo de mantener la atmósfera y el nivel que caracterizan al podcast. ¡No se trata de emitir juicios definitivos sobre ningún autor o texto! Yo no soy crítico literario, ni pretendo serlo. Se trata de encontrar aquellos textos que mejor encajen con el universo del programa. Si tu relato es elegido me pondré en contacto contigo. En caso contrario agradeceré igual tu confianza y el gesto de compartir tu trabajo. Gracias por hacer crecer esta casa con tu obra. ¡Espero leerte! Juan Carlos “Corman” Albarracín Escucha el episodio completo en la app de iVoox, o descubre todo el catálogo de iVoox Originals

Fri, Dec 5 5:50 PM → 7:19 PM students got into a figth Radio Systems: - Sacramento Regional Radio Communications System

Confira os destaques do Jornal da Manhã desta sexta-feira (05): Durante reunião do Conselhão, que aconteceu na última quinta-feira 904), o presidente Lula (PT) disse que as pessoas que trabalharam pela derrubada dos vetos no PL do Licenciamento Ambiental, pelo Congresso, sabem que estão erradas. Reportagem: André Anelli. O ministro da Fazenda, Fernando Haddad (PT), comentou a situação econômica dos Correios e afirmou que o apoio financeiro virá somente após um plano de recuperação aprovado. Reportagem: André Anelli. O ex-presidente Jair Bolsonaro (PL), segue recebendo visitas de familiares na sede da Polícia Federal. Na terceira visita ao marido, Michelle Bolsonaro carregava uma Bíblia e uma camiseta em referência a Israel. Além disso, a filha mais nova, Laura Bolsonaro, visitou o pai pela primeira vez. Reportagem: Paulo Edson Fiori. O advogado do presidente da Alerj, Rodrigo Bacellar, disse que o parlamentar está tranquilo para os próximos passos. Ele foi preso na última quarta-feira (03), e na próxima segunda-feira (08) a Assembleia deve decidir se vai revogar a prisão do presidente da Casa. Reportagem: Rodrigo Viga. A Justiça do Distrito Federal decidiu tornar réu o atacante Bruno Henrique, do Flamengo, pelo crime de estelionato. A acusação está relacionada a investigação sobre a participação do atleta em um esquema de manipulação de resultados de apostas esportivas. Reportagem: Rodrigo Viga. O ministro do STF, Alexandre de Moraes, pediu que seja agendada a sessão presencial para julgar os réus acusados de serem os mandantes do assassinato da vereadora Marielle Franco e do motorista Anderson Gomes. Reportagem: Rodrigo Viga. A oposição na Câmara dos Deputados quer pressionar o presidente da Câmara, Hugo Motta (Republicanos), para que ele paute o projeto que reduz as penas para os condenados por tentativa de golpe. Reportagem: Rany Veloso. Na última reunião da CPMI do INSS do ano, o dono do Banco Master, Daniel Vorcaro e o governador de Minas Gerais, Romeu Zema (Novo), foram convocados para prestar esclarecimentos sobre o escândalo dos descontos indevidos. Reportagem: Rany Veloso. O deputado federal Eduardo Bolsonaro (PL) viajou para Israel e se encontrou com o primeiro-ministro Benjamin Netanyahu. Eduardo aproveitou a ocasião para publicar uma foto ao lado do premiê e também criticou o governo Lula. O Senado Federal prepara-se para discutir e votar a atualização da Lei do Impeachment na Comissão de Constituição e Justiça (CCJ). A repórter Rany Veloso informa que o presidente da comissão, Davi Alcolumbre, pretende pautar o projeto já na próxima semana. O presidente dos Estados Unidos, Donald Trump, prometeu "boas notícias em breve" ao presidente Lula sobre as sanções impostas a autoridades brasileiras.a repórter Rany Veloso detalha que o Planalto interpretou a mensagem como um sinal positivo para o fim da revogação dos vistos de oito ministros do STF e integrantes do governo. O FBI prendeu um homem acusado de implantar bombas caseiras em Washington D.C. na noite anterior ao ataque ao Capitólio, ocorrido em 6 de janeiro de 2021. A prisão marca um avanço significativo nas investigações sobre os eventos que antecederam a invasão da sede do Legislativo americano, um mistério que perdurava há anos. Reportagem: Eliseu Caetano. Essas e outras notícias você acompanha no Jornal da Manhã. Learn more about your ad choices. Visit megaphone.fm/adchoices

Convidado: Cláudio Couto, cientista político e professor da FGV de São Paulo. Horas depois de o ministro do STF Gilmar Mendes decidir que apenas a Procuradoria-Geral da República pode pedir o impeachment de integrantes da Corte, o presidente do Senado, Davi Alcolumbre, fez um pronunciamento defendendo a prerrogativa da Casa de abrir processos deste tipo. A decisão de Gilmar ainda precisa ser referendada pelo Plenário do Supremo. Antes, a lei permitia que essa fosse uma prerrogativa de “todo cidadão”. A rusga é mais um elemento no recente atrito entre o Congresso e os outros dois Poderes. O Senado e o Executivo vivem uma crise desde que o presidente Lula indicou Jorge Messias para uma vaga no STF. Messias precisa ser aprovado pelos senadores – mas enfrenta resistência, já que alguns parlamentares tinham preferência pelo nome de Rodrigo Pacheco para a vaga aberta na Corte. Neste episódio, Victor Boyadjian recebe o cientista político Cláudio Couto para explicar que outros elementos estão no pano de fundo desta disputa. Professor da FGV de São Paulo, Cláudio analisa as respostas e ações do Congresso após decisões do Executivo e do Judiciário. E conclui como os recentes atritos geram prejuízos ambientais, fiscais e, sobretudo, para a população do país.

Tutita Casa, Anna Strauss, Jenna Waggoner & Mhret Wondmagegne, Developing Student Agency: The Strategy Showcase ROUNDING UP: SEASON 4 | EPISODE 7 When students aren't sure how to approach a problem, many of them default to asking the teacher for help. This tendency is one of the central challenges of teaching: walking the fine line between offering support and inadvertently cultivating dependence.  In this episode, we're talking with a team of educators about a practice called the strategy showcase, designed to foster collaboration and help students engage with their peers' ideas.  BIOGRAPHIES Tutita Casa is an associate professor of elementary mathematics education at the Neag School of Education at the University of Connecticut. Mhret Wondmagegne, Anna Strauss, and Jenna Waggoner are all recent graduates of the University of Connecticut School of Education and early career elementary educators who recently completed their first years of teaching. RESOURCE National Council of Teachers of Mathematics  TRANSCRIPT Mike Wallus: Well, we have a full show today and I want to welcome all of our guests. So Anna, Mhret, Jenna, Tutita, welcome to the podcast. I'm really excited to be talking with you all about the strategy showcase. Jenna Waggoner: Thank you.  Tutita Casa: It's our pleasure.  Anna Strauss: Thanks.  Mhret Wondmagegne: Thank you. Mike: So for listeners who've not read your article, Anna, could you briefly describe a strategy showcase? So what is it and what could it look like in an elementary classroom? Anna: So the main idea of the strategy showcase is to have students' work displayed either on a bulletin board—I know Mhret and Jenna, some of them use posters or whiteboards. It's a place where students can display work that they've either started or that they've completed, and to become a resource for other students to use. It has different strategies that either students identified or you identified that serves as a place for students to go and reference if they need help on a problem or they're stuck, and it's just a good way to have student work up in the classroom and give students confidence to have their work be used as a resource for others. Mike: That was really helpful. I have a picture in my mind of what you're talking about, and I think for a lot of educators that's a really important starting point.  Something that really stood out for me in what you said just now, but even in our preparation for the interview, is the idea that this strategy showcase grew out of a common problem of practice that you all and many teachers face. And I'm wondering if we can explore that a little bit. So Tutita, I'm wondering if you could talk about what Anna and Jenna and Mhret were seeing and maybe set the stage for the problem of practice that they were working on and the things that may have led into the design of the strategy showcase. Tutita: Yeah. I had the pleasure of teaching my coauthors when they were master's students, and a lot of what we talk about in our teacher prep program is how can we get our students to express their own reasoning? And that's been a problem of practice for decades now. The National Council of Teachers of Mathematics has led that work. And to me, [what] I see is that idea of letting go and really being curious about where students are coming from. So that reasoning is really theirs. So the question is what can teachers do? And I think at the core of that is really trying to find out what might be limiting students in that work. And so Anna, Jenna, and Mhret, one of the issues that they kept bringing back to our university classroom is just being bothered by the fact that their students across the elementary grades were just lacking the confidence, and they knew that their students were more than capable. Mike: Jenna, I wonder if you could talk a little bit about, what did that actually look like? I'm trying to imagine what that lack of confidence translated into. What you were seeing potentially or what you and Anna and Mhret were seeing in classrooms that led you to this work. Jenna: Yeah, I know definitely we were reflecting, we were all in upper elementary, but we were also across grade levels anywhere from fourth to fifth grade all the way to sixth and seventh. And across all of those places, when we would give students especially a word problem or something that didn't feel like it had one definite answer or one way to solve it or something that could be more open-ended, we a lot of times saw students either looking to teachers. "I'm not sure what to do. Can you help me?" Or just sitting there looking at the problem and not even approaching it or putting something on their paper, or trying to think, "What do I know?" A lot of times if they didn't feel like there was one concrete approach to start the problem, they would shut down and feel like they weren't doing what they were supposed to or they didn't know what the right way to solve it was. And then that felt like kind of a halting thing to them. So we would see a lot of hesitancy and not that courage to just kind of be productively struggling. They wanted to either feel like there was something to do or they would kind of wait for teacher guidance on what to do. Mike: So we're doing this interview and I can see Jenna and the audience who's listening, obviously Jenna, they can't see you, but when you said "the right way," you used a set of air quotes around that. And I'm wondering if you or Anna or Mhret would like to talk about this notion of the right way and how when students imagined there was a right way, that had an effect on what you saw in the classroom. Jenna: I think it can be definitely, even if you're working on a concept like multiplication or division, whatever they've been currently learning, depending on how they're presented instruction, if they're shown one way how to do something but they don't understand it, they feel like that's how they're supposed to understand to solve the problem. But if it doesn't make sense for them or they can't see how it connects to the problem and the overall concept, if they don't understand the concept for multiplication, but they've been taught one strategy that they don't understand, they feel like they don't know how to approach it. So I think a lot of it comes down to they're not being taught how to understand the concept, but they're more just being given one direct way to do something. And if that doesn't make sense to them or they don't understand the concepts through that, then they have a really difficult time of being able to approach something independently. Mike: Mhret, I think Jenna offered a really nice segue here because you all were dealing with this question of confidence and with kids who, when they didn't see a clear path or they didn't see something that they could replicate, just got stuck, or for lack of a better word, they kind of turned to the teacher or imagined that that was the next step. And I was really excited about the fact that you all had designed some really specific features into the strategy showcase that addressed that problem of practice. So I'm wondering if you could just talk about the particular features or the practices that you all thought were important in setting up the strategy showcase and trying to take up this practice of a strategy showcase. Mhret: Yeah, so we had three components in this strategy showcase. The first one, we saw it being really important, being open-ended tasks, and that combats what Jenna was saying of "the right way." The questions that we asked didn't ask them to use a specific strategy. It was open-ended in a way that it asked them if they agreed or disagreed with a way that someone found an answer, and it just was open to see whatever came to their mind and how they wanted to start the task. So that was very important as being the first component.  And the second one was the student work displayed, which Anna was talking about earlier. The root of this being we want students' confidence to grow and have their voices heard. And so their work being displayed was very important—not teacher work or not an example being given to them, but what they had in their mind. And so we did that intentionally with having their names covered up in the beginning because we didn't want the focus to be on who did it, but just seeing their work displayed—being worth it to be displayed and to learn from—and so their names were covered up in the beginning and it was on one side of the board.  And then the third component was the students' co-identified strategies. So that's when after they have displayed their individual work, we would come up as a group and talk about what similarities did we see, what differences in what the students have used. And they start naming strategies out of that. They start giving names to the strategies that they see their peers using, and we co-identify and create this strategy that they are owning. So those are the three important components. Mike: OK. Wow. There's a lot there. And I want to spend a little bit of time digging into each one of these and I'm going to invite all four of you to feel free to jump in and just let us know who's talking so that everybody has a sense of that.  I wonder if you could talk about this whole idea that, when you say open-ended tasks, I think that's really important because it's important that we build a common definition. So when you all describe open-ended tasks, let's make sure that we're talking the same language. What does that mean? And Tutita, I wonder if you want to just jump in on that one. Tutita: Sure. Yeah. An open-ended task, as it suggests, it's not a direct line where, for example, you can prompt students to say, "You must use 'blank' strategy to solve this particular problem." To me, it's just mathematical. That's what a really good rich problem is, is that it really allows for that problem solving, that reasoning. You want to be able to showcase and really gauge where your students are. Which, as a side benefit, is really beneficial to teachers because you can formatively assess where they're even starting with a problem and what approaches they try, which might not work out at first—which is OK, that's part of the reasoning process—and they might try something else. So what's in their toolbox and what tool do they reach for first and how do they use it? Mike: I want to name another one that really jumped out for me. I really—this was a big deal that everybody's strategy goes up. And Anna, I wonder if you can talk about the value and the importance of everybody's strategy going up. Why did that matter so much? Anna: I think it really helps, the main thing, for confidence. I had a lot of students who in the beginning of starting the strategy showcase would start kind of like at least with a couple ideas, maybe a drawing, maybe they outlined all of the numbers, and it helps to see all of the strategies because even if you are a student who started out with maybe one simple idea and didn't get too far in the problem, seeing up on the board maybe, "Oh, I have the same beginning as someone else who got farther into the problem." And really using that to be like, "I can start a problem and I can start with different ideas, and it's something that can potentially lead to a solution." So there is a lot of value in having all of the work that everyone did because even something that is just the beginning of a solution, someone can jump in and be like, "Oh, I love the way that you outlined that," or "You picked those numbers first to work on. Let's see what we can use from the way that you started the problem to begin to work on a solution." So in that way, everyone's voice and everyone's decisions have value. And even if you just start off with something small, it can lead to something that can grow into a bigger solution. Mike: Mhret, can I ask you about another feature that you mentioned? You talked about the importance, at least initially, of having names removed from the work. And I wonder if you could just expand on why that was important and maybe just the practical ways that you managed withholding the names, at least for some of the time when the strategy showcase was being set up. Can you talk about both of those please? Mhret: Yes, yeah. I think all three of us when we were implementing this, we—all kids are different. Some of them are very eager to share their work and have their name on it. But we had those kids that maybe they just started with a picture or whatever it may be. And so we saw their nerves with that, and we didn't want that to just mask that whole experience. And so it was very important for us that everybody felt safe. And later we'll talk about group norms and how we made it a safe space for everyone to try different strategies. But I think not having their names attached to it helped them focus not on who did it, but just the process of reasoning and doing the work. And so we did that practically I think in different ways, but I just use tape, masking tape to cover up their names. I know some of—I think maybe Jenna, you wrote their names on the back of the paper instead of the front. But I think a way to not make the name the focus is very important. And then hopefully by the end of it, our hope is that they would gain more confidence and want to name their strategy and say that that is who did it. Mike: I want to ask a follow up about this because it feels like one of the things that this very simple, but I think really important, idea of withholding who created the strategy or who did the work. I mean, I think I can say during my time in classrooms when I was teaching, there are kids that classmates kind of saw as really competent or strong in math. And I also know that there were kids who didn't think they were good at math or perhaps their classmates didn't think were good at math. And it feels like by withholding the names that would have a real impact on the extent to which work would be considered as valuable. Because you don't know who created it, you're really looking at the work as opposed to looking at who did the work and then deciding whether it's worth taking up. Did you see any effects like that as you were doing this? Jenna: This is Jenna. I was going to say, I know for me, even once the names were removed, you would still see kids sometimes want to be like, "Oh, who did this?" You could tell they still are almost very fixated on that idea of who is doing the work. So I think by removing it, it still was definitely good too. With time, they started to less focus on "Who did this?" And like you said, it's more taking ownership if they feel comfortable later down the road. But sometimes you would have, several students would choose one approach, kind of what they've seen in classrooms, and then you might have a few other slightly different, of maybe drawing a picture or using division and connecting it to multiplication. And then you never wanted those kids to feel like what they were doing was wrong. Even if they chose the wrong operation, there was still value in seeing how that was connected to the problem or why they got confused. So we never wanted one or two students also to feel individually focused on if maybe what they did initially—not [that it] wasn't correct, but maybe was leading them in the wrong direction, but still had value to understand why they chose to do that. So I think just helping, again, all the strategies work that they did feel valuable and not having any one particular person feel like they were being focused on when we were reflecting on what we put up on display. Mike: I want to go back to one other thing that, Mhret, you mentioned, and I'm going to invite any of you, again, to jump in and talk about this, but this whole idea that part of the prompting that you did when you invited kids to examine the strategies was this question of do you agree or do you disagree? And I think that's a really interesting way to kind of initiate students' reflections. I wonder if you can talk about why this idea of, "Do you agree or do you disagree" was something that you chose to engage with when you were prompting kids? And again, any of you all are welcome to jump in and address this, Anna: It's Anna. I think one of the reasons that we chose to [have them] agree or disagree is because students are starting to look for different ways to address the problem at hand. Instead of being like, "I need to find this final number" or "I need to find this final solution," it's kind of looking [at], "How did this person go about solving the problem? What did they use?" And it gives them more of an opportunity to really think about what they would do and how what they're looking at helps in any way. Jenna: And then this is Jenna. I was also going to add on that I think by being "agree or disagree" versus being like, "yes, I got the same answer," and I feel like the conversation just kind of ends at that point. But they could even be like, "I agree with the solution that was reached, but I would've solved it this way, or my approach was different." So I think by having "agree or disagree," it wasn't just focusing on, "yes, this is the correct number, this is the correct solution," and more focused on, again, that approach and the different strategies that could be used to reach one specific solution that was the answer or the correct thing that you're looking for. Tutita: And this is Tutita, and I agree with all of that. And I can't help but going back just to the word "strategy," which really reflects students' reasoning, their problem solving, argumentation. It's really not a noun; it's a verb. It's a very active process. And sometimes we, as teachers, we're so excited to have our students get the right answer that we forget the fun in mathematics is trying to figure it out.  And I can't help but think of an analogy. So many people love to watch sports. I know Jenna's a huge UConn women's basketball… Jenna: Woohoo! Tutita: …fan, big time. Or if you're into football, whatever it might be, that there's always that goal. You're trying to get as many more points, and as many as you can, more points than the other team. And there are a lot of different strategies to get there, but we appreciate the fact that the team is trying to move forward and individuals are trying to move forward. So it's that idea with the strategy, we need to as teachers really open up that space to allow that to come out and progressively—in the end, we're moving forward even though within a particular time frame, it might not look like we are quite yet. I like the word "yet." But it's really giving students the time that they need to figure it out themselves to deepen their understanding. Mike: Well, I will say as a former Twin Cities resident, I've watched Paige Bueckers for a long time, and… Tutita: There we go. Mike: …in addition to being a great shooter, she's a pretty darn good passer and moves the ball.  And in some ways that kind of connects with what you all are doing with kids, which is that—moving ideas around a space is really not that different from moving the ball in basketball. And that you have the same goal in scoring a basket or reaching understanding, but it's the exchange that are actually the things that sometimes makes that happen. Jenna: I love it. Thank you.  Tutita: Nice job. Mike: Mhret, I wanted to go back to this notion that you were talking about, which is co-naming the strategies as you were going through and reflecting on them. I wonder if you could talk a little bit about, what does co-naming mean and why was it important as a part of the process? Mhret: Mm-hmm. Yeah. So, I think the idea of co-naming and co-identifying the strategies was important. Just to add on to the idea, we wanted it all to be about the students and their voice, and it's their strategy and they're discussing and coming up with everything. And we know of the standard names of strategies like standard algorithm or whatever, but I think it gave them an extra confidence when it was like, "Oh, we want to call it—" I forgot the different names that they would come up with for strategies. Jenna: I think they had said maybe "stacking numbers," something like that. They would put their own words. It wasn't standard algorithm, but like, "We're going to stack the numbers on top of each other," I think was maybe one they had said. Mhret: Mm-hmm. So I think it added to that collaboration within the group that they were in and also just them owning their strategy. And so, yeah. Mike: That leads really nicely into my next question. And Anna, this is one I was going to pose to you, but everyone else is certainly welcome to contribute.  I'm wondering if you could talk a little bit about what happened when you all started to implement this strategy showcase in your classroom. So what impacts did you see on students' efficacy, their confidence, the ways that they collaborated? Could you talk a little bit about that? Anna: So I think one of the biggest things that I saw that I was very proud of was there was less of a need for me to become part of the conversation as the teacher because students were more confident to build off of each other's ideas instead of me having to jump in and be like, "Alright, what do we think about what this person did?" Students, because their work became more anonymous and because everyone was kind of working together and had different strategies, they were more open to discussing with each other or working off of each other's ideas because it wasn't just, "I don't know how to do this strategy." It was working together to really put the pieces together and come to a final agree or disagree.  So it really helped me almost figure out where students are, and it brought the confidence into the students without me having to step in and really officiate the conversation. So that was the really big thing that I saw at least in some of my groups, was that huge confidence and more communication happening. Mhret: Yeah. This is Mhret. I think it was very exciting too, like Anna was saying, that—them getting excited about their work, and everything up on the board is their work. And so seeing them with a sticky note, trying to find the similarities and differences between strategies, and getting excited about what someone is doing, I think that was a very good experience and feeling for me because of the confidence that I saw grow through the process of the kids, but also the collaboration of, "It's OK to use what other people know to build upon the things that I need to build upon." And so I think it just increased collaboration, which I think is really important when we talk about reasoning and strategies. Mike: Which actually brings me to my next question, and Jenna, I was wondering if you could talk a little bit about: What did you see in the ways that students were reasoning around the mathematics or engaging in problem solving? Jenna: Yeah, I know one specific example that stood out was—again, that initial thing of when we gave a student a problem, they would look to the teacher and a little bit later on in the process when giving a problem, we had done putting the strategies up, we'd cocreated the names, and then they were trying a similar problem independently. And one of my students right off the bat had that initial reaction that we would've seen a few weeks ago of being like, "I don't know what to do." And she put a question mark on the paper. So I gave her a minute and then she looked at me and I said, "Look at this strategy. Look at what you and your classmates have done to come together." And then she got a little redirection, but it wasn't me telling her what to do. And from there I stepped away and let her just reference that tool that was being displayed. And from there, she was able to show her work, she was able to choose a strategy she wanted to do, and she was able to give her answer of whether she agreed or disagreed on what she had seen. So I think it was just again, that moment of realizing that what I needed to step in and do was a lot smaller than it had previously been, and she could use this tool that we had created together and that she had created with her peers to help her answer that question. Anna: I think to add onto that, it's Anna, there was a huge spike in efficiency as well because all these different strategies were being discovered and brought to light and put onto the strategy showcase. Maybe if we're talking about multiplication, if some student had repeated addition in the beginning and they're repeatedly adding numbers together to find a multiplication product, they're realizing, "Oh my goodness, I can do this so much more efficiently if I use this person's strategy or if I try this one instead." And it gives them the confidence to try different things. Instead of getting stuck in the rut of saying, "This is my strategy and this is the way that I'm going to do it," they became a little more explorative, and they wanted to try different things out or maybe draw a picture and use that resource to differentiate their math experience. Mike: I want to mark something here that seems meaningful, which is this whole notion that you saw this spike. But the part that I'm really contemplating is when you said kids were less attached to, "This is my strategy" and more willing to adopt some of the ideas that they saw coming out of the group. That feels really, really significant, both in terms of how we want kids to engage in problem solving and also in terms of efficacy. That really I think is one to ponder for folks who are listening to the podcast, is the effect on students' ability to be more flexible in adopting ideas that may not have been theirs to begin with. Thank you for sharing that. Anna.  I wonder if you could also spend a bit of time talking about some of the ways that you held onto or preserve the insights and the strategies that emerged during a showcase. Are there artifacts or ways that a teacher might save what came from a strategy showcase for future reference? Anna: So, I think the biggest thing as a takeaway and something to hold onto as a teacher who uses the strategy showcase is the ability to take a step back and allow students to utilize the resources that they created. And I think something that I used is I had a lot of intervention time and time where students were able to work in small groups and work together in teams and that sort of thing, keeping their strategies and utilizing them in groups. Remember when this person brought up this strategy, maybe we can build off of that and really utilizing their work and carrying it through instead of just putting it up and taking it down and putting up another one. Really bringing it through. And any student work is valuable. Anything that a student can bring to the table that can be used in the future, like holding onto that and re-giving them that confidence. "Remember when this person brought up that we can use a picture to help solve this problem?" Bringing that back in and recycling those ideas and bringing back in not just something that the teacher came up with, but what another student came up with, really helps any student's confidence in the classroom. Mike: So I want to ask a question, and Tutita and Mhret, I'm hoping you all can weigh in on this. If an educator wanted to implement the strategy showcase in their classroom, I want to explore a bit about how we could help them get started. And Tutita, I think I want to start with you and just say from a foundational perspective of building the understanding that helps support something like a strategy showcase, what do you think is important? Tutita: I actually think there are two critical things. The first is considering the social aspect and just building off of what Anna was saying is, if you've listened carefully, she's really honoring the individual. So instead of saying, "Look," that there was this paper up there—as teachers, we have a lot on our walls—it's actually naming the student and honoring that student, even though it's something that as a teacher, you're like, "Yes, someone said it! I want them to actually think more about that." But it's so much more powerful by giving students the credit for the thinking that they're doing to continue to advance that. And all that starts with assuming that students can. And oftentimes at the elementary level, we tend to overlook that. They're so cute—especially those kindergartens, pre-K, kindergarten—but it's amazing what they can do. So if you start with assuming that they can and waiting for their response, then following up and nurturing that, I think you as teachers will get so much more from our students and starting with that confidence. And that brings me to the next point that I think listeners who teach in the upper elementary grades or maybe middle school or high school might be like, "Oh, this sounds great. I'll start with them." But I want to caution that those students might be even more reticent because they might think that to be a good math student, you're supposed to know the answer, you're supposed to know it quickly, and there's one strategy you're supposed to use. And so, in fact, I would argue that probably those really cute pre-K and kindergartners will probably be more open because if anyone has asked a primary student to explain what they have down on paper, 83 minutes later, the story will be done.  And so it might take time. You have to start with that belief and just really going with where your class and individuals are socially. Some of them might not care that you use their name. Others might, and that might take time. So taking the time and finding different ways to stay with that belief and make sure that you're transferring it to students once they have it. As you can hear, a lot of what my coauthors mentioned, then they take it from there. But you have to start with that belief at the beginning that elementary students can. Mike: Mhret, I wonder if you'd be willing to pick up on that, because I find myself thinking that the belief aspect of this is absolutely critical, and then there's the work that a teacher does to build a set of norms or routines that actually bring that belief to life, not only for yourself but for students. I wonder if you could talk about some of the ways that a teacher might set up norms, set up routines, maybe even just set up their classroom in ways that support the showcase. Mhret: Yeah. So practically, I think for the strategy showcase, an important aspect is finding a space that's accessible to students because we wanted them to be going back to it to use it as a resource. So some of us used a poster board, a whiteboard, but a vertical space in the room where students can go and see their work up I think is really important so that the classroom can feel like theirs. And then we also did a group norm during our first meeting with the kids where we co-constructed group norms with the kids of like, "What does it look like to disagree with one another?" "If you see a strategy that you haven't used, how can you be kind with our words and how we talk about different strategies that we see up there?" I think that's really important for all grades in elementary because some kids can be quick to their opinions or comments, and then providing resources that students can use to share their idea or have their idea on paper I think is important. If that's sticky notes, a blank piece of paper, pencils, just practical things like that where students have access to resources where they can be thinking through their ideas.  And then, yeah, I think just constantly affirming their ideas that, as a teacher, I think—I teach second grade this year and [they are] very different from the fourth graders that I student taught—but I think just knowing that every kid can do it. They are able, they have a lot in their mind. And I think affirming what you see and building their confidence does a lot for them. And so I think always being positive in what you see and starting with what you see them doing and not the mistakes or problems that are not important. Mike: Jenna, before we go, I wanted to ask you one final question. I wonder if you could talk about the resources that you drew on when you were developing the strategy showcase. Are there any particular recommendations you would have for someone who's listening to the podcast and wants to learn a little bit more about the practices or the foundations that would be important? Or anything else that you think it would be worth someone reading if they wanted to try to take up your ideas? Jenna: I know, in general, when we were developing this project—a lot of it again came from our seminar class that we did at UConn with Tutita—and we had a lot of great resources that she provided us. But I know one thing that we would see a lot that we referenced throughout our article is the National Council of Teachers of Mathematics. I think it's just really important that when you're building ideas to, one, look at research and projects that other people are doing to see connections that you can build on from your own classroom, and then also talking with your colleagues. A lot of this came from us talking and seeing what we saw in our classrooms and commonalities that we realized that we're in very different districts, we're in very different grades and what classrooms look like. Some of us were helping, pushing into a general ed classroom. Some of us were taking kids for small groups. But even across all those differences, there were so many similarities that we saw rooted in how kids approach problems or how kids thought about math. So I think also it's just really important to talk with the people that you work with and see how can you best support the students. And I think that was one really important thing for us, that collaboration along with the research that's already out there that people have done. Mike: Well, I think this is a good place to stop, but I just want to say thank you again. I really appreciate the way that you unpack the features of the strategy showcase, the way that you brought it to life in this interview. And I'm really hopeful that for folks who are listening, we've offered a spark and other people will start to take up some of the ideas and the features that you described. Thanks so much to all of you for joining us. It really has been a pleasure talking with all of you. Jenna: Thank you.  Anna: Thank you Mhret: Thank you.  Tutita: Thank you so much. 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. © 2025 The Math Learning Center | www.mathlearningcenter.org

Condenado no mensalão e no petrolão, o petista José Dirceu gravou vídeos com comentários sobre segurança pública e escolas cívico-militares. Madeleine Lacsko, Duda Teixeira e Ricardo Feltrin comentam:Papo Antagonista é o programa que explica e debate os principais acontecimentos do   dia com análises críticas e aprofundadas sobre a política brasileira e seus bastidores.     Apresentado por Madeleine Lacsko, o programa traz contexto e opinião sobre os temas mais quentes da atualidade.     Com foco em jornalismo, eleições e debate, é um espaço essencial para quem busca informação de qualidade.     Ao vivo de segunda a sexta-feira às 18h.    Apoie o jornalismo Vigilante: 10% de desconto para audiência do Papo Antagonista  https://bit.ly/papoantagonista  Siga O Antagonista no X:  https://x.com/o_antagonista   Acompanhe O Antagonista no canal do WhatsApp. Boletins diários, conteúdos exclusivos em vídeo e muito mais.  https://whatsapp.com/channel/0029Va2SurQHLHQbI5yJN344  Leia mais em www.oantagonista.com.br | www.crusoe.com.br 

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DEUS VAI CURAR AS FERIDAS DA SUA CASA | BISPA SONIA HERNANDES by Igreja Renascer Em Cristo

Escríbenos un MensajeTener una casa es el sueño de muchos, pero existen ciertos gastos y sorpresas para las que no nos preparan cuando vamos a ser propietarios de una casa. Nosotros no te vamos a dejar cegado, te contamos lo que hemos aprendido en estos dos años medio. También en cada episodio estaremos tomándonos una cerveza, en este caso es la Modelito.Recomendaciones de la Semana;

Autonomy may scale in agriculture long before it does in defense or UAM, and today's guest makes a compelling case why. We speak with Edward Barraclough, founder and CEO of Drone-Hand, about applying autonomous drones and on-device AI to the realities of livestock operations across Australia, New Zealand, North America, and beyond.Edward explains why ranching is the perfect proving ground for autonomy: massive land areas, urgent labor shortages, permissive operating environments, and ROI that's measured in days - not years. We explore how drones are already replacing helicopters on million-acre cattle stations, why biological data creates one of the deepest moats in autonomy, the role of trust and repeatability for producers, and how CASA's regulatory evolution compares to FAA and EASA. It's a rare look at autonomy where economics, biology, and geography collide.

Confira os destaques do Jornal da Manhã desta quinta-feira (04): O Ministério da Justiça demitiu oficialmente Alexandre Ramagem (PL-RJ) e Anderson Torres dos quadros da Polícia Federal (PF). A decisão ocorre após o STF declarar o trânsito em julgado de suas condenações por tentativa de golpe de Estado. A defesa do presidente da Assembleia Legislativa do Estado do Rio de Janeiro (Alerj), Rodrigo Bacellar (PL-RJ), afirmou que a prisão do deputado é desproporcional e que vai recorrer. Bacellar foi preso preventivamente pela Polícia Federal após a apreensão de R$ 90 mil em espécie dentro de seu carro. Reportagem de Rodrigo Viga. A Alerj se prepara para votar a manutenção ou revogação da prisão de Rodrigo Bacellar. Nos bastidores, a tendência é pela revogação da decisão do ministro Alexandre de Moraes, mas o retorno do deputado à presidência da Casa ainda é incerto. Reportagem de Rodrigo Viga. O presidente Lula (PT) deve participar da última reunião do Conselhão deste ano nesta quinta-feira (04). O encontro aborda temas relacionados ao desenvolvimento econômico e social sustentável e Lula deve discursar ao final da reunião. Reportagem: Rany Veloso. O ministro Gilmar Mendes (STF) determinou que apenas a Procuradoria-Geral da República (PGR) tem a prerrogativa legal de formalizar o pedido de impeachment de ministros do Supremo Tribunal Federal (STF). Para falar sobre o assunto, a Jovem Pan News entrevista o deputado federal (Cidadania-SP) Alexandre Manente. O Congresso Nacional deve votar nesta quinta-feira (04) o Projeto de Lei de Diretrizes Orçamentárias de 2026. Sem essa aprovação, não é possível validar o orçamento de 2026. Na última quarta-feira (03), o texto foi aprovado na Comissão Mista de Orçamento, e o relator da LDO, Gervásio Maia (PSB), conseguiu a aprovação do calendário de pagamento obrigatório das emendas impositivas. Reportagem: Rany Veloso. A disputa pela indicação pelo Partido Liberal ao senado de Minas Gerais está cada vez mais forte. A decisão do deputado federal Nikolas Ferreira (PL) de não assumir se será candidato ao governo do estado, bagunçou as cartas do baralho mineiro. Reportagem: Rodrigo Costa. O Tribunal de Justiça do Rio de Janeiro reiniciou o julgamento do policial penal Marcelo de Lima, acusado de matar o torcedor do Fluminense, Thiago Leonel Fernandes da Motta. Reportagem: Rodrigo Viga. Depois de anos tentando, a conjuntura da geopolítica favorece o acordo entre Mercosul e União Europeia. De acordo com o ex-presidente do Brics, Marcos Troyjo, o fluxo de investimentos, exportações e importações do Brasil em relação a Europa, facilita as negociações. Reportagem: Marcelo Mattos. O presidente da Venezuela, Nicolás Maduro, afirmou que conversou com o presidente dos Estados Unidos, Donald Trump, há 10 dias. Segundo Maduro, a conversa foi respeitosa, cordial e se tratou sobre a possibilidade de um encontro entre eles, mas ambos não revelaram mais detalhes da conversa. Reportagem: Eliseu Caetano. O presidente dos Estados Unidos, Donald Trump, disse que a reunião entre dois enviados dele e o presidente russo,Vladimir Putin, foi razoavelmente boa. O documento com os 19 pontos para promover o fim da guerra foi discutido entre os representantes, mas sem nenhum compromisso concreto. Reportagem: Eliseu Caetano. Essas e outras notícias você acompanha no Jornal da Manhã. Learn more about your ad choices. Visit megaphone.fm/adchoices

Support the podcast by subscribing to our Patreon to get access to hundreds of hours of bonus content, early access to upcoming episodes, and the ability to chat with the hosts! www.patreon.com/mediumpopcorn    Brandon and Justin review the romantic-holiday movie, "Love Actually". They discuss the VERY British storylines, Brandon's love for these kinds of movies, and Justin's seedless Christmas.    Leave us a voice message to share your thoughts and/or movie suggestions at (347) 464-8214   MP Links: - patreon.com/mediumpopcorn   - youtube.com/@MediumPopcornPodcast   - https://www.teepublic.com/stores/medium-popcorn   Hosts: Brandon Collins Justin Brown Medium Popcorn Podcast   "Medium Popcorn" is a production of Casa de Collins LLC.    Special thanks as always to our producer Lluvia Gilliam. 

In this episode of Revolutionizing Your Journey, Taryn and DeAndre sit down with their destination wedding planner, Mario M Lopez, the expert who brought their destination wedding vision to life. Together, they unpack the whole behind-the-scenes process of planning a destination wedding—everything from early vision-setting to navigating room block contracts, coordinating guest travel, and choosing trusted vendors.Mario sheds light on the most common pitfalls couples face and explains how a planner helps simplify complicated logistics at international venues. Taryn and DeAndre share firsthand experiences from their Casa de Campo wedding, highlighting what worked, what surprised them, and the decisions that made the biggest difference.This episode offers a candid roadmap for couples dreaming of a wedding abroad—and a deep look at what it takes to create a seamless celebration that feels effortless for both the couple and their guests.Key Highlights:Start with clarity: Defining your wedding vision early helps guide every decision.Room blocks matter: Understanding room block contracts prevents financial surprises.Planners make magic: A destination wedding planner simplifies complex logistics.Guest travel first: Coordinating travel early improves the guest experience.Trusted vendors win: Working with experienced vendors reduces risks and elevates quality.Budgeting upfront: Mapping out your budget helps keep the planning process smooth.Communication counts: Regular planner communication prevents avoidable mistakes.Visit before booking: Site visits reveal details you can't see in photos.Think like a guest: Small touches and thoughtful planning enhance guest comfort.Peace of mind: A skilled planner allows you to stay present and enjoy the experience.Resources:Book a Free 30 minute points & miles consultationStart here to learn how to unlock nearly free travelSign up for our newsletter!BoldlyGo Travel With Points & Miles Facebook GroupInterested in Financial Planning?Truicity Wealth ManagementSome of Our Favorite Tools For Elevating Your Points & Miles Game:Note: Contains affiliate/sponsored linksCard Pointers (Saves the average user $750 per year)Zil Money (For Payroll on Credit Card)Travel FreelyPoint.meFlightConnections.comThrifty Traveler Premium

El humor es una herramienta de divulgación muy poderosa y a menudo subestimada. Tradicionalmente, la ciencia se percibe como algo serio y solemne y el humor actúa facilitando conceptos y eliminando barreras de entrada que muchas personas puedan sentir ante temas complejos. Y si hay unos magos del humor en nuestro país han sido los inolvidables Mortadelo y Filemón, los personajes creados por el añorado Francisco Ibáñez. En la Casa de la Ciencia de Sevilla se puede visitar la exposición "La Ciencia de Mortadelo y Filemón. Crónicas disparatadas de la investigación en España" un viaje por las últimas décadas de la ciencia del Consejo Superior de Investigaciones Científicas. En "Más cerca" (Radio 5) hemos hablado con Pura Fernández, vicepresidenta Adjunta de Cultura Científica del CSIC. Escuchar audio

Participa en “Si lo hice y no me arrepiento de naaaaaaaada” … Dile a esa persona que la quieres fuera de tu vida en los “Posicionamientos … Consexionario con Carolina Roldán … pero arrancamos con el Chismecito Tlacuachero

Ocurrió, cómo no, en Países Bajos. Su protagonista, un señor raro, da la cara y habla de diferencias irreconciliables a todos los niveles.

Ocurrió, cómo no, en Países Bajos. Su protagonista, un señor raro, da la cara y habla de diferencias irreconciliables a todos los niveles.

Hoy en 'La Ventana' hablamos con la ginecóloga, Charo Quintana, sobre los riesgos de dar a luz en casa.  Comentamos la polémica en el Hospital de Torrejón. La corresponsal en Washington DC nos informa sobre la situación de EEUU con Venezuela. Santiago Niño Becerra analiza la deuda española en 'La Ventana de los Números'.

Con una modificación, el Pleno del Senado avaló el listado de 10 personas aspirantes a fiscal general de la República, tras la renuncia a ese cargo de Alejandro Gertz Manero. Claudia Sheinbaum dio el banderazo a las Farmacias del Bienestar, para hacer más eficiente la distribución de medicamentos para las personas adultas mayores y con discapacidad del programa Salud Casa por Casa. Como parte de la Estrategia de Combate al Delito de Robo de Vehículo, Motocicletas y Venta Ilegal de Autopartes en la capital de país, la Secretaría de Seguridad Ciudadana y la Fiscalía General de Justicia aseguraron mil 863 toneladas de piezas a través de la Operación Cazador. Hosted on Acast. See acast.com/privacy for more information.

Nel The Essential di mercoledì 3 dicembre, Chiara Piotto parla di: 00:00 Prada è riuscita alla fine a comprarsi Versace; 03:23 l'inchiesta per corruzione che coinvolge Federica Mogherini e altri due diplomatici italiani a Bruxelles; 07:15 l'appello di alcuni intellettuali italiani per escludere una casa editrice dalla fiera della piccola e media editoria (Più libri più liberi) a Roma. Iscriviti a Spinelli, la newsletter di Will che racconta l'UE da Bruxelles: https://spinelliwillmedia.substack.com/  Iscriviti ai corsi 100% online in Digital Journalism e Branded Storytelling della New Media Academy, la scuola di Chora e Will! Ultimi posti disponibili, scopri il programma e i docenti su ⁠⁠⁠https://newmediacademy.com/⁠⁠⁠ o scrivici a ⁠⁠⁠info@newmediacademy.com⁠⁠ Presentiamo la terza stagione del podcast Mele Marce, giovedì 4 dicembre alle 18:30 a Milano, in via della Moscova 18. Iscriviti qui: https://www.lcalex.it/presentazione-di-mele-marce/ Giovedì 11 dicembre a Roma al Teatro delle Comete, lo Story Tour di Chora e Will insieme a Enel: uno spettacolo per raccontare l'innovazione con Mario Calabresi, Simone Pieranni, Riccardo Haupt e Clara Morelli. Iscriviti qui: https://www.eventbrite.com/cc/enel-story-tour-a-roma-4797067 Learn more about your ad choices. Visit megaphone.fm/adchoices

Carlotta De Melas, Maria Lucia Carbone"Mia mamma Maud Wagner"Maschietto Editorewww.maschiettoeditore.com“Casa è ovunque. È il mondo intero. La casa non ha radici. La casa si muove con i tuoi passi.”Questo albo illustrato racconta la vita straordinaria di Maud Wagner, la prima tatuatrice donna americana, attraverso gli occhi della figlia Lotteva. La narrazione intreccia fatti storici, esperienze personali e atmosfere circensi, trasportandoci tra la fine dell'Ottocento e i primi decenni del Novecento, un periodo di grandi invenzioni e di fermento culturale in America.Dalla nascita in una fattoria alla scoperta del mondo del circo, Maud sfida le convenzioni del suo tempo, diventando acrobata, contorsionista e artista del tatuaggio. Alla Fiera di St. Louis del 1904 incontra Gus Wagner, esperto tatuatore e compagno di vita, insieme al quale diffonde l'arte dei tatuaggi in America. Tra grandi invenzioni, viaggi circensi e racconti di coraggio, la storia celebra la libertà, la creatività e la forza delle donne che osano seguire la propria strada.Carlotta De Melas vive e lavora a Sanremo. È fondatrice di un'associazione culturale che promuove eventi e progetti dedicati alla creatività e alla narrazione, realizzati in piazze, boschi e parchi cittadini. Si dedica in particolare alla scrittura per bambini e ragazzi, con attenzione al genere fantastico e alla ricerca di biografie di figure poco note. Insegna in una scuola parentale, dove sviluppa percorsi educativi basati sulla creatività e sul dialogo, convinta che l'arte e le storie siano strumenti fondamentali per la crescita e la costruzione di comunità.Maria Lucia Carbone è un'illustratrice di origini calabresi, nata nel 1994. Vive e lavora a Firenze, dove si è diplomata all'Accademia di Belle Arti. Dal 2022 si dedica all'illustrazione a tempo pieno. Nel corso della sua carriera ha realizzato lavori pubblicati su riviste e giornali, e ha partecipato a mostre, festival ed eventi culturali. Continua a sviluppare il proprio percorso nell'illustrazione editoriale, collaborando a progetti diversi e confrontandosi con vari ambiti artistici.Diventa un supporter di questo podcast: https://www.spreaker.com/podcast/il-posto-delle-parole--1487855/support.IL POSTO DELLE PAROLEascoltare fa pensarehttps://ilpostodelleparole.it/

Dan shares his opinions on IT: Welcome to Derry, Prospect give a quick review of Wicked 2, why do car purchases always take at least 6 hours to complete, and a possible new series to follow after the completion of Tulsa King.Support the showCatch new episodes of the Where to Stick It Podcast every Tuesday and Thursday. If you like the show, please consider supporting us on Patreon where we upload exclusive content each month for only $3 a month.

Ep. 169 - Otra prueba más en casa, y llega con ese sabor especial de un choque divisional. En el podcast oficial del equipo, Luis Hernández y Rolando Cantú desmenuzan la visita de los Rams al nido, un enfrentamiento que históricamente se vive como una verdadera guerra.See omnystudio.com/listener for privacy information.

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¿Sabías que el verdadero liderazgo inicia en casa? Una posición de autoridad no se limita al trabajo, empieza con la influencia que ejercemos en nuestros familiares, amigos y personas más cercanas. Si quieres conocer los principios para impactar de manera positiva en tu entorno, no te puedes perder este episodio. Escucha Descubre tu Potencial de Liderazgo todos los martes y jueves a las 9:00 a.m. por supresenciaradio.com.

Los Cuentos de la Casa de la Bruja es un podcast semanal de audio-relatos de misterio, ciencia ficción y terror. Cada viernes, a las 10 de la noche, traemos un nuevo programa. Alternamos entre episodios gratuitos para todos nuestros oyentes y episodios exclusivos para nuestros fans. ¡Si te gusta nuestro contenido suscríbete! Y si te encanta considera hacerte fan desde el botón azul APOYAR y accede a todo el contenido exclusivo. Tu aporte es de mucha ayuda para el mantenimiento de este podcast. ¡Gracias por ello! Mi nombre es Juan Carlos. Dirijo este podcast y también soy locutor y narrador de audiolibros, con estudio propio. Si crees que mi voz encajaría con tu proyecto o negocio contacta conmigo y hablamos. :) Contacto profesional: info@locucioneshablandoclaro.com www.locucioneshablandoclaro.com También estoy en X y en Bluesky: @VengadorT Y en Instagram: juancarlos_locutor Escucha el episodio completo en la app de iVoox, o descubre todo el catálogo de iVoox Originals

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Ep. 169 - Otra prueba más en casa, y llega con ese sabor especial de un choque divisional. En el podcast oficial del equipo, Luis Hernández y Rolando Cantú desmenuzan la visita de los Rams al nido, un enfrentamiento que históricamente se vive como una verdadera guerra.See omnystudio.com/listener for privacy information.

Salud casa por Casa suma más de 8.8 millones de consultas  Trump perdona a expresidente de Honduras condenado por narcotráficoLas posadas: tradición que nació en México en 1586  Más información en nuestro podcast

Sheinbaum no irá a la inauguración del Mundial 2026  Detienen al  Cali, jefe de Los Cromo en Oaxaca  No hay que tener miedo a pedir perdón dice el ministro de Cultura de EspañaMás información en nuestro podcast

Vicki Khuzami doesn't tiptoe into queer art — she cartwheels in with boys, toys, humor, and a collector's hunger that borders on mythic.Vicki Khuzami no entra de puntitas al arte queer — entra dando volteretas, con muchachos, juguetes, humor y un hambre de coleccionar que roza lo mítico.In this interview excerpt, she walks us through her world: tiny erotic drawings, the House of Dolores series, and her beloved cabinet of curiosities that eventually became The Octopusa — a self-portrait in eight arms grabbing every object that sparks joy, desire, or trouble.En este fragmento de entrevista, nos lleva por su mundo: pequeños dibujos eróticos, la serie de la Casa de Dolores y su gabinete de curiosidades que terminó convirtiéndose en La Octopusa — un autorretrato de ocho brazos recolectando todo lo que enciende alegría, deseo o travesura.Boys, eroticism, camp, romance-novel covers, gogo-boy ex-husbands… Vicki folds it all in.Chicos, erotismo, camp, portadas de novelas románticas, ex-esposos gogo… Vicki lo mezcla todo.And somehow it all lands exactly where queer art thrives: the sweet spot between innocence and heat.Y de alguna manera aterriza justo donde el arte queer respira: el punto perfecto entre la inocencia y el calor.Khuzami shows with Soho Project Space (NYC), who joined IMMORTAL this year with their signature bite.Khuzami expone con Soho Project Space (NYC), quienes se unieron a IMMORTAL este año con su sello inconfundible.This interview is part of our ongoing series celebrating artists weaving the queer cosmos together — from New York to CDMX and beyond.Esta entrevista forma parte de nuestra serie que celebra a les artistas que traman el cosmos queer — de Nueva York a CDMX y más allá.Vicki reminds us: collect what thrills you, draw what compels you, and never apologize for loving too much.Vicki nos recuerda: colecciona lo que te emocione, dibuja lo que te obsesione y jamás pidas disculpas por amar demasiado.Video by @xuanrios#VickiKhuzami #TBQA #SohoProjectSpace #QueerArt #IMMORTAL #EroticDrawing #ContemporaryArt #ArtInterview #CDMX #NYCQueerArt #CampArt #CollectorCulture #Octopusa

Federico y Alberto hablan de los mejores menús navideños para llevar y evitar así cocinar en casa.

El asesino sanguinolento del bosque, Stranger things a la andaluza y la "Casa de papel" pero con jamones. Estos y otros misterios en el programa 12 de la temporada 8 de misterios cotidianos. Hoy tenemos de invitada a Berta Collado.

(Más info abajo) ‼️ Tenemos nuevo canal ‪@HorribleFamilies‬ donde pondremos todos los episodios en inglés -- Suscribe ahí también

1º Servicio dominical | Vuelve a casa | Pr. César González | VNPEM Norte

Support the D.A.W.G.Z. @ patreon.com/MSsecretpod Support Kiss @ https://www.patreon.com/stuffisland WATCH 'Tires' on NETFLIX Go See Matt Live @ mattmccusker.com/dates Go See Shane Live @ shanemgillis.com Yes. Phil. Fambly cast at Casa de Gillis haha. Happy Thanksgiving everybody. We're thankful for all of you - Love you all very much. Please enjoy. God Bless. Visit dosedaily.co/MSSP and use code MSSP to get 41% off Visit https://prizepicks.onelink.me/DRENCHED and use code DRENCHED and get $50 in lineups when you play your first $5 lineup! $45 off Carver Mat https://on.auraframes.com/MSSP p.s. I think it's OK but sorry if it's a little choppy I was rushing to get it up before the holiday:) Learn more about your ad choices. Visit podcastchoices.com/adchoices

Support the podcast by subscribing to our Patreon to get access to hundreds of hours of bonus content, early access to upcoming episodes, and the ability to chat with the hosts! www.patreon.com/mediumpopcorn    Brandon and Justin review "Toy Story 2" and discuss whether or not it's a worthy sequel to the classic first entry, what the original idea for this sequel was, and Woody never being able to back up his smack talk.   Leave us a voice message to share your thoughts and/or movie suggestions at (347) 464-8214   MP Links: - patreon.com/mediumpopcorn   - youtube.com/@MediumPopcornPodcast   - https://www.teepublic.com/stores/medium-popcorn   Hosts: Brandon Collins Justin Brown Medium Popcorn Podcast   "Medium Popcorn" is a production of Casa de Collins LLC.    Special thanks as always to our producer Lluvia Gilliam. 

En el episodio de hoy nos metemos de lleno en un tema que muchos viven pero pocos se atreven a decir: la doble cara en las parejas. Sí, esa diferencia entre lo que mostramos en público y lo que realmente sucede puertas adentro. Abordaremos cómo algunas personas pueden ser encantadoras afuera y auténticos huracanes emocionales en la intimidad, y por qué esto no solo desgasta, sino que puede convertirse en una verdadera señal de alerta.Además, hablaremos de esas señales de hipocresía que muchas veces ignoramos: los halagos exagerados, las críticas por detrás, la envidia disfrazada, la puñalada sutil y la incapacidad de alegrarse por el éxito ajeno. Todo contado de forma franca, directa y con ejemplos reales que te harán decir: “¡Yo conozco a alguien así!”.Y para aterrizar el tema con fuerza, entra en escena la psicóloga Estela Durán, quien nos guía a entender por qué algunas personas actúan distinto según el contexto, qué tiene que ver la autoestima en esto, y cómo poner límites cuando la “doble cara” deja de ser inofensiva y se vuelve destructiva.