Podcasts about Reggio

DA RADIO ROCCELLA LA RUBRICA A CURA DI NICOLA PROCOPIO "IN RADIO CON ME..." OSPITI I DUE SCENEGGIATORI E REGISTI "GIORGIA LORENZATO E MANUEL ZARPELLON" PER RACCONTARCI DEL DOCUMENTARIO "TRA NATURA E QUOTA: GIOVANNI STORTI SOPRAVVIVE ALLE ALPI APUANE" INTERPRETATO DAL FAMOSO ATTORE COMICO DEL TRIO "ALDO, GIOVANNI E GIACOMO"! VI ASPETTIAMO SUI 94,80 FM E SU WWW.RADIOROCCELLA.IT ED I PODCAST POTRETE TROVARLI SU SPREAKER, SPOTIFY, APPLE PODCASTS, CASTBOX E GOOGLE PODCASTS. BUONA ESTATE CON RADIO ROCCELLA!Diventa un supporter di questo podcast: https://www.spreaker.com/podcast/in-radio-con-me--3238021/support.

La tempête cannoise est à peu près passée, les beaux jours sont à peu près là. Nous profitons donc de cette accalmie pour vous proposer un heure en compagnie de la reine Bonnie Banane ! Chanteuse cinéphile apparue plusieurs fois devant la caméra (chez Bonello et Mandico pour des films, chez Mati Diop ou William Laboury pour des clips), musicienne nourrie par le cinéma, elle nous parle de sa passion pour Prince devant la caméra (Purple Rain) ou dans la BO d'un Spike Lee oublié (Girl 6) mais également de sa voix de cinéma préférée, celle de Jean Negroni dans La Jetée (Chris Marker). Femme de scène, elle nous parle de son costume de cinéma préféré mais également de son besoin de rester spectatrice, puis revient sur ce qu'elle fait du regard des metteurs en scène masculins aujourd'hui. En point d'orgue, elle convoque Anouk Grinberg. Puis elle nous remmène dans la salle de cinéma, refuge ultime en toutes circonstances. Évidemment, au détour de la conversation, Bonnie nous a cité une poignée d'autres pépites. Mais pour les découvrir, il faut écouter ! Nous remercions notre invitée Bonnie Banane ainsi qu'Elodie Imbeau et Pierre Senechal sans qui cet entretien n'aurait pu se faire.Nous remercions enfin Hugo Cohen qui par son mix, nous a permis de rendre les pistes à nouveau audibles ! Inscrivez-vous à la newsletter en cliquant sur ce lien : https://forms.gle/HgDMoaPyLd6kxCS48 Pour nous soutenir, rendez-vous sur https://www.patreon.com/cinephilesdnt I. PORTRAIT - 3'24 Un costume de cinéma : La bête dans La belle et la bête (J. Cocteau, 1946) Des prostituées au cinéma : le personnage d'Anouk Grinberg dans Mon Homme (B. Blier, 1996) et Girl 6 (S. Lee, 1996) Une voix au cinéma : la voix de Jean Négroni dans La Jetée (Chris Marker, 1962) LE CINEMA DANS TOUS SES ETATS - 21'59 Des films pour se détourner de la tristesse et de l'angoisse mondiales : Woman on top (Fina Torres, 2000) et Matilda (Danny DeVito, 1997) Un film dans lequel Bonnie aimerait évoluer avec autant de fluidité que dans un jeu : La petite sirène (R. Clements, J. Musker, 1990) CARTE BLANCHE - 33'23Sombre (P. Grandrieux, 1998) CINEMA & TRANSMISSION - 40'18 Un film sexy à transmettre aux jeunes générations : Purple Rain (A. Magnoli, 1985) pour ce que dégage Prince à l'écran - 40'18 Un film à envoyer sur une autre planète : Koyaanisqatsi (G. Reggio, 1983) - 45'41 REFUGE - 49'17 Birth (J. Glazer, 2004) La salle de cinéma EXRTAITS La Jetée, Chris Marker, 1962, Argos Films Just the Two of Us – Interprétée par Bill Withers et Grover Washington Jr.Écrite par Bill Withers, Ralph MacDonald et William Salter℗ 1981 Elektra Records / Warner Music Group Purple Rain – Interprétée par Prince and the RevolutionÉcrite et composée par Prince℗ 1984 Warner Bros. RecordsTous droits réservés aux ayants droit Prologue (Birth) · Alexandre DesplatBirth (Original Score)℗ 2004 Warner Bros. Entertainment Inc. CRÉDITSPatreons : un grand merci à Mahaut, Paul et Clara pour leur soutien !Musique : Gabriel RénierCollaboration au mixage : Hugo CohenGraphisme : Lucie AlvadoCréation & Animation : Phane Montet & Clément Coucoureux

Ryan Flessner, What If I Don't Understand Their Thinking? ROUNDING UP: SEASON 3 | EPISODE 15 “What do I do if I don't understand my student's strategy?” This is a question teachers grapple with constantly, particularly when conferring with students during class. How educators respond in moments like these can have a profound impact on students' learning and their mathematical identities. In this episode, we talk with Ryan Flessner from Butler University about what educators can say or do when faced with this situation. BIOGRAPHY Ryan Flessner is a professor of teacher education in the College of Education at Butler University in Indianapolis, Indiana. He holds a PhD in curriculum and instruction with an emphasis in teacher education from the University of Wisconsin–Madison; a master of arts in curriculum and teaching from Teachers College, Columbia University; and a bachelor of science in elementary education from Butler University. Prior to his time at the university level, he taught grades 3–7 in Indianapolis; New York City; and Madison, Wisconsin. RESOURCES Nearpod Pear Deck GeoGebra  Magma Math TRANSCRIPT Mike Wallus: “What do I do if I don't understand my student's strategy?” This is a question teachers grapple with constantly, particularly when conferring with students during class. How we respond in moments like these can have a profound impact on our students' learning and their mathematical identities. Today we'll talk with Ryan Flessner from Butler University about what educators can say or do when faced with this very common situation.  Welcome to the podcast, Ryan. Really excited to talk to you today. Ryan Flessner: Thanks, Mike. I'm flattered to be here. Thank you so much for the invitation. Mike: So, this experience of working with a student and not being able to make sense of their solution feels like something that almost every teacher has had. And I'll speak for myself and say that when it happens to me, I feel a lot of anxiety. And I just want to start by asking, what would you say to educators who are feeling apprehensive or unsure about what to do when they encounter a situation like this? Ryan: Yeah, so I think that everybody has that experience. I think the problem that we have is that teachers often feel the need to have all of the answers and to know everything and to be the expert in the room. But as an educator, I learned really quickly that I didn't have all the answers. And to pretend like I did put a lot of pressure on me and made me feel a lot of stress and would leave me answering children by saying, “Let me get back to you on that.” And then I would scurry and try and find all the answers so I could come back with a knowledgeable idea. And it was just so much more work than to just simply say, “I don't know. Let's investigate that together.” Or to ask kids, “That's something interesting that I'm seeing you do. I've never seen a student do that before. Can you talk to me a little bit about that?” And just having that ability to free myself from having to have all the answers and using that Reggio-inspired practice—for those who know early childhood education—to follow the child, to listen to what he or she or they say to us and try to see. I can usually keep up with a 7- or an 8-year-old as they're explaining math to me. I just may never have seen them notate something the way they did. So, trying to ask that question about, “Show me what you know. Teach me something new.” The idea that a teacher could be a learner at the same time I think is novel to kids, and I think they respond really well to that idea. Mike: So, before we dig in a little bit more deeply about how teachers respond to student strategies if they don't understand, I just want to linger and think about the assumptions that many educators, myself included, might bring to this situation. Assumptions about their role, assumptions about what it would mean for a student if they don't know the answer right away. How do you think about some of the assumptions that are causing some of that anxiety for us? Ryan: Yeah. When the new generation of standards came out, especially in the field of math, teachers were all of a sudden asked to teach in a way that they themselves didn't learn. And so, if you have that idea that you have to have all the answers and you have to know everything, that puts you in a really vulnerable spot because how are we supposed to just magically teach things we've never learned ourselves? And so, trying to figure out ways that we can back up and try and make sense of the work that we're doing with kids, for me that was really helpful in understanding what I wanted from my students. I wanted them to make sense of the learning. So, if I hadn't made sense of it yet, how in the world could I teach them to make sense of it? And so we have to have that humility to say, “I don't know how to do this. I need to continue my learning trajectory and to keep going and trying to do a little bit better than the day that I did before.” I think that teachers are uniquely self-critical and they're always trying to do better, but I don't know if we necessarily are taught how to learn once we become teachers. Like, “We've already learned everything we have to do. Now we just have to learn how to teach it to other people.” But I don't think we have learned everything that we have to learn. There's a lot of stuff in the math world that I don't think we actually learned. We just memorized steps and kind of regurgitated them to get our A+ on a test or whatever we did.  So, I think having the ability to stop and say, “I don't know how to do this, and so I'm going to keep working at it, and when I start to learn it, I'm going to be able to ask myself questions that I should be asking my students.” And just being really thoughtful about, “Why is the child saying the thing that she is?,” “Why is she doing it the way that she's doing it?,” “Why is she writing it the way that she's writing it?” And if I can't figure it out, the expert on that piece of paper is the child [herself], so why wouldn't I go and say, “Talk to me about this.”? I don't have to have all the answers right off the cuff. Mike: In some ways, what you were describing just there is a real nice segue because I've heard you say that our minds and our students' minds often work faster than we can write, or even in some cases faster than we can speak. I'm wondering if you can unpack that. Why do you think this matters, particularly in the situation that we're talking about? Ryan: Yeah, I think a lot of us, especially in math, have been conditioned to get an answer. And nobody's really asked us “Why?” in the past. And so, we've done all of the thinking, we give the answer, and then we think the job is done. But with a lot of the new standards, we have to explain why we think that way. And so, all those ideas that just flurried through our head, we have to now articulate those either in writing on paper or in speech, trying to figure out how we can communicate the mathematics behind the answer.  And so, a lot of times I'll be in a classroom, and I'll ask a student for an answer, and I'll say, “How'd you get that?” And the first inclination that a lot of kids have is, “Oh, I must be wrong if a teacher is asking me why.” So, they think they're wrong. And so I say, “No, no, no. It's not that you're wrong. I'm just curious. You came to that answer, you stopped and you looked up at the ceiling for a while and then you came to me and you said the answer is 68. How did you do that?” A child will say something like, “Well, I just thought about it in my head.” And I say, “Well, what did you think about in your head?” “Well, my brain just told me the answer was 68.”  And we have to actually talk to kids. And we have to teach them how to talk to us—that we're not quizzing them or saying that they're wrong or they didn't do something well enough—that we just want them to communicate with us how they're going about finding these things, what the strategies are. Because if they can communicate with us in writing, if they can communicate on paper, if they can use gestures to explain what they're thinking about, all of those tell us strengths that they bring to the table. And if I can figure out the strengths that you have, then I can leverage those strengths as I address needs that arise in my classroom. And so, I really want to create this bank of information about individual students that will help me be the best teacher that I can be for them. And if I can't ask those questions and they can't answer those questions for me, how am I going to individualize my instruction in meaningful ways for kids? Mike: We've been talking a little bit about the teacher experience in this moment, and we've been talking about some of the things that a person might say.  One of the things that I'm thinking about before we dig in a little bit deeper is, just, what is my role? How do you think about the role of a teacher in the moment when they encounter thinking from a student that they don't quite understand […] yet? Part of what I'm after is, how can a teacher think about what they're trying to accomplish in that moment for themselves as a learner and also for the learner in front of them? How would you answer that question? Ryan: When I think about an interaction with a kid in a moment like that, I try to figure out, as the teacher, my goal is to try and figure out what this child knows so that I can continue their journey in a forward trajectory. Instead of thinking about, “They need to go to page 34 because we're on page 33,” just thinking about, “What does this kid need next from me as the teacher?”  What I want them to get out of the situation is I want them to understand that they are powerful individuals, that they have something to offer the conversation and not just to prove it to the adult in the room. But if I can hear them talk about these ideas, sometimes the kids in the classroom can answer each other's questions. And so, if I can ask these things aloud and other kids are listening in, maybe because we're in close proximity or because we're in a small-group setting, if I can get the kids to verbalize those ideas sometimes one kid talking strikes an idea in another kid. Or another kid will say, “I didn't know how to answer Ryan when he asked me that question before, but now that I hear what it sounds like to answer that type of a question, now I get it, and I know how I would say it if it were my turn.”  So, we have to actually offer kids the opportunity to learn how to engage in those moments and how to share their expertise so others can benefit from their expertise and use that in a way that's helpful in the mathematical process. Mike: One of the most practical—and, I have to say, freeing—things that I've heard you recommend when a teacher encounters student work and they're still trying to make sense of it, is to just go ahead and name it. What are some of the things you imagine that a teacher might say that just straight out name the fact that they're still trying to understand a student's thinking? Tell me a little bit about that. Ryan: Well, I think the first thing is that we just have to normalize the question “Why?” or “Tell me how you know that.” If we normalize those things—a lot of times kids get asked that question when they're wrong, and so it's an [immediate] tip of the hat that “You're wrong, now go back and fix it. There's something wrong with you. You haven't tried hard enough.” Kids get these messages even if we don't intend for them to get them. So, if we can normalize the question “Tell me why you think that” or “Explain that to me”—if we can just get them to see that every time you give me an answer whether it's right or wrong, I'm just going to ask you to talk to me about it, that takes care of half of the problem.  But I think sometimes teachers get stuck because—and myself being one of them—we get stuck because we'll look at what a student is doing and they do something that we don't anticipate. Or we say, “I've shown you three different ways to get at this problem, different strategies you can use, and you're not using any of them.” And so, instead of getting frustrated that they're not listening to us, how do we use that moment to inquire into the things that we said obviously aren't useful, so what is useful to this kid? How is he attacking this on his paper?  So, I often like to say to a kid, “Huh, I noticed that you're doing something that isn't up on our anchor chart. Tell me about this. I haven't seen this before. How can you help me understand what you're doing?” And sometimes it's the exact same thinking as other strategies that kids are using. So, I can pair kids together and say, “Huh, you're both talking about it in the same way, but you're writing it differently on paper.” And so, I think about how I can get kids just to talk to me and tell me what's happening so that I can help give them a notation that might be more acceptable to other mathematicians or to just honor the fact that they have something novel and interesting to share with other kids. Other questions I talk about are, I will say, “I don't understand what's happening here, and that's not your fault, that's my fault. I just need you to keep explaining it to me until you say something that strikes a chord.” Or sometimes I'll bring another kid in, and I'll have the kids listen together, and I'll say, “I think this is interesting, but I don't understand what's going on. Can you say it to her? And then maybe she'll say it in a way that will make more sense to me.” Or I'll say, “Can you show me on your paper—you just said that—can you show me on your paper where that idea is?” Because a lot of times kids will think things in their head, but they don't translate it all onto the paper. And so, on the paper, it's missing a step that isn't obvious to the viewer of the paper. And so, we'll say, “Oh, I see how you do that. Maybe you could label your table so that we know exactly what you're talking about when you do this. Or maybe you could show us how you got to 56 by writing 8 times 7 in the margin or something.”  Just getting them to clarify and try to help us understand all of the amazing things that are in their head. I will often tell them too, “I love what you're saying. I don't see it on your paper, so I just want you to say it again. And I'm going to write it down on a piece of paper that makes sense to me so that I don't forget all of the cool things that you said.” And I'll just write it using more of a standard notation, whether that's a ratio table or a standard US algorithm or something. I'll write it to show the kid that thing that you're doing, there's a way that people write that down. And so, then we can compare our notations and try and figure out “What's the thing that you did?,” “How does that compare to the thing that I did?,” “Do I understand you clearly now?” to make sure that the kid has the right to say the thing she wants to say in the way that she wants to say it, and then I can still make sense of it in my own way. It's not a problem for me to write it differently as long as we're speaking the same language. Mike: I want to mark something really important, and I don't want it to get lost for folks. One of the things that jumped out is the moves that you were describing. You could potentially take up those moves if you really were unsure of how a student were thinking, if you had a general notion but you had some questions, or if you totally already understood what the student was doing. Those are questions that aren't just reserved for the point in time when you don't understand—they're actually good questions regardless of whether you fully understand it or don't understand it at all. Did I get that right? Ryan: Yes. I think that's exactly the point. One thing that I am careful of is, sometimes kids will ask me a question that I know the answer to, and there's this thing that we do as teachers where we're like, “I'm not sure. Why don't you help me figure that out?”—when the kid knows full well that you know the answer.  And so, trying not to patronize kids with those questions, but to really show that I'm asking you these questions, not because I'm patronizing you. I'm asking these questions because I am truly curious about what you're thinking inside and all of the ideas that surround the things that you've written on your paper, or the things that you've said to your partner, to truly honor that the more I know about you, the better teacher I can be for you. Mike: So, in addition to naming the situation, one of the things that jumped out for me—particularly as you were talking about the students—is, what do you think the impact is on a student's thinking? But also their mathematical identity, or even the set of classroom norms, when they experience this type of questioning or these [types] of questions? Ryan: So, I think I talked a little bit about normalizing the [questions] “Why?” or “How do you know that?” And so, just letting that become a classroom norm I think is a sea-changing moment for a lot of classrooms—that the conversation is just different if the kids know they have to justify their thinking whether they're right or wrong. Half the time, if they are incorrect, they'll be able to correct themselves as they're talking it through with you. So, kids can be freed up when they're allowed to use their expertise in ways that allow them to understand that the point of math is to truly make sense of it so that when you go out into the world, you understand the situation, and you have different tools to attack it.  So, what's the way that we can create an environment that allows them to truly see themselves as mathematical thinkers? And to let them know that “Your grades in other classes don't tell me much about you as a mathematician. I want to learn what really works for you, and I want to try and figure out where you struggle. And both of those things are important to me because we can use them in concert with each other. So, if I know the things you do well, I can use those to help me build a plan of instruction that will take you further in your understandings.”  I think that one of the things that is really important is for kids to understand that we don't do math because we want a good grade. I think a lot of people think that the point of math is to get a good grade or to pass a test or to get into the college that you want to get into, or because sixth grade teachers want you to know this. I really want kids to understand that math is a fantastic language to use out in the world, and there are ways that we can interpret things around us if we understand some pretty basic math. And so how do we get them to stop thinking that math is about right answers and next year and to get the job I want? Well, those things may be true, but that's not the real meaning of math. Math is a way that we can live life. And so, if we don't help them understand the connections between the things that they're doing on a worksheet or in a workbook page, if we don't connect those things to the real world, what's the meaning? What's the point for them? And how do we keep them engaged in wanting to know more mathematics?  So, really getting kids to think about who they are as people and how math can help them live the life that they want to live. Creating classroom environments that have routines in place that support kids in thinking in ways that will move them forward in their mathematical understanding. Trying to help them see that there's no such thing as “a math person” or “not a math person.” That everybody has to do math. You do math all the time. You just might not even know that you're doing math. So, I think all of those ideas are really important. And the more curious I can be about students, maybe the more curious they'll be about the math. Mike: You're making me think that this experience of making sense of someone else's reasoning has a lot of value for students. And I'm wondering how you've seen educators have students engage and make sense of their peer strategies. Ryan: Yeah. One of the things that I love to see teachers doing is using students' work as the conversation starter. I often, in my classroom, when I started doing this work, I would bring children up to the overhead projector or the document camera. And they would kind of do a show and tell and just say, “I did this and then I did this, and then I did this thing next.” And I would say, “That's really great, thank you.” And I'd bring up the next student. And it kind of became a show-and-tell-type situation. And I would look at the faces of the other kids in the room, and they would kind of just either be completely checked out or sitting there like raising their hand excitedly—“I want to share mine, I want to share mine.” And what I realized was, that there was really only one person who was engaged in that show-and-tell manner, and that was the person who was sharing their work. And so, I thought, “How can I change that?” So, I saw a lot of really amazing teachers across my career. And the thing that I saw that I appreciated the most is that when a piece of student work is shared, the person who really shouldn't talk is the person who created the work because they already know the work. What we need to do as a group is we need to investigate, “What happened here on this paper?” “Why do you think they made the moves that they made? And how could that help us understand math, our own math, in a different way?” And so, getting kids to look in at other kids' work, and not just saying, “Oh, Mike, how do you understand Ryan's work?” It's “Mike, can you get us started?” And then you say the first thing, and then I say, “OK, let's stop. Let's make sure that we've got this right.” And then we go to the kid whose work it is and say, “Are we on the right track? Are we understanding what you're …?” So, we're always checking with that expert. We're making sure they have the last word, because It's not my strategy. I didn't create it. Just because I'm the teacher doesn't mean you should come and ask me about this because this is Mike's strategy. So go and ask the person who created that.  So, trying to get them to understand that we all need to engage in each other's work. We all need to see the connections. We can learn from each other. And there's an expectation that everyone shares, right? So, it's not just the first kid who raises his hand. It's “All of you are going to get a chance to share.” And I think the really powerful thing is I've done this work even with in-service teachers. And so, when we look at samples of student work, what's fascinating is it just happens naturally because the kid's not in the room. We can't have that kid do a show and tell. We have to interpret their work. And so, trying to look at the kid's work and imagine, “What are the types of things we think this child is doing?,” “What do we think the strengths are on this paper?,” “What questions would you ask?,” “What would you do next?,” is such an interesting thing to do when the child isn't in the room. But when I'm with students, it's just fascinating to watch the kid whose work is on display just shine, even though they're not saying a word, because they just say, “Huh.” They get it. They understand what I did and why I did it.  I think that it's really important for us not just to have kids walk up to the board and do board work and just solve a problem using the steps that they've memorized or just go up and do a show and tell, [but] to really engage everyone in that process so that we're all learning. We're not just kind of checking out or waiting for our turn to talk. Mike: OK, you were talking about the ways that an educator can see how a student was thinking or the ways that an educator could place student work in front of other students and have them try to make sense of it. I wonder if there are any educational technology tools that you've seen that might help an educator who's trying to either understand their students' thinking or put it out for their students to understand one another's thinking. Ryan: Yeah, there's so many different pieces of technology and things out there. It's kind of overwhelming to try and figure out which one is which. So, I mean, I've seen people use things like Nearpod or Pear Deck—some of those kind of common technologies that you'll see when people do an educational technology class or a workshop at a conference or something. I've seen a lot of people lately using GeoGebra to create applets that they can use with their kids. One that I've started using a lot recently is Magma Math. Magma Math is great. I've used this with teachers and professional development situations to look at samples of student work because the thing that Magma has that I haven't seen in a lot of other technologies is there's a playback function. So, I can look at a static piece of finished work, but I can also rewind, and as the child works in this program, it records it. So, I can watch in real time what the child does. And so, if I can't understand the work because things are kind of sporadically all over the page, I can just rewatch the order that the child put something onto the page. And I think that's a really great feature.  There's just all these technologies that offer us opportunities to do things that I couldn't do at the beginning of my career or I didn't know how to do. And the technology facilitates that. And it's not just putting kids on an iPad so they can shoot lasers at the alien that's invading by saying, “8 times 5 is 40,” and the alien magically blows up. How does that teach us anything? But some of these technologies really allow us to dig deeply into a sample of work that students have finished or inquire into, “How did that happen and why did that happen?” And the technologies are just getting smarter and smarter, and they're listening to teachers saying, “It would be really helpful if we could do this or if we could do that.” And so, I think there are a lot of resources out there—sometimes too many, almost an embarrassment of riches. So, trying to figure out which ones are the ones that are actually worth our time, and how do we fund that in a school district or in a school so that teachers aren't paying for these pieces out of their pocket. Mike: You know what? I think that's a great place to stop. Ryan, thank you so much for joining us. It has been an absolute pleasure talking with you. Ryan: It's always great to talk to you, Mike. Thanks for all you do. 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  

While the first two films in Godfrey Reggio's Qatsi Trilogy were built on filming in particularly locations, in Naqoyqatsi, the image itself becomes the location as editor and "digital cinematographer" Jon Kane takes us into the simulation that is modern life. Unfortunately, like the early unused setpiece footage from Koyaanisqatsi, the tech here has not aged well, though this time Reggio doesn't seem to realize its cheesiness. Sadly, we lost take one of this conversation and Jonathan Hape was not able to join us for the re-recording. He added a lot to our discussion of the first two Qatsi films, and we wish it could have worked out. You should still go to https://www.jonathan-hape.com/ and check out his music.

We continue through Godfrey Reggio's Qatsi Trilogy with 1988's Powaqqatsi. Reggio works with Phillip Glass again but they lost Ron Fricke for this one and his absence is felt, particularly in the editing. While the first film looked at what US industrialization has done to its own people, Powaqqatsi travels around the world to look at the effects of industrialization on postcolonial peoples. Jonathan Hape joins us again for this journey, and along the way we talk about Reggio's Christian Anarchist and anarcho-primitivist influences, the 1990 Time Warner Earth Day Special, and Roger Ebert missing the point.

Justin Chisholm's guest on the latest episode of the Yacht Racing Podcast is the American sailor, meteorologist, and navigation expert, Anderson Reggio.Anderson has just returned home with his family to Newport Rhode Island after a two year assignment in Barcelona, Spain where he headed up the data analytics unit at the US America's Cup syndicate NYYC American Magic.During their chat they discuss the increasing importance of data analysis and Artificial Intelligence in the America's Cup but we begin by hearing how Anderson and his family enjoyed their extended sojourn in Barcelona.

Signe que la mafia sicilienne est toujours très active, un immense coup de filet réalisé par 1 200 policiers a permis l'arrestation, ce 11 février, de 143 membres de Cosa Nostra. Et pour contrer cette influence, un programme scolaire essaie de détourner les enfants de la mafia, organisé par l'association culturelle BS. Du Latium à la Calabre, des centaines d'écoles étudient le livre d'un juge antimafia, Roberto Di Bella, Libre de choisir. Ils peuvent même parfois s'entretenir à distance avec lui pour mieux comprendre les ravages de la mafia. Notre envoyée spéciale à Reggio de Calabre a pu assister à l'une de ces séances. Un reportage à retrouver en version longue dans Accents d'Europe.À lire aussiItalie: un maxi-coup de filet contre la mafia de Palerme, toujours bien vivante

Signe que la mafia sicilienne est toujours très active, un immense coup de filet réalisé par 1 200 policiers a permis l'arrestation, ce 11 février, de 143 membres de Cosa Nostra. Et pour contrer cette influence, un programme scolaire essaie de détourner les enfants de la mafia, organisé par l'association culturelle BS. Du Latium à la Calabre, des centaines d'écoles étudient le livre d'un juge antimafia, Roberto Di Bella, Libre de choisir. Ils peuvent même parfois s'entretenir à distance avec lui pour mieux comprendre les ravages de la mafia. Notre envoyée spéciale à Reggio de Calabre a pu assister à l'une de ces séances. Un reportage à retrouver en version longue dans Accents d'Europe.À lire aussiItalie: un maxi-coup de filet contre la mafia de Palerme, toujours bien vivante

ROMA (ITALPRESS) - In questa edizione: - La Roma pareggia in casa del Porto, non basta Celik - Il Napoli va a Roma con la Lazio, attesa per il derby d'Italia - MotoGP, Marquez il più veloce nei test in Thailandia - La seconda semifinale sarà Trento contro Trieste, ko Reggio e Trapani - Bufera sul mondo arbitrale, il Var a chiamata una possibilità/gtr

Time in nature and play are some of the best teachers for our children. Yet many children spend much of their days indoors in highly structured activities. Parenting becomes more manageable when I take my kids outside. We all calm down there and find endless ways to play. Do you as well? In this episode, I speak with Jayda Rivera, a Reggio Emilia Play School Teacher, all about how we can use nature and play to help our children learn and develop. Outside of her work with children, she educates parents and teachers and provides coaching services on nature play and the Reggio Emilia approach to teaching. Jayda and I chat about: Why child centred education is useful The impact of nature on children's education and learning What the Reggio Emilia approach to education is Why practicing noticing is so important How we facilitate more play in our children's lives The importance of play for our children's learning and development Why we need to practice slowing down and being present with our kids How children learn best Episode Links: Say hi to Jayda on Instagram Check out Jayda's offerings on her website Come say hello to me over on Instagram Grab a copy of my books The Motherhood Reset and Nourished Mama Check out other my other podcast episodes & articles

Highup hits the decks on #Seeingred with new music from Mike Williams, SASH, MOGUAI, SMACK, DJ Fluke, Joe Kox, Highup, Achilles, REGGIO and many more!

Reggio “The Hoofer” McLaughlin is a master tap dancer, teacher, and historian.  Reggio began his career as a musician, playing bass guitar for The Lost Generation and opening for such artists as Gladys Knight and the Pips and James Brown.  Reggio made the successful transition from musician to tap dancer.  He performs and teaches tap around the world, and has worked with countless tap legends, including Gregory Hines, Savion Glover, The Nicholas Brothers, Jimmy Slyde, and his mentor Ernest “Brownie” Brown.  Reggio's immense contributions to preserving the art and tradition of tap have been richly recognized: In 2021, Reggio received the National Medal of Honor from the United States' National Endowment of the Arts.  Listen as Reggio and Shannon discuss Reggio's inspiring career, and what it's like to be named a National Living Treasure.

What would you do if one life-altering moment completely changed your career path? Tune in to this episode of the Child Care Genius Podcast as hosts Brian and Carol welcome Chelle Cooper, a dynamic child care entrepreneur from Illinois, who shares her incredible journey from corporate HR to building two thriving child care centers. Chelle's story begins with a life-changing medical emergency which inspired her to launch an in-home daycare from her hospital bed. Her journey is a testament to resilience, creativity, and the power of a vision. Tune in as Chelle details her transition from a small home daycare to owning two unique schools, each with its own charm. With an emphasis on family involvement, smaller class sizes, and Reggio-inspired philosophies, her centers have carved out a special place in their community. Chelle's unwavering dedication to her families and employees shines through, helping her stand out in a competitive industry. From navigating obstacles like construction delays and unexpected crises to overcoming the unprecedented challenges of the pandemic, her story offers a roadmap for perseverance. Chelle also shares how her husband, Kevin, has been an invaluable partner in her success. With his unwavering support and background in finance, Kevin has played a key role in managing the financial aspects of their child care business, enabling them to grow and thrive.The conversation also highlights the transformative impact of coaching in Chelle's business success. Chelle explains how guidance from the Child Care Genius team provides her with actionable steps, clarity, and confidence to grow her business. This episode is filled with practical tips and a reminder that with the right mindset and support, you can overcome any obstacle. Don't miss this inspiring conversation! Mentioned in this episode:   GET TICKETS to the Child Care Genius LIVE Conference: https://bit.ly/ccglive25   Need help with your child care marketing? Reach out! At Child Care Genius Marketing we offer website development, hosting, and security, Google Ads creation and management, done for you social media content and ads management. If you'd rather do it yourself, we also have the Genius Box, which is a monthly subscription chock full of social media & blog content, as well as a new monthly lead magnet every month! Learn more at Child Care Genius Marketing. https://childcaregenius.com/marketing-solutions/  Schedule a no obligation call to learn more about how we can partner together to ignite your marketing efforts. If you need help in your child care business, consider joining our coaching programs at Child Care Genius University. Learn More Here. https://childcaregenius.com/university   Connect with us:  Child Care Genius Website Like us on Facebook Join our Owners Only Private Mastermind Group on Facebook    Join our Child Care Mindset Facebook Group Follow Us on Instagram Connect with us on LinkedIn Subscribe to our YouTube Channel Buy our Books Check out our Free Resources

Gli highlights della 14a giornata di LBA Reggio Emilia-Virtus Segafredo 57-69 con il racconto di Nettuno Bologna Uno.

01 - Öwnboss x Dino Warriors - Can You Dig It 02 - Steve Aoki & 22 Bullets  - Play the track03 - David Guetta & Mason vs Princess Superstar - Perfect (Exceeder)04 - Anyma - Pictures Of You05 - Cat Dealers - MEOW06 - Mau P -  On Again07 - Sikdope & RayRay - Feel It08 - Laidback Luke, Vion Konger - Rocking With The Best09 - Gabry Ponte x Giuseppe Ottaviani feat. Malou - In My Mind10 - David Guetta & MORTEN & Prophecy - Kill The Vibe11 - Tigerlily & Madism - Sway12 - A7S - Monster (ALOK)13 - KAAZE - Destination Calabria14 - Highup, The Stafford Brothers feat Veronica Bravo -  Elevate15 - KAAZE - Papi16 - Bombs Away - Monster 17 - Bonka & Bombs Away - Airborn18 - Dj Fluke, Highup, Julia Temos - Save Me19 - Tiesto x FAST BOY - All My Life20 - Bassjackers - All Around The World (La La La La La)21 - DJ Yasmin & H_NN_H X - Clap Anthem22 - Will Sparks x Mairee - Insurgence 23 - Uberjakd & Ella Young -

What is Stendhal syndrome? Stendhal's syndrome is a rare and unusual psychological disorder. It's a psychosomatic condition whereby certain people suffer from a rapid heartbeat, fainting or even hallucinations, when exposed to objects or works of art of great beauty. The condition takes its name from a famous French writer who experienced a similar state of intense emotion upon visiting Rome, Naples and Florence. Stendhal wrote about his visit to Florence's Santa Croce Basilica in a book entitled Naples and Florence: A journey from Milan to Reggio. If I see something amazingly beautiful, I could just faint at any moment? Does it only happen in Florence?  In under 3 minutes, we answer your questions ! To listen to the last episodes, you can click here : What is Roe vs Wade, the ruling that guaranteed American women abortion rights? Could tourism quotas help preserve endangered local environments? Is bikini waxing harmful for your health? A podcast written and realised by Joseph Chance. First Broadcast: 10/7/2022 Learn more about your ad choices. Visit megaphone.fm/adchoices

Torna il format "Neis va a vedere partite in giro", ma questa volta c'eravamo tutti: siamo andati a Reggio per sostenere i ragazzi del Falco Vulcano. Buon Natale da 3&P! LINK UTILI ⁠Gruppo Telegram⁠ ⁠Pagina Facebook⁠ ⁠Profilo Twitter⁠ ⁠Profilo Instagram⁠ ⁠Mail⁠ ⁠Linktree⁠ Un podcast di: Luca Cappelletti, Francesco Cellerino, Paolo D'Angelo, Andrea De Andreis, Nicolò Fiumi, Luca Maghini, Ennio Terrasi Borghesan

In this special episode of Restorative Works!, host Claire de Mezerville López welcomes Leah Koumentaki, Ph.D., and is joined by co-host Federico Reggio, Ph. D., from the European Forum for Restorative Justice (EFRJ), to celebrate Restorative Justice Week. This episode is part of a special series, "Restorative Justice in Local Communities Around the World," created in partnership with the EFRJ. Join us as we explore Dr. Koumentaki's research and the unique and enduring restorative justice practice known as "Sasmos."  Dr. Koumentaki delves into the heart of this vernacular restorative process, revealing how it continues to serve as a community-driven alternative to the Greek judicial system. Through the lens of Cretan cultural values like solidarity, respect, and belonging, Sasmos offers a powerful model for addressing harm and wrongdoing, while prioritizing reconciliation and the reintegration of individuals into their communities. Dr. Koumentaki's decolonial and critical approach to research challenges traditional Eurocentric frameworks and emphasizes the importance of ethnography in restorative justice practices. By weaving together tradition and innovation, Dr. Koumentaki's work offers valuable insights into how ancient justice systems can inform modern restorative practices. Dr. Koumentaki successfully completed her doctoral studies in Criminology at the University of Essex in 2022. She conducted the first comprehensive and systematic research on the Cretan Sasmos, which she concluded is a vernacular restorative justice process. Dr. Koumentaki's work highlights how Sasmos is closely related to the tradition of justice in Crete while, until today, is employed into highland communities of the island, predominately in lieu of the operation of the Greek judicial authorities. Prior to her doctoral studies, Dr. Koumentaki co-ordinated research projects on restorative justice and other topics related to criminology. During her doctoral research she was involved in teaching as an assistant lecturer in Criminology and Sociology, both at University of Essex and Royal Holloway University of London. She currently works as a lecturer in Criminology at University of Keele. Her research interests focus on social harm, criminality, punishment and justice from a decolonial, critical, and zymological strand of view. Dr. Reggio is an associate professor of philosophy of law and public ethics at the University of Padova. He serves as Senior Researcher at the University of Padua, Professor of Philosophy of Law, and Scientific Director of the Winter School Transforming 21st Century Conflicts. He chairs the Scientific Committee of the EFRJ and is the Scientific Director of the Mediares Journal. Tune in to learn more about Sasmos, the future of restorative justice, and the importance of preserving indigenous knowledge and traditions in our pursuit of fairness and equity.

Make it Louder! Episode 533 of Make Some Trance radio show with your host - Ruslan Radriges ♪ New track with Alexander Popov "DREAMS CONTROL" ► interplay.band.link/DreamsControl ♪ Discover this episode: ► band.link/mst533 Also new music by Ruslan Radriges: ♪"MIRA" ► 2rock.ffm.to/0253 ♪ "AGAIN" ► interplay.ffm.to/itp331 ♪ "UNSTOPPABLE" ► 2rock.ffm.to/0245 ♪ "LOST" ► interplay.ffm.to/itp322 ♪ "COSMOS" ► 2rock.ffm.to/0235 ♪ "REVIVAL" ► 2rock.ffm.to/0233 ♪ "PHOENIX" ► interplay.ffm.to/itp299 ♪ "SIGNALS" ► 2rock.ffm.to/0224 ♪ "HOPE" ► 2rock.ffm.to/0220 ♪ "KEEP BREATHING" ► 2rock.ffm.to/bs056 ♪ "IMAGINATION" ► band.link/Imagination_ ♪ "SINNER GAME" ► band.link/SinnerGame ♪"FULL OF STARS" ► 2rock.ffm.to/0205 ♪ "BLOW IT UP": ► 2rock.ffm.to/0194 ♪ "KEEP ON DANCE": ► biglink.to/KEEPONDANCE ♪ "THE LIGHT": ► biglink.to/THELIGHT ♪ "PLAY IT LOUD": ► 2rock.ffm.to/bs019 Follow Ruslan Radriges: ♦Instagram → www.instagram.com/ruslanradri... ♦Spotify → bit-ly.ru/jyfms ♦Facebook → www.facebook.com/RuslanRadriges ♦YouTube → bit-ly.ru/uLJPc #RuslanRadriges #MST533 TRACKLIST: Ruslan Radriges - Intro 01. Sultan + Shepard - Hypercycle [This Never Happened] 02. Beatsole x Tompsohn x DJ TISCO - How You Feel [Nomads] 03. AdamDarling x Enrey x ZEETS - Wilderness [On The Way] 04. Amber Revival - Hurricane [Opus Music] 05. Argy x Omiki x Son Of Son - RITMO [New World] 06. Beyercraft & DaWTone - Free [2Rock Techno] [PERFECT TUNE] 07. Brooks - Falling [Future House Music] 08. Alexander Komarov - Arabian Night [Interplay] 09. Andain - Summer Calling (BLR Remix) [Black Hole 10. Oliver Heldens & Armin van Buuren ft. Sam Harper - Freedom [Armada] 11. Jarred - Are You Ready [Crash & Smile] 12. Elation ft. Celia Grantini - Let Me Be Your Your Fantasy [Acid Dolphin] [MOMENT OF THE PAST] 13. Dave202 vs Cerf, Mitiska & Jaren - Arrival vs Beggin You (Armin van Buuren Remix) [SOME LATELY FAVORITE] 14. Maria Nayler & Trance Classics - Silence [Amsterdam] 15. Andrew Rayel & Emilya Buchan - Euphoria [InHarmony] 16. NyTiGen & FANTAZM - Charged [2Rock] 17. SLIN BOURGH & HouseWerk - No Fear [Revealed] 18. REGGIO & Okay Okay - Armageddon [Revealed] Ruslan Radriges - Outro

Follow me: Facebook: fb.me/xabionly Twitter: twitter.com/xabionly Youtube: youtube.com/xabionly Mixcloud: mixcloud.com/xabionly Instagram: instagram.com/xabionly TRACKLIST: https://1001.tl/1sd4gwxk Follow DJ POTXO: https://linktr.ee/djpotxo Spotify playlist: https://open.spotify.com/playlist/4STV7DPVgwI4ntvi1sQvjh?si=CU6lCNZcRkKiZytdXaI5TQ TRACKLIST: XABI ONLY: 01. Kapuzen - Freaky [SOAVE DUSK] 02. Gareden & Against All Ødds - Agartha [ZEROTHREE] 03. MRAK ft. Aimée Sophia - Dune [AFTERLIFE] 04. HAYLA - Freefall [RESTLESS MINDS MUSIC] 05. HAYLA - Fall Again [RESTLESS MINDS MUSIC] 06. ELYX - Warning (5AM) [ACTUATION] 07. AvAlanche - BIGROOM [MAINRAVE] 08. HeyDoc! - Don't Touch [SEEING IS BELIEVING] 09. Tujamo, NOME. & Charlie Ray – Samir's Theme [SPINNIN] 10. Michael Ace - Nocturne [INTENSITY] 11. Daniel Best ft. Jaime Deraz - Last Night [2DUTCH] 12. Jake Ryan & Julius Beat - Cosmic Disco [DRAGON] 13. SLIN BOURGH & HouseWerk - No Fear [REVEALED] 14. Mazdem - Love Me Too [FUTURE RAVE MUSIC] 15. Tensteps - No Sleeping [CLUBWRK] 16. YOOMANS & DualGun - Break The Silence [REVEALED RADAR] [PROMO OF THE WEEK] 17. Gelida & Otto Palmborg - Problems Hauntin' You [CLUBWRK] 18. Mesa & Boss - Dream [REVEALED] 19. Oliver Heldens & Armin van Buuren ft. Sam Harper - Freedom [ARMADA] [RELEASE OF THE WEEK] 20. Gabry Ponte & Blasterjaxx & 1 World - Now We Are Free [MAXXIMIZE] 21. REGGIO & Okay Okay - Armageddon [REVEALED] 22. Sunset Bros & Strictly Business ft. Savage - Middle Fingers [SINPHONY] 23. Dimitri Vegas, Basswell, The Moon, Robert Armani, DJ Ghost - Blow Up The Speakers vs. Hard One [BSMNT] 24. The Rocketman & SHVDZ - The Creator [EXTATIC] [TRACK OF THE WEEK] 25. O'mate - Dystopia [CLUBWRK] DJ POTXO: 25. DJ POTXO - Pump Off The Ground [HOUSE DISTRICT] 26. DJ POTXO - Dirty Dutch Baby [NEVERFAIL] 27. DJ POTXO - ID 28. DJ POTXO - ID 29. DJ POTXO - RAVE TECHNO [ADDICTING] 30. Maddix ft. Leila K - Open Sesame (Abracadabra) [REVEALED] 31. DJ POTXO ft. Liliia Kysil - Flying Free [REVEALED] 32. DJ POTXO - Dream Of Me [GEMSTONE] 33. DRIIIFT & DJ POTXO - Back To You [AUDIOSEAL] 34. Hardwell & Outsiders - Falling In Love [REVEALED]

Reggio ferma Trieste guidata da uno strepitoso Winston. Milano vince a Scafati, mentre Brescia riprende la sua marcia.Diventa un supporter di questo podcast: https://www.spreaker.com/podcast/backdoor-podcast--4175169/support.

KoyaanisqatsiHosts: Clark Coffey & Cullen McFaterJoin us for an in depth discussion about Cullen's pick Koyaanisqatsi - Godfrey Reggio's 1982 experimental film! A film made up of mesmerizing timelapse photography, montage and beautiful landscapes of both natural wonders and cities, Reggio pairs these elements with a groundbreaking and iconic score by Philip Glass.Koyaanisqatsi trailerDirector: Godfrey ReggioCinematography: Ron FrickeMusic: Philip GlassSocials:FacebookTwitterInstagram

-Tracklist- 1. Warp Bros vs Richard Vission Wolfpack - Phat Bass (JD Live Bigroom Edit) 2. Wolfpack, Jaxx & Vega, DJ Junior - Curura 3. Arkins & Castle J - Dance, Dont Stop 4. Cesqeaux & Curbi - Get It 5. Raven & Kreyn, RudeLies - Drank 6. Knife Party - LRAD (DJ ALEXX K Edit) 7. Eurythmics vs MOTi vs Mercer & DJ Snake - Drink Up Lunatic Dreams (David Puentez Mashup) 8. Promi5e - Move To Da Bass 9. KAAZE ft Maria Mathea - In The Dark 10. Marc Stout & Tony Arzadon - TECHNO RAVER 11. 3 Are Legend & Blasterjaxx - Nasty 12. Deorro & Electric Polar Bears - Front to Back 13. Sabrina Carpenter, Sebastian Ingrosso, Tommy Trash - Espresso (Deville VIP Reload Bootleg) 14. Bingo Players - Hit It Pump It 15. Tag Team vs Bingo Players, Firebeatz - Whoomp There It Is (Smassh Droppin Hot Edit) 16. Afroki, AFROJACK & Steve Aoki - Diss You 17. Alesso & Nate Smith - I Like It (Alesso & Sentinel Remix) 18. Galantis - No Money (DJ Nasa Bootleg) 19. REGGIO & DJ Junior vs David Guetta & MORTEN ft Aloe Blacc - Never Be Alone (BPM Supreme Bootleg) 20. Quintino & Richie Loop - Manimal (BPM Supreme Edit) 21. Nitti - Sex on Fire (NITTI Remix) 22. David Guetta & Sia vs Tungevaag - Titanium (Olive Oil Edit) @djbeatzilla www.instagram.com/djbeatzilla www.facebook.com/djbeatzilla www.djbeatzilla.com

Dr. Sharon R. Jackson is a life-long early childhood advocate and a seasoned professional with experience in local, state, and national presentations throughout her career. She is an encourager by nature…From a background that includes public schools, military childcare centers, faith-based organizations, and for-profit settings, her experience is not only wide-ranging but also deeply grounded in appropriate practice and respect for young children. Dr. Jackson has held positions of leadership in her community and in the organizations in which she has been employed. She earned her PhD from Texas A&M University and is currently a professor of early childhood education at Blinn College in College Station. Today, we're talking about the importance of the environment as the third teacher – the philosophy that spaces can significantly influence development and learning. Sharon will emphasize just how important the environment is–It's not just physical objects like books and toys; it also includes the emotional well-being of the children. While we discuss the third teacher that originated from the Reggio philosophy, we will also talk about the role of parents as the child's first teacher. We're also going to chat about the adult in the classroom as the second teacher. Second teachers have the important job of giving comfort, consistency, and connection in creating a supportive social-emotional environment for young children. Together, we'll discuss the benefits of a well-laid-out environment, such as promoting learning, language development, and creativity, as well as building children's confidence! We will address the challenges of creating an appropriate environment, including the pressure to focus on academics and parental expectations. Recognizing the needed respect for children in the stage that they are in, being who they are, rather than pushing and rushing them toward some other agenda is so valuable. What a difference that mindset shift could make in creating environments for the children in our care. I hope this episode makes you pause for a moment and think about your classroom environment a little differently. And I hope you'll “get on your knees at the door” and consider the children's perspective and also…God's perspective on this adventure in early childhood.    Dr. Jackson's article on Environments Curating Play - https://curatingplay.com/ Early Essentials - https://earlyessentials.org/ As always, we would love to connect with you on Instagram and on Facebook  

Shante Lane Tamerat is the cofounder of Discovery Lane, a Reggio Emilia-inspired PK-5 private school located in Waldorf, Maryland. Shante has been in education for 15 years, and worked in schools in both Philadelphia and Washington, DC. She has a Bachelor's in Psychology, a Master's in Elementary/Special Education, and a Ph.D. in Special Education/Education Leadership. *** Sign up for Kerry's free, weekly email newsletter on education trends at fee.org/liberated.

Make it Louder! Episode 518 of Make Some Trance radio show with your host - Ruslan Radriges ♪ New Track with Alexander Turok & WhiteLight "UNSTOPPABLE" ► 2rock.ffm.to/0245 ♪ Discover this episode: ► lnkfi.re/MST518 Also new music by Ruslan Radriges: ♪ "LOST" ► interplay.ffm.to/itp322 ♪ "COSMOS" ► 2rock.ffm.to/0235 ♪ "REVIVAL" ► 2rock.ffm.to/0233 ♪ "PHOENIX" ► interplay.ffm.to/itp299 ♪ "SIGNALS" ► 2rock.ffm.to/0224 ♪ "HOPE" ► 2rock.ffm.to/0220 ♪ "KEEP BREATHING" ► 2rock.ffm.to/bs056 ♪ "IMAGINATION" ► band.link/Imagination_ ♪ "SINNER GAME" ► band.link/SinnerGame ♪"FULL OF STARS" ► 2rock.ffm.to/0205 ♪ "BLOW IT UP": ► 2rock.ffm.to/0194 ♪ "KEEP ON DANCE": ► biglink.to/KEEPONDANCE ♪ "THE LIGHT": ► biglink.to/THELIGHT ♪ "PLAY IT LOUD": ► 2rock.ffm.to/bs019 Follow Ruslan Radriges: ♦Instagram → www.instagram.com/ruslanradri... ♦Spotify → bit-ly.ru/jyfms ♦Facebook → www.facebook.com/RuslanRadriges ♦YouTube → bit-ly.ru/uLJPc #RuslanRadriges #MST518 TRACKLIST: Ruslan Radriges - Intro [MOMENT OF THE PAST] 01. Motorcycle - As The Rush Comes (Solid Stone Remix) 02. U-Jeen x Spectorsonic x Alex BELIEVE - Resonance [Interplay Unity] 03. CamelPhat & Nadia Ali - Endlessly [When Stars Align] 04. Because of Art - Transient [Last Night On Earth] [SOME LATELY FAVORITE] 05. Sean Tyas & JSKA - Don't Let Me Go [Coldharbour] 06. MorganJ & Fwn - Make Luv [Hexagon] 07. Amba Shepherd - Wild Hearts [Superrlativ] 08. Volyri & RESZ - Better Now [On The Way] 09. Asher Swissa x Rafael Osmo - In The Game [Coldharbour] [PERFECT TUNE] 10. Ruslan Radriges & Joanna Angelina - Again [Interplay] 11. Norni - Breathe [Eximinds Airlines] 12. Darren Tate & Solarstone - A Long Way From Home (Alex Sonata & TheRio Remix) [Anjunabeats] 13. Mike EFEX & ALAT - Minus One (ALAT Remix) [Coldharbour Black] 14. Duke Dumont - ENERGY [Club Blase] 15. Hardwell - XTC [Revealed] 16. Castor x Pollux x Yellow Pvnk - My Heart [Revealed] 17. Blasterjaxx x Naeleck x 3rd Wall - Crush Me Down [Dancing Dead Records] 18. REGGIO & DJ Mii - Light It Up [Revealed] Ruslan Radriges - Outro

Follow me: Facebook: fb.me/xabionly Twitter: twitter.com/xabionly Youtube: youtube.com/xabionly Mixcloud: mixcloud.com/xabionly Instagram: instagram.com/xabionly TRACKLIST: https://1001.tl/20rshuc9 Spotify playlist: https://open.spotify.com/playlist/4STV7DPVgwI4ntvi1sQvjh?si=CU6lCNZcRkKiZytdXaI5TQ TRACKLIST: 01. Pacs, Who Else - Silenzio [ERRORR] 02. Agents Of Time, Camden Cox - Vertigo [TOMORROWLAND MUSIC] [PROMO OF THE WEEK] 03. Mesa & Boss - Don't Pretend [LIFTOFF] 04. Sezer Uysal, Axelax - Space Opera [ERRORR] 05. CamelPhat & Nadia Ali - Endlessly (CamelPhat Club Mix) [WHEN STARS ALIGN] 06. Gladilinn & Anbargo & HUHU - Back To Me [YHV] 07. Against All Ødds - Sign [ERRORR] 08. Ginchy & Desyfer ft. Emma Konnanov - Falling Around Me [ERRORR] 09. Mario Eighta - Brave Heart [ERRORR] 10. CLMD & Tobtok - Find My Way Home [FUTURE HOUSE MUSIC] 11. PARISI - High For This [MAJOR REC.] 12. Marco Nobel & SUNGYOO - Hide & Seek [GEMSTONE] 13. Skytech & Dannic - Hurt Me Now [FUTURE HOUSE MUSIC] 14. Galoski, YAKSA - Hypnotized [HYSTERIA] 15. Plastik Funk x Toxic Joy - Uh Huh [HEXAGON] 16. NORII & VEATZ - Controls Your Mind [SKINK] 17. Nicky Romero - Bass Down Low [PROTOCOL] 18. Loreno Mayer, Quizzow & Paul Arcane ft. Brandon Mignacca - Lose It All [AVA] 19. Ginchy & Padre Guilherme - Citadel [ERRORR] 20. Laura Ferrari - Bring It Back [WHAT YA NEED] 21. Fred Again... & Baby Keem - Leavemealone (Dave Summer Edit) 22. Adam Beyer & Green Velvet - Simulator (Chris Avantgarde Remix) [DRUMCODE] 23. FOVOS x Sam Sidewayz - Sexy Bitch 24. Hardwell - XTC [REVEALED] [RELEASE OF THE WEEK] 25. Cascada - Everytime We Touch (Achilles Hyper Mix) 26. Loofy - Last Night (MR.BLACK Remix) 27. Dok & Martin - Voices From Inside [HILOMATIK] 28. BEAUZ ft. Lee McKing - You Like It Rough [MAXXIMIZE] 29. W&W x VINAI with Gabry Ponte - Axel F (Take It To The Floor) [SIGNATUNE] [TRACK OF THE WEEK] 30. Kom, ILSE - Perception [GENERATION SMASH] 31. Mondello'G - Free Falling [IN / ROTATION] 32. Naeleck, Mariana Bo & LNY TNZ - Kotodama [DANCING DEAD] 33. Chase & Status - Baddadan (Nick Havsen Bootleg) 34. REGGIO & DJ Mii - Light It Up [REVEALED]

Luigi Ferrari"Reggio Parma Festival"www.reggioparmafestival.itL'edizione 2024 di Reggio Parma Festival sceglie di dar vita a cinque diverse linee progettuali legate dall'obiettivo comune di promuovere e diffondere la cultura e l'amore per essa: dall'arte di Mimmo Paladino nell'opera I Drammaturghi a Gradus - che, nei suoi due momenti “Passaggi per il nuovo” e “Giornate d'Autore”, si rivolge, in modi diversi, a giovani artisti e pubblico -, fino a Derby elettrico, insolito format dedicato alla musica, passando attraverso la nuova collana editoriale, “RPF Quaderni:”, e la ricorrenza Nono / Abbado: cinque iniziative che insieme danno vita ad Arcipelaghi, un cammino artistico che attraverserà tutto l'anno.Il progetto nasce dalla volontà del Reggio Parma Festival e di tutti i suoi soci - Comune di Parma, Comune di Reggio Emilia, Fondazione I Teatri di Reggio Emilia, Fondazione Teatro Due e Fondazione Teatro Regio di Parma - di collaborare per la costruzione di un'offerta culturale capace di promuovere l'arte e la cultura del territorio di Reggio Emilia e Parma in una prospettiva nazionale e internazionale, permettendole di raggiungere anche il pubblico al di fuori del perimetro di coloro che già frequentano i teatri e gli spettacoli dal vivo. Da più di vent'anni il Reggio Parma Festival, con il sostegno del Ministero della Cultura, propone in quest'ottica eventi capaci di stimolare nuovi interessi e nuovi approcci al mondo dell'espressione artistica, supportando l'organizzazione di importanti rassegne teatrali e musicali quali Festival Aperto a Reggio Emilia e Teatro Festival e Festival Verdi a Parma.IL POSTO DELLE PAROLEascoltare fa pensarewww.ilpostodelleparole.itDiventa un supporter di questo podcast: https://www.spreaker.com/podcast/il-posto-delle-parole--1487855/support.

La pédagogie Reggio est vraiment formidable pour les enfants de 12 mois à 8 ans. Elle permet le développement de la créativité, de l'autonomie, de la coopération, etc... C'est une approche éducative innovante et centrée sur l'enfant. Les enfants participent activement à des projets qui les intéressent, favorisant un apprentissage plus profond et significatif. Ils explorent, questionnent, et expérimentent en lien avec des thèmes réels et pertinents pour eux. Comme dans la pédagogie Montessori, l'environnement joue un rôle clé dans le soutien de l'exploration et de l'apprentissage autonome. Les adultes, agissent comme des guides et des co-apprenants plutôt que des dispensateurs de connaissances. Ils encouragent et soutiennent les explorations des enfants. Les enfants sont encouragés à s'exprimer à travers une variété de "langages" tels que l'art, la musique, la danse, la parole, et l'écriture. Cela enrichit leur créativité et leur capacité à communiquer de manière diverse et complexe. Pour toutes ces raisons, j'ai choisi de vous expliquer cette approche qui me paraît être un excellent complément de la pédagogie Montessori, Freinet, mais aussi de l'apprentissage dans la nature. Je vous propose également dans cet épisode de nombreuses idées d'activités d'inspiration Reggio pour les enfants de tous les âges. Hébergé par Ausha. Visitez ausha.co/politique-de-confidentialite pour plus d'informations.

AWR Hawkins and Paul Reggio from Barrel Buddy spread freedom seeds

Terrin and Amber are professional organizers but this episode dives into their story from joining the Navy to being born and raised in France and leaving everything to come to the states. Terrin Marino is the owner of Saucha Living! Terrin believes that a clean and organized space is essential for fostering a positive mindset. As a professional organizer, she collaborates with clients to craft customized plans tailored to their specific needs and goals. Whether it's optimizing a workspace for productivity, enhancing the layout of a storefront for better customer flow, or decluttering and organizing a residential space, she's dedicated to helping my clients achieve harmony and tranquility in every environment. Amber is the owner of Organized by Amber! She has always had a natural eye for organizing and honing in on the details. She works with clients from move-in to decluttering, or completely reorganizing anything from a pantry to a play room. Growing up in Paris, she had a completely different idea of what she would do with her life until she met her now husband! In this episode we talk about the journey of healing, finding your passion, motherhood and finding balance. From practical tips on maintaining an orderly space to the emotional benefits of decluttering, our discussion will inspire you to create a more efficient, stress-free environment.   Learn more about your hosts, Katelyn and Sarah: Go check out Katelyn at Cultivate with KG where she's working with female business owners to master their time, build their empire and live their legacy!  You can also take a glimpse inside her Reggio and Montessori inspired school, Independence Academy, where she has spent the last decade building a team and cultivating her legacy company culture. Go check out Sarah at Encore Solutions where she is on a mission to support new & growing leaders in the business community by providing consulting and curriculum packages based on years of real-world experiences. You can also take a peek inside her dance studios Encore Performing Arts where they offer everything from dance to music to theater classes!  

Thursday, 13 June 2024   From there we circled round and reached Rhegium. And after one day the south wind blew; and the next day we came to Puteoli, Acts 28:13   A more literal translation is, “From where, having gone around, we arrived at Rhegium. And after one day, having come upon an Auster, the second day we came to Puteoli” (CG).   Luke just noted that they had landed at Syracuse and stayed three days. Now, the journey to Rome continues with, “From where, having gone around.”   The words “from where” refer to Syracuse which is on the southeast corner of Sicily. Leaving that port, they had to make a bit of a sweeping motion. Of the words, “having gone around,” the KJV says, “And from thence we fetched a compass.” The Berean Study Bible says, “From there we weighed anchor.”   It is generally accepted that the Greek term is speaking of making a circuitous route around Sicily. As Syracuse is on the southeast corner of the island, and they need to head northward to the Italian peninsula, they set sail and worked off the coast of Sicily to reach their destination.   It was probably a west or a northwest wind at this time and this caused them to head out to sea in order to catch the winds while traveling north. Thus, one gets the idea of circling around, or going around, instead of traveling straight to their destination. From there, it next says, “we arrived at Rhegium.”   Rhegium, now known as Reggio, is on the southwest extremity of the toe of Italy. According to Wikipedia, Reggio “commonly and officially referred to as Reggio Calabria, or simply Reggio by its inhabitants, is the largest city in Calabria as well as the seat of the Regional Council of Calabria. It has an estimated population between 150,000 and 200,000 and is the twenty-first most populous city in Italy, after Modena and other Italian cities, and the 100th most populated city in Europe. Reggio Calabria is located near the center of the Mediterranean and is known for its climate, ethnic and cultural diversity. It is the third economic centre of mainland Southern Italy. About 560,000 people live in the metropolitan area, recognised in 2015 by Italy as a metropolitan city.”   The city is right at the southern opening of the Straits of Messina. These straits pass between Sicily and Italy. They connect the Tyrrhenian Sea to the north with the Ionian Sea to the south. At its narrowest point, it measures 1.9 miles in width. However, near the town of Messina the width is some 3.2 miles. It has a maximum depth of 830 feet.   Certainly because of the narrowness of the straits and the contrary wind, they stopped at Rhegium. However, Luke next records, “And after one day, having come upon an Auster.”   The words “having come upon” are from a word found only here in Scripture, epiginomai. It is derived from two words signifying “upon” and “to come about.” The word translated as Auster is the same word as in Acts 27:13, notos. It signifies the South and thus a south wind. A single English word which corresponds to this is Auster, a south wind. Once this favorable wind came upon them, it next says, “the second day we came to Puteoli.”   Here is another word unique to Scripture, deuteraios. It is derived from deuteros, second, and signifies the second day. With the favorable wind that came from the south, it allowed them to pass through the straits. Once through the straits, they were able to sail all the way to Puteoli.   This is the modern city known as Pozzuoli. It is located very near Naples and was once a port city. Today, however, it is too shallow for large ships to arrive at. Its name means “The wells.” Being known for its warm baths, it is supposed that is how it got its name. Some relevant information from the era that these men arrived there is found in Wikipedia –   “Puteoli became the great emporium for the Alexandrian grain ships and other ships from all over the Roman world. It also was the main hub for goods exported from Campania, including blown glass, mosaics, wrought iron, and marble. Lucilius wrote in about 125 BC that it was second only to Delos in importance, then the greatest harbour of the ancient world. Many inscriptions show that a polyglot population established companies (stationes) for trade and transport and formed professional guilds for arts, crafts and religious associations for foreign cults; they included Greeks from the islands and the coast of Asia, Jews and later Christians. Under the Roman Empire, it was the greatest emporium of foreign trade in all of Italy. Trade with Tyre was so important that the Tyrians established a factory there in 174.”   Life application: In one verse, travel has gone from Syracuse to Rhegium to Puteoli. The population of these three cities totals about four hundred thousand people. Think of how many of them may have never heard of Jesus. Now imagine that you encounter people just like them throughout the week or even every day. They may never have heard of Jesus. Who is going to tell them? If not you, then who?   If you are saved, hooray for Jesus in your life. But be sure to now tell others about what He has done for you, and indeed for all the people of the world. Without hearing about Him, people cannot be saved. Hopefully, you will be affected enough about their plight to at least try to share what you know.   Lord God, help us to be responsible in sharing our faith in Jesus. We have family, friends, and acquaintances that need to hear the good news. We go to restaurants and are served by people that may have never been told the simple message of Your goodness to us in sending Jesus. Help us, O God, to faithfully proclaim what we know. Amen.  

Jho's story is captivating and will leave you inspired to keep learning to trust yourself. Jho is the Founder of Running Wild Collective and is a pillar in the Fayetteville community. Her story of being a first generation American, raised by a single mother, going to college and completely pivoting her life is one you do not want to miss! Jho's story gives us insight on what it looks like to have courage, be brave, step into the unknown and trust yourself. She reflects back on the decisions she made that lead her to her passion with sincere reflection and this woman is wise beyond her years. Follow Jho on her personal page here: Run Wild with Jho This episode is a testament to the power of resilience and adaptability. Jho's journey is a powerful reminder that life's twists and turns can lead to unexpected and rewarding paths. Whether you're seeking inspiration, career insights, or tips on personalized coaching, this conversation has something for everyone.   Learn more about your hosts, Katelyn and Sarah: Go check out Katelyn at Cultivate with KG where she's working with female business owners to master their time, build their empire and live their legacy!  You can also take a glimpse inside her Reggio and Montessori inspired school, Independence Academy, where she has spent the last decade building a team and cultivating her legacy company culture. Go check out Sarah at Encore Solutions where she is on a mission to support new & growing leaders in the business community by providing consulting and curriculum packages based on years of real-world experiences. You can also take a peek inside her dance studios Encore Performing Arts where they offer everything from dance to music to theater classes!  

Tsitsi Sithole goes above and beyond to live her values and change the world. Through a Reggio-inspired lens, she has worked to elevate the educational experience for all children regardless of demographics or circumstance. You will undoubtedly be inspired by her brilliance, compassion, drive, and deep understanding of the Reggio approach. To donate to her work in Zimbabwe, please go to https://iamzimtrust.org/team/tsitsi-sithole/

Join us for a captivating conversation that takes you on a journey through the dynamic life and career of our incredible guest, Melissa Ollison of The Photobrief. This episode is packed with her stories and personal insights, covering a diverse range of topics that you won't want to miss. Melissa takes us on her path to Italy and through law school and back again. We talk weddings, all the nuances of wedding parties, her big big plans coming to Moore County in just a few months and of course all the topics in between from motherhood to boundaries.    Check out Melissa's incredible work on Instagram @thephotobrief and tune in to hear where her business is going next!       Learn more about your hosts, Katelyn and Sarah: Go check out Katelyn at Cultivate with KG where she's working with female business owners to master their time, build their empire and live their legacy!  You can also take a glimpse inside her Reggio and Montessori inspired school, Independence Academy, where she has spent the last decade building a team and cultivating her legacy company culture. Go check out Sarah at Encore Solutions where she is on a mission to support new & growing leaders in the business community by providing consulting and curriculum packages based on years of real-world experiences. You can also take a peek inside her dance studios Encore Performing Arts where they offer everything from dance to music to theater classes!

Today, we have an exciting conversation lined up that delves into the vibrant mind of the joyous Julia Brokmeyer. Our guest is the founder of Moore Choices, a fantastic resource for discovering fun activities and places to visit in the Moore County area. What began as a simple initiative to promote events on Facebook and Pinterest has blossomed into a comprehensive website featuring shops, restaurants, fitness centers, outdoor adventures, summer camps kid-friendly activities (AND SO MUCH MORE!). With a background in owning businesses like Curves and selling Arbonne, Julia has built a successful platform by connecting with local enterprises and cultivating a strong sense of community. In this episode, she shares insights into the supportive and collaborative nature of the business community in Moore County. You'll hear about her innovative approaches to keeping her business dynamic and engaging. How balancing business and family life poses its own set of challenges, and Julia opens up about her strategies for prioritizing family and the pride her children feel in her accomplishments. We'll also explore her reflections on past regrets, advice for young moms venturing into entrepreneurship, and her personal hobbies and future plans. Join us for an inspiring and heartfelt discussion that highlights the importance of community, connection, and balance. Tune in and get ready to be inspired by the story behind Moore Choices and the incredible woman at its helm!     To learn more about your hosts, Katelyn and Sarah: Go check out Katelyn at Cultivate with KG where she's working with female business owners to master their time, build their empire and live their legacy!  You can also take a glimpse inside her Reggio and Montessori inspired school, Independence Academy, where she has spent the last decade building a team and cultivating her legacy company culture. Go check out Sarah at Encore Solutions where she is on a mission to support new & growing leaders in the business community by providing consulting and curriculum packages based on years of real-world experiences. You can also take a peek inside her dance studios Encore Performing Arts where they offer everything from dance to music to theater classes!

Tune in now to embark on this heartfelt journey and discover the transformative power of sharing our stories! Get ready for an unforgettable episode that ignites with chemistry and authenticity as we dive deep into the realms of relationships, self-discovery, motherhood and healing. This isn't just a podcast—it's a heartfelt conversation among new friends that you won't want to miss. We are joined by the incredible Alex of @the.co__ and Colette @by.colette.photo. These women are wide open as we dive into Colette upbringing in the Mormon Church and how it shaped her life, to Alex's journey into relationships both intimate and with herself.  We get real deep, real fast in this episode. Our candid discussions reveal personal stories of triumphs and trials, which offers you a genuine glimpse into our paths of growth and transformation. The power of storytelling amongst women is a deeply rooted feminine experience that is captured beautifully in this episode; one that will feel immensely relatable.  Alex is the Founder and Owner of The Co, a local group committed to fostering connection and collaboration amongst Moore County's women. Alex is a hype girl who will cheer you on in whatever season of life you're in. If you don't know her...you need to. Follow along for her upcoming events: Conversations and Connections at Twelve Million Plus!  Colette is the Owner of By Colette Photo where she captures the intricate story of your wedding. Her love for art and architecture allows her photography to exude drama without fitting into one particular genre. She's on a mission to artfully portray your love story; a classic ending to the chapter you've written.  To learn more about your hosts, Katelyn and Sarah: Go check out Katelyn at Cultivate with KG where she's working with female business owners to master their time, build their empire and live their legacy!  You can also take a glimpse inside her Reggio and Montessori inspired school, Independence Academy, where she has spent the last decade building a team and cultivating her legacy company culture. Go check out Sarah at Encore Solutions where she is on a mission to support new & growing leaders in the business community by providing consulting and curriculum packages based on years of real-world experiences. You can also take a peek inside her dance studios Encore Performing Arts where they offer everything from dance to music to theater classes!

Gabi Immelman is the founder and CEO of edtech start-up , Mindjoy, a platform for STEM teachers to 10x their impact for boundless classroom learning through unleashing student curiosity with the power of AI tutors. With Mindjoy, teachers can transform lessons they love and know using the power of AI to create engaging digital first learning experiences for their students. A former Reggio-educator turned EdTech founder with experience working globally in Africa & USA. Mindjoy is the third company she has founded - her first being a stick-on tattoo parlor at the beach where we used to go for summer vacation when I was a child. Carine Marette is the co-founder and co-CEO of Kritik, an online peer-to-peer interactive learning platform designed for professors to engage students in a twenty-first-century way. Through a gamified experience, Kritik allows students to develop higher-order thinking skills from creating assignments as well as analyzing and evaluating peer submissions. In addition, students will develop the skills necessary to deliver feedback to their peers through our feedback-on-feedback system. They are using AI and artificial intelligence to increase the reliability of peer assessment and save instructors time. 

Heather Jackson, owner of The Sunflower School, joins Carla Ward on The Everything ECE Podcast to discuss verbs as projects. As a Reggio-inspired educator, Heather has spent many years researching, reflecting and discussing Early Childhood Education and how to take a child's interest using verbs and play schemas to begin a project without falling into the “theme” trap. By using verbs and play schemas, educators can gain a more complex perspective on projects.  Join Heather and Carla for this fascinating conversation and learn how to take your teaching to new heights. Show Notes: www.elfoundations.com/135

Support The Forest School Podcast on Patreon for bonus episodes and ad-free episodes at ⁠⁠⁠ ⁠www.patreon.com/theforestschoolpodcast⁠⁠

This content is for Members only. Come and join us by subscribing here In the meantime, here's some more details about the show: It's a warm welcome then to the man himself: Dr. Brad Stone - the JazzWeek Programmer of the Year 2017, who's here every Thursday to present The Creative Source - a two hour show, highlighting jazz-fusion and progressive jazz flavours from back then, the here and now, plus occasional forays into the future. Please feel free to get in touch with Brad with any comments or suggestions you might have; he'll be more than happy to hear from you: brad@soulandjazz.com or follow him via Facebook or Twitter. Enjoy! The Creative Source 14th March 2024 Artist - Track - Album - Year Simon Lasky    The Outsiders    For the Dreamers    2023 PSA    Don't Look Down    PSA    2024 Kersten Stevens    Fantasy (Intro)    Queen Rising    2023 Kersten Stevens    Fantasy    Queen Rising    2023 Richard Niles    Dreamer Awake    Adventures for Cello and Piano    2024 Pat Bianchi    Cryin' Blues    Three    2024 Caeser Frazier    King of Leonne    Live at Jazzcup    2023 Brandon Goldberg Trio    Circles    Live at Dizzy's    2024 Wolff Clark Dorsey    Nardis    A Letter to Bill Evans    2024 Greg Murphy    The Cure    You Remind Me    2024 Gastón Reggio    Crossing the Appalachians    Michigan    2024 Mark Egan    Big Sky    Cross Currents    2024 Remy Le Boeuf's Assembly of Shadows    Heartland Radio    Heartland Radio    2024 Ada Rovatti    Red August    The Hidden World of Piloo    2023 Daggerboard    Certified Clockwork    Escapement    2024 Will Régnier    Entre les lignes    Traces    2024 Julian Lage    Vanishing Points    Speak to Me    2024 Neal Alger    If Only for a Moment    Old Souls    2024 Alon Farber Hagiga with Dave Douglas    Spring Ahead    The Magician: Live in Jerusalem    2024 Scott Marshall    Solitude No. 1: What Would Eddie Do    The Solitude Suite    2024 Satoko Fujii Tokyo Trio    Gentle Slope    Jet Black    2024 The post The Creative Source (#CreativeSource) – 14th March 2024 appeared first on SoulandJazz.com | Stereo, not stereotypical ®.

Torna il campionato e il nostro focus torna su quanto successo nella giornata di LBA. Tanta carne al fuoco per il rush finale della Regular Season. Diventa un supporter di questo podcast: https://www.spreaker.com/podcast/backdoor-podcast--4175169/support.

Paul Reggio-Barrel Buddy and Patriot!

We're revisiting my conversation with the 2021 National Heritage Fellow, Reginald “Reggio The Hoofer” McLaughlin, a master tap dancer whose feet tell stories of tradition, perseverance, and cultural heritage. In this podcast, Reggio  discusses his childhood love for tap dancing sparked at community centers in Chicago, his transition from a successful career as an R&B bassist to a full-time tap dancer (and how this musical foundation influenced his tap dancing career) and his experiences busking in Chicago's subways.  He highlights the invaluable lessons and traditions passed down by his mentors, Jimmy Payne and Ernest “Brownie” Brown, and their influence on his style and teaching.  Reggio shares his passion for teaching at the Old Town School of Folk Music, emphasizing the importance of connecting students with the history and joy of tap. He also recounts performing on stages around the world as part of Old Town's international program and audience's embrace of this American art form.  He gives an inside look into the creation of "The Nut Tapper," showcasing how he blends tap with diverse cultural dance forms to celebrate the universality of dance. And reflecting on his National Heritage Fellow award, Reggio discusses the importance of recognition for artists dedicated to preserving cultural traditions.

We're revisiting my conversation with the 2021 National Heritage Fellow, Reginald “Reggio The Hoofer” McLaughlin, a master tap dancer whose feet tell stories of tradition, perseverance, and cultural heritage. In this podcast, Reggio  discusses his childhood love for tap dancing sparked at community centers in Chicago, his transition from a successful career as an R&B bassist to a full-time tap dancer (and how this musical foundation influenced his tap dancing career) and his experiences busking in Chicago's subways.  He highlights the invaluable lessons and traditions passed down by his mentors, Jimmy Payne and Ernest “Brownie” Brown, and their influence on his style and teaching.  Reggio shares his passion for teaching at the Old Town School of Folk Music, emphasizing the importance of connecting students with the history and joy of tap. He also recounts performing on stages around the world as part of Old Town's international program and audience's embrace of this American art form.  He gives an inside look into the creation of "The Nut Tapper," showcasing how he blends tap with diverse cultural dance forms to celebrate the universality of dance. And reflecting on his National Heritage Fellow award, Reggio discusses the importance of recognition for artists dedicated to preserving cultural traditions.

Commercial Free-Alan Gottlieb and Barrel Buddy founder, Paul Reggio

Si può combattere una dittatura con un piatto di pasta? I fratelli Cervi lo hanno fatto!La storia della pasta:https://open.spotify.com/episode/5f4Li1OhimiW8S4gaCMn19.Support the project on Tipeee or Patreon and receive transcriptions of each episode, complete with translations of the most challenging words:https://it.tipeee.com/italian-stories-with-davide/news/179861.https://www.patreon.com/posts/93335003.Donation - Paypal:https://www.paypal.com/donate/?hosted_button_id=HJF6KQ4BY27Y2.Hope you enjoy and...Ci vediamo presto!Music by Davide Emanuelli

We take a look at a brief summary of one of the oldest dynasties in Europe, the House of Este who are the ancestors also of the House of Windsor rulers of the United Kingdom. In particular we look at the Italian branch, from their Carolingian roots to the year 1505 when Ercole D'Este was succeeded by his son Alfonso and daughter in law, Lucrezia Borgia.In between we'll see: a marquis acting like a brigand; nasty rebellions that end in cannibalism a non stop array of naughtiness in the bedroom, with one member of the house of Este cooking in at 800 lifetime lovers; a romantic love triangle than ends in a tragic beheading and much more