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"content": "\n\u003cp>Smartphone bans. Time limits on screens. Removing devices from young learners. Across the country, school districts are rolling out policies that signal a growing aversion toward the increasing use of technology in classrooms.\u003c/p>\n\n\n\n\u003cp>For Jared Cooney Horvath, a teacher turned neuroscientist, the fallout has been years in the making. He points to the results of tests such as the \u003ca href=\"https://www.npr.org/2025/09/09/nx-s1-5526918/nations-report-card-scores-reading-math-science-education-cuts\">National Assessment of Educational Progress\u003c/a> and Programme for International Student Assessment \u003ca href=\"https://www.commerce.senate.gov/wp-content/uploads/media/doc/Horvath_Written%20Testimony.pdf\">from the 2000s\u003c/a> to today that show student performance flattening or slipping.\u003c/p>\n\n\n\n\u003cp>In his updated updated book, “\u003ca href=\"https://www.penguinrandomhouse.com/books/838437/the-digital-delusion-by-jared-cooney-horvath-phd-med/\">The Digital Delusion: How Classroom Technology Harms Our Kids’ Learning–and How to Help Them Thrive Again\u003c/a>,” Horvath blames one main culprit for those lackluster scores: the wide adoption of digital technology in classrooms. In the book and in a \u003ca href=\"https://www.youtube.com/watch?v=Fd-_VDYit3U\">now-viral Congressional testimony\u003c/a> on Jan. 15, he argues that in countries that have widely adopted school-based ed tech, student performance tends to decline rather than improve.\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\">\u003cdiv class=\"wp-block-embed__wrapper\">\nhttps://www.youtube.com/watch?v=Fd-_VDYit3U\n\u003c/div>\u003c/figure>\n\n\n\n\u003cp>During his Congressional testimony, Horvath argued that Gen Z is the first modern generation to underperform the one before it on \u003ca href=\"https://www.commerce.senate.gov/wp-content/uploads/media/doc/Horvath_Written%20Testimony.pdf\">key cognitive measures\u003c/a> such as literacy, problem solving and creativity. He says the explanation is fundamentally biological.\u003c/p>\n\n\n\n\u003cp>“It’s not that the tech isn’t being used well enough, we haven’t been trained enough, we need better programs,” he said in the testimony. “It’s that we have evolved biologically to learn from other human beings. Screens circumvent that process.”\u003c/p>\n\n\n\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/66517/families-and-teachers-are-questioning-ed-tech-are-schools-and-districts-starting-to-listen\">Remote schooling during COVID turbo-charged districts’ use of digital tools\u003c/a> — and when students returned to classrooms, the technology stayed. Horvath’s book is part research summary, tracing how student performance has stagnated or fallen in recent years. But it’s also part guidebook and call-to-action, giving parents and teachers language, tools and templates to push back against school-based technology.\u003c/p>\n\n\n\n\u003cp>“Most people, teachers, parents and students … you feel this, you’ve known this, this hasn’t been working, it doesn’t feel right,” he said. “And just know that, yes, you’re correct. The data backs you up.”\u003c/p>\n\n\n\n\u003cp>Horvath’s arguments have met criticism. Some researchers say his work leans too heavily on correlation rather than causation, and point instead to factors like a \u003ca href=\"https://www.nbcnews.com/news/education/digital-delusion-book-jared-cooney-horvath-screens-schools-rcna345869\">youth mental health crisis\u003c/a> to explain falling scores. Others argue that Horvath’s claims are too sweeping, and note that there \u003cem>are\u003c/em> studies suggesting some benefits of moderate computer use.\u003c/p>\n\n\n\n\u003cp>\u003ca href=\"https://apnews.com/article/edtech-philly-classroom-technology-computer-phone-screens-6aab2bac1d66df1863509b5d5c74fe12\">Districts are pushing back too\u003c/a>. One of Horvath’s suggestions to parents is to have their child “opt out” of digital devices during school time. But some districts say approving opt-outs for hundreds of students, when their curriculum is tightly tied to technology tools, would be too inefficient.\u003c/p>\n\n\n\n\u003cp>Still, Horvath insists he is not “anti-tech.”\u003c/p>\n\n\n\n\u003cp>“I don’t care about tech; I care about learning. And if tech can prove to help learning, I’ll be the first one to say, there you go, use that, that’s the best way to do it,” he said. “The problem is … the data just isn’t there, the data is pointing another direction.”\u003c/p>\n\n\n\n\u003cp>In an interview with KQED’s MindShift, Horvath laid out his perspective and offered concrete steps for parents, teachers and administrators.\u003c/p>\n\n\n\n\u003cp>“The solution? It’s humanity again. We start reconnecting with each other,” he said. “It’s the only thing we are biologically built to do.”\u003c/p>\n\n\n\n\u003cp>“It’s okay to be a human being again,” Horvath said.\u003c/p>\n\n\n\n\u003cp>\u003cem>This interview has been edited for clarity and length. \u003c/em>\u003c/p>\n\n\n\n\u003cp>\u003cstrong>How would you suggest breaking up with bad tech from three perspectives: the teachers, parents and administrators?\u003c/strong>\u003c/p>\n\n\n\n\u003cp>The best thing you can do as a parent, right off the bat: be analog. Buy a printer. If it’s homework that’s online, print it out. If it’s a reading that’s a PDF, print it out. If it’s a worksheet with math, print it out.\u003cbr>\u003cbr>If you want to take it to the next level, there are a lot of parents who are attempting to “opt out.” They’re petitioning their schools to say no to unnecessary tech during the school day. That might be a little harder for some parents in some states. \u003c/p>\n\n\n\n\u003cp>From the teacher’s perspective, I think the two easiest moves to make are return to pen and paper, note-taking and return to physical paper and textbooks. If you do nothing different with your teaching except have kids looking at paper and writing by hand, learning will go up compared to looking at a screen and typing. If you’re going to use tech in your classroom as a teacher, \u003cem>you\u003c/em> drive the tech. \u003c/p>\n\n\n\n\u003cp>And then, from an administrator’s point of view, you put a moratorium on new tech. You’ve already got enough tech, so do a tech audit on what you already have. What programs do you have? What hardware do you have? What is being used? What isn’t being used? What you’ll see is probably 50% of your tech is just a waste of money. Once you do your audit, you’re going to come out with what people are actually using tech for in your school, and that’s when you can take that next step. That’s when you can run your cost-benefit analysis, ask if it’s benefitting learning enough, and that’s when you can make your final tech decisions.\u003c/p>\n\n\n\n\u003cp>\u003cstrong>Are these steps something that people can do tomorrow? Is this something that you see as necessary, first of all, that it could and should be done immediately? Or is it something that can go in phases?\u003c/strong>\u003c/p>\n\n\n\n\u003cp>I don’t see any school getting rid of all their tech tomorrow. Before you make your decisions as an administrator, give yourself a year to figure out what’s actually going on before you say, “Here’s what our decisions are going to be.” \u003c/p>\n\n\n\n\u003cp>As a teacher, by all means, run little experiments. My favorite thing about teaching is, it’s not a science; it will never be solved. Anyone who’s ever been a teacher knows what worked with Class A is not going to work with Class B, and what worked on Monday won’t work on Tuesday. So, you’re always adjusting; it’s what we do. So, run a little experiment, do a week of what you normally do, and then do a week where we say, ‘I’m going to give you a notebook, and we’re going to take all of our notes, and we’re doing a little quiz at the end of that week.’ And then ask your kids at the end of that week, ‘What do you think is going on with their learning?’ Ask them, what did they prefer, what did they find more confusing, what did they find easier. \u003c/p>\n\n\n\n\u003cp>The good news is, learning is biological; if you’re alive and breathing and growing, you will learn. The question then becomes, what works best? If we have a finite amount of time, say, 12 years with a kid, what is the best way to push through those 12 years to make sure we can get you where we need you in the strongest possible way? If you’re using tech now, your kids are learning, they’re fine. They’re learning slower than analog kids, they’re learning a little less deeply than what we were doing in the past, they’re learning a little less accurately than what we were doing in the past, but they’re not getting nothing. Don’t think you’re harming your kids right now; it’s just, we can be doing better with the time we have if we think about our resources. \u003c/p>\n\n\n\n\u003cp>\u003cstrong>One of the things that was surprising to me in your recommendations to avoid digital citizenship curricula. What is your reasoning for that recommendation?\u003c/strong>\u003c/p>\n\n\n\n\u003cp>The digital landscape changes so fast that whatever citizenship aspects you focus on today will almost certainly be obsolete two to three years from now. That’s why most digital citizenship programs to date, they’re focused on programs like, ‘How do you interact with people over chat?’ without realizing that two years later, no one is using chat anymore. Trying to lock down what good citizenship would look like in these contexts is, you’re always chasing; you’ll never catch up. \u003c/p>\n\n\n\n\u003cp>What’s the right way to do it? You teach human citizenship. You teach actual citizenship and then kids can adapt that to whatever digital world exists when they are out of school. No one ever taught us how to be nice to human beings online. They taught us how to be nice to human beings. And now, when online came, we brought those sensibilities into the world of digital. It’s not about figuring out what are the specific digital moves you have to make, it’s going back to basics. What are the human moves we have to make? \u003c/p>\n\n\n\n\u003cp>\u003cstrong>Is there ever a way to bounce back? Is there ever a way to get our kids back to what we’re truly wanting them to do, which is learn and learn deeply and think critically?\u003c/strong>\u003c/p>\n\n\n\n\u003cp>When it comes to tech, you’re not fighting against tech, you’re not fighting against some juggernaut; you’re fighting \u003cem>for\u003c/em> something, which is your family, which is your kids’ growth and learning. You want what’s best for them and that just means us coming back together again, going back to similar ways of thinking and interacting, which I think is a wonderful thing.\u003c/p>\n\n\n\n\u003cp>There are going to be some people who say, ‘I have a kid with a learning disorder,’ or, ‘I have a kid with autism who can’t go to school.’ Remember, something is better than nothing. Everything I’m talking about when it comes to ed tech goes out the window when you remember that something is better than nothing. If you have a kid who cannot speak without a digital tool, a digital tool is the greatest thing that was ever invented, of course. Use it. If your kid cannot interact without a screen present, of course, use the screen. Don’t take this message too far. But the argument is, if you are in a position where you’re lucky enough to have two different options, always select the option that meets your goal better. And if your goal is learning, analog is almost always going to be the better option for that. But if you have circumstances that do not allow you to do that, then by all means, embrace tech, hug it, love it. But that doesn’t mean we all need it all day. \u003c/p>\n\n\n\n\u003cp>\u003cstrong>When it comes to the range of ed tech available out there, are there “Sesame Street” versions, meaning a type of ed tech that might be considered “better” for deep learning?\u003c/strong>\u003c/p>\n\n\n\n\u003cp>Where would you rather learn the alphabet – Sesame Street, YouTube or human? The question will always become, ‘’does the tech outperform a human teacher doing it?’ Most of the time, that’s going to be no. But within ed tech itself, there are two realms where it’s really powerful, but there are some caveats.\u003c/p>\n\n\n\n\u003cp>One is what we’re going to call intelligent tutoring, or adaptive tutoring. It asks you a series of questions, and depending how you answer question one, it gives you a harder question or an easier one if you missed it. That seems to be a good way to kind of drill and kill, to get skills up online. The second realm where you see ed tech actually working well is learning disorder remediation. These are kids who are struggling with basic skills – seat them at a computer and drill that skill endlessly. But I think the caveats to that are you can really only drill skills in very finite, limited areas, and those areas basically have right and wrong answers. I think Justin Reich from MIT said it perfectly. He said adaptive tutoring is really good for learning how to read; it’s really bad for reading to learn. You can use it to build the skill, but once you want to take the skill and actually do something with the skill, that’s where tech kind of washes its hands.\u003c/p>\n\n\n\n\u003cp>\u003cstrong>What do you say to people who are overwhelmed by this whole issue? There’s so many problems within our education system, and this is just one of many. How do you navigate it?\u003c/strong>\u003c/p>\n\n\n\n\u003cp>I actually consider ed tech the lowest hanging, easiest to attack fruit right now in education. There’s a lot of things we could talk about with education that we might want to adjust or change or tweak at a structural level; those things are incredibly difficult to do. But what’s the easiest thing to do is go back to a system that already exists. The good news is, when it comes to divesting from technology, it doesn’t require a new infrastructure; it requires going back to the infrastructure that’s already there. If you’ve already built train tracks all around the U.S., then you move to cars, and then one day you decide we don’t need cars anymore – good news; we never ripped up the train tracks. They’re still sitting there, we’re good to go. \u003c/p>\n\n\n\n\u003cp>\u003c/p>\n",
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"innerHTML": "\n\u003cp>For Jared Cooney Horvath, a teacher turned neuroscientist, the fallout has been years in the making. He points to the results of tests such as the \u003ca href=\"https://www.npr.org/2025/09/09/nx-s1-5526918/nations-report-card-scores-reading-math-science-education-cuts\">National Assessment of Educational Progress\u003c/a> and Programme for International Student Assessment \u003ca href=\"https://www.commerce.senate.gov/wp-content/uploads/media/doc/Horvath_Written%20Testimony.pdf\">from the 2000s\u003c/a> to today that show student performance flattening or slipping.\u003c/p>\n",
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"\n\u003cp>For Jared Cooney Horvath, a teacher turned neuroscientist, the fallout has been years in the making. He points to the results of tests such as the \u003ca href=\"https://www.npr.org/2025/09/09/nx-s1-5526918/nations-report-card-scores-reading-math-science-education-cuts\">National Assessment of Educational Progress\u003c/a> and Programme for International Student Assessment \u003ca href=\"https://www.commerce.senate.gov/wp-content/uploads/media/doc/Horvath_Written%20Testimony.pdf\">from the 2000s\u003c/a> to today that show student performance flattening or slipping.\u003c/p>\n"
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"innerHTML": "\n\u003cp>In his updated updated book, “\u003ca href=\"https://www.penguinrandomhouse.com/books/838437/the-digital-delusion-by-jared-cooney-horvath-phd-med/\">The Digital Delusion: How Classroom Technology Harms Our Kids’ Learning–and How to Help Them Thrive Again\u003c/a>,” Horvath blames one main culprit for those lackluster scores: the wide adoption of digital technology in classrooms. In the book and in a \u003ca href=\"https://www.youtube.com/watch?v=Fd-_VDYit3U\">now-viral Congressional testimony\u003c/a> on Jan. 15, he argues that in countries that have widely adopted school-based ed tech, student performance tends to decline rather than improve.\u003c/p>\n",
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"\n\u003cp>In his updated updated book, “\u003ca href=\"https://www.penguinrandomhouse.com/books/838437/the-digital-delusion-by-jared-cooney-horvath-phd-med/\">The Digital Delusion: How Classroom Technology Harms Our Kids’ Learning–and How to Help Them Thrive Again\u003c/a>,” Horvath blames one main culprit for those lackluster scores: the wide adoption of digital technology in classrooms. In the book and in a \u003ca href=\"https://www.youtube.com/watch?v=Fd-_VDYit3U\">now-viral Congressional testimony\u003c/a> on Jan. 15, he argues that in countries that have widely adopted school-based ed tech, student performance tends to decline rather than improve.\u003c/p>\n"
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"innerHTML": "\n\u003cp>During his Congressional testimony, Horvath argued that Gen Z is the first modern generation to underperform the one before it on \u003ca href=\"https://www.commerce.senate.gov/wp-content/uploads/media/doc/Horvath_Written%20Testimony.pdf\">key cognitive measures\u003c/a> such as literacy, problem solving and creativity. He says the explanation is fundamentally biological.\u003c/p>\n",
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"\n\u003cp>During his Congressional testimony, Horvath argued that Gen Z is the first modern generation to underperform the one before it on \u003ca href=\"https://www.commerce.senate.gov/wp-content/uploads/media/doc/Horvath_Written%20Testimony.pdf\">key cognitive measures\u003c/a> such as literacy, problem solving and creativity. He says the explanation is fundamentally biological.\u003c/p>\n"
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"innerHTML": "\n\u003cp>“It’s not that the tech isn’t being used well enough, we haven’t been trained enough, we need better programs,” he said in the testimony. “It’s that we have evolved biologically to learn from other human beings. Screens circumvent that process.”\u003c/p>\n",
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"\n\u003cp>“It’s not that the tech isn’t being used well enough, we haven’t been trained enough, we need better programs,” he said in the testimony. “It’s that we have evolved biologically to learn from other human beings. Screens circumvent that process.”\u003c/p>\n"
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"innerHTML": "\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/66517/families-and-teachers-are-questioning-ed-tech-are-schools-and-districts-starting-to-listen\">Remote schooling during COVID turbo-charged districts’ use of digital tools\u003c/a> — and when students returned to classrooms, the technology stayed. Horvath’s book is part research summary, tracing how student performance has stagnated or fallen in recent years. But it’s also part guidebook and call-to-action, giving parents and teachers language, tools and templates to push back against school-based technology.\u003c/p>\n",
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"\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/66517/families-and-teachers-are-questioning-ed-tech-are-schools-and-districts-starting-to-listen\">Remote schooling during COVID turbo-charged districts’ use of digital tools\u003c/a> — and when students returned to classrooms, the technology stayed. Horvath’s book is part research summary, tracing how student performance has stagnated or fallen in recent years. But it’s also part guidebook and call-to-action, giving parents and teachers language, tools and templates to push back against school-based technology.\u003c/p>\n"
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"innerHTML": "\n\u003cp>“Most people, teachers, parents and students … you feel this, you’ve known this, this hasn’t been working, it doesn’t feel right,” he said. “And just know that, yes, you’re correct. The data backs you up.”\u003c/p>\n",
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"\n\u003cp>“Most people, teachers, parents and students … you feel this, you’ve known this, this hasn’t been working, it doesn’t feel right,” he said. “And just know that, yes, you’re correct. The data backs you up.”\u003c/p>\n"
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"innerHTML": "\n\u003cp>Horvath’s arguments have met criticism. Some researchers say his work leans too heavily on correlation rather than causation, and point instead to factors like a \u003ca href=\"https://www.nbcnews.com/news/education/digital-delusion-book-jared-cooney-horvath-screens-schools-rcna345869\">youth mental health crisis\u003c/a> to explain falling scores. Others argue that Horvath’s claims are too sweeping, and note that there \u003cem>are\u003c/em> studies suggesting some benefits of moderate computer use.\u003c/p>\n",
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"\n\u003cp>Horvath’s arguments have met criticism. Some researchers say his work leans too heavily on correlation rather than causation, and point instead to factors like a \u003ca href=\"https://www.nbcnews.com/news/education/digital-delusion-book-jared-cooney-horvath-screens-schools-rcna345869\">youth mental health crisis\u003c/a> to explain falling scores. Others argue that Horvath’s claims are too sweeping, and note that there \u003cem>are\u003c/em> studies suggesting some benefits of moderate computer use.\u003c/p>\n"
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"innerHTML": "\n\u003cp>\u003ca href=\"https://apnews.com/article/edtech-philly-classroom-technology-computer-phone-screens-6aab2bac1d66df1863509b5d5c74fe12\">Districts are pushing back too\u003c/a>. One of Horvath’s suggestions to parents is to have their child “opt out” of digital devices during school time. But some districts say approving opt-outs for hundreds of students, when their curriculum is tightly tied to technology tools, would be too inefficient.\u003c/p>\n",
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"\n\u003cp>\u003ca href=\"https://apnews.com/article/edtech-philly-classroom-technology-computer-phone-screens-6aab2bac1d66df1863509b5d5c74fe12\">Districts are pushing back too\u003c/a>. One of Horvath’s suggestions to parents is to have their child “opt out” of digital devices during school time. But some districts say approving opt-outs for hundreds of students, when their curriculum is tightly tied to technology tools, would be too inefficient.\u003c/p>\n"
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"innerHTML": "\n\u003cp>Still, Horvath insists he is not “anti-tech.”\u003c/p>\n",
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"\n\u003cp>Still, Horvath insists he is not “anti-tech.”\u003c/p>\n"
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"innerHTML": "\n\u003cp>“I don’t care about tech; I care about learning. And if tech can prove to help learning, I’ll be the first one to say, there you go, use that, that’s the best way to do it,” he said. “The problem is … the data just isn’t there, the data is pointing another direction.”\u003c/p>\n",
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"\n\u003cp>“I don’t care about tech; I care about learning. And if tech can prove to help learning, I’ll be the first one to say, there you go, use that, that’s the best way to do it,” he said. “The problem is … the data just isn’t there, the data is pointing another direction.”\u003c/p>\n"
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"innerHTML": "\n\u003cp>In an interview with KQED’s MindShift, Horvath laid out his perspective and offered concrete steps for parents, teachers and administrators.\u003c/p>\n",
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"\n\u003cp>In an interview with KQED’s MindShift, Horvath laid out his perspective and offered concrete steps for parents, teachers and administrators.\u003c/p>\n"
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"innerHTML": "\n\u003cp>“The solution? It’s humanity again. We start reconnecting with each other,” he said. “It’s the only thing we are biologically built to do.”\u003c/p>\n",
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"\n\u003cp>“The solution? It’s humanity again. We start reconnecting with each other,” he said. “It’s the only thing we are biologically built to do.”\u003c/p>\n"
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"innerHTML": "\n\u003cp>“It’s okay to be a human being again,” Horvath said.\u003c/p>\n",
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"\n\u003cp>“It’s okay to be a human being again,” Horvath said.\u003c/p>\n"
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"innerHTML": "\n\u003cp>\u003cem>This interview has been edited for clarity and length. \u003c/em>\u003c/p>\n",
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"\n\u003cp>\u003cem>This interview has been edited for clarity and length. \u003c/em>\u003c/p>\n"
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"innerHTML": "\n\u003cp>\u003cstrong>How would you suggest breaking up with bad tech from three perspectives: the teachers, parents and administrators?\u003c/strong>\u003c/p>\n",
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"innerHTML": "\n\u003cp>The best thing you can do as a parent, right off the bat: be analog. Buy a printer. If it’s homework that’s online, print it out. If it’s a reading that’s a PDF, print it out. If it’s a worksheet with math, print it out.\u003cbr>\u003cbr>If you want to take it to the next level, there are a lot of parents who are attempting to “opt out.” They’re petitioning their schools to say no to unnecessary tech during the school day. That might be a little harder for some parents in some states. \u003c/p>\n",
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"\n\u003cp>The best thing you can do as a parent, right off the bat: be analog. Buy a printer. If it’s homework that’s online, print it out. If it’s a reading that’s a PDF, print it out. If it’s a worksheet with math, print it out.\u003cbr>\u003cbr>If you want to take it to the next level, there are a lot of parents who are attempting to “opt out.” They’re petitioning their schools to say no to unnecessary tech during the school day. That might be a little harder for some parents in some states. \u003c/p>\n"
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"innerHTML": "\n\u003cp>From the teacher’s perspective, I think the two easiest moves to make are return to pen and paper, note-taking and return to physical paper and textbooks. If you do nothing different with your teaching except have kids looking at paper and writing by hand, learning will go up compared to looking at a screen and typing. If you’re going to use tech in your classroom as a teacher, \u003cem>you\u003c/em> drive the tech. \u003c/p>\n",
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"\n\u003cp>From the teacher’s perspective, I think the two easiest moves to make are return to pen and paper, note-taking and return to physical paper and textbooks. If you do nothing different with your teaching except have kids looking at paper and writing by hand, learning will go up compared to looking at a screen and typing. If you’re going to use tech in your classroom as a teacher, \u003cem>you\u003c/em> drive the tech. \u003c/p>\n"
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"innerHTML": "\n\u003cp>And then, from an administrator’s point of view, you put a moratorium on new tech. You’ve already got enough tech, so do a tech audit on what you already have. What programs do you have? What hardware do you have? What is being used? What isn’t being used? What you’ll see is probably 50% of your tech is just a waste of money. Once you do your audit, you’re going to come out with what people are actually using tech for in your school, and that’s when you can take that next step. That’s when you can run your cost-benefit analysis, ask if it’s benefitting learning enough, and that’s when you can make your final tech decisions.\u003c/p>\n",
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"\n\u003cp>And then, from an administrator’s point of view, you put a moratorium on new tech. You’ve already got enough tech, so do a tech audit on what you already have. What programs do you have? What hardware do you have? What is being used? What isn’t being used? What you’ll see is probably 50% of your tech is just a waste of money. Once you do your audit, you’re going to come out with what people are actually using tech for in your school, and that’s when you can take that next step. That’s when you can run your cost-benefit analysis, ask if it’s benefitting learning enough, and that’s when you can make your final tech decisions.\u003c/p>\n"
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"innerHTML": "\n\u003cp>\u003cstrong>Are these steps something that people can do tomorrow? Is this something that you see as necessary, first of all, that it could and should be done immediately? Or is it something that can go in phases?\u003c/strong>\u003c/p>\n",
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"\n\u003cp>\u003cstrong>Are these steps something that people can do tomorrow? Is this something that you see as necessary, first of all, that it could and should be done immediately? Or is it something that can go in phases?\u003c/strong>\u003c/p>\n"
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"innerHTML": "\n\u003cp>I don’t see any school getting rid of all their tech tomorrow. Before you make your decisions as an administrator, give yourself a year to figure out what’s actually going on before you say, “Here’s what our decisions are going to be.” \u003c/p>\n",
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"\n\u003cp>I don’t see any school getting rid of all their tech tomorrow. Before you make your decisions as an administrator, give yourself a year to figure out what’s actually going on before you say, “Here’s what our decisions are going to be.” \u003c/p>\n"
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"innerHTML": "\n\u003cp>As a teacher, by all means, run little experiments. My favorite thing about teaching is, it’s not a science; it will never be solved. Anyone who’s ever been a teacher knows what worked with Class A is not going to work with Class B, and what worked on Monday won’t work on Tuesday. So, you’re always adjusting; it’s what we do. So, run a little experiment, do a week of what you normally do, and then do a week where we say, ‘I’m going to give you a notebook, and we’re going to take all of our notes, and we’re doing a little quiz at the end of that week.’ And then ask your kids at the end of that week, ‘What do you think is going on with their learning?’ Ask them, what did they prefer, what did they find more confusing, what did they find easier. \u003c/p>\n",
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"\n\u003cp>As a teacher, by all means, run little experiments. My favorite thing about teaching is, it’s not a science; it will never be solved. Anyone who’s ever been a teacher knows what worked with Class A is not going to work with Class B, and what worked on Monday won’t work on Tuesday. So, you’re always adjusting; it’s what we do. So, run a little experiment, do a week of what you normally do, and then do a week where we say, ‘I’m going to give you a notebook, and we’re going to take all of our notes, and we’re doing a little quiz at the end of that week.’ And then ask your kids at the end of that week, ‘What do you think is going on with their learning?’ Ask them, what did they prefer, what did they find more confusing, what did they find easier. \u003c/p>\n"
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"innerHTML": "\n\u003cp>The good news is, learning is biological; if you’re alive and breathing and growing, you will learn. The question then becomes, what works best? If we have a finite amount of time, say, 12 years with a kid, what is the best way to push through those 12 years to make sure we can get you where we need you in the strongest possible way? If you’re using tech now, your kids are learning, they’re fine. They’re learning slower than analog kids, they’re learning a little less deeply than what we were doing in the past, they’re learning a little less accurately than what we were doing in the past, but they’re not getting nothing. Don’t think you’re harming your kids right now; it’s just, we can be doing better with the time we have if we think about our resources. \u003c/p>\n",
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"\n\u003cp>The good news is, learning is biological; if you’re alive and breathing and growing, you will learn. The question then becomes, what works best? If we have a finite amount of time, say, 12 years with a kid, what is the best way to push through those 12 years to make sure we can get you where we need you in the strongest possible way? If you’re using tech now, your kids are learning, they’re fine. They’re learning slower than analog kids, they’re learning a little less deeply than what we were doing in the past, they’re learning a little less accurately than what we were doing in the past, but they’re not getting nothing. Don’t think you’re harming your kids right now; it’s just, we can be doing better with the time we have if we think about our resources. \u003c/p>\n"
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"innerHTML": "\n\u003cp>\u003cstrong>One of the things that was surprising to me in your recommendations to avoid digital citizenship curricula. What is your reasoning for that recommendation?\u003c/strong>\u003c/p>\n",
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"\n\u003cp>\u003cstrong>One of the things that was surprising to me in your recommendations to avoid digital citizenship curricula. What is your reasoning for that recommendation?\u003c/strong>\u003c/p>\n"
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"innerHTML": "\n\u003cp>The digital landscape changes so fast that whatever citizenship aspects you focus on today will almost certainly be obsolete two to three years from now. That’s why most digital citizenship programs to date, they’re focused on programs like, ‘How do you interact with people over chat?’ without realizing that two years later, no one is using chat anymore. Trying to lock down what good citizenship would look like in these contexts is, you’re always chasing; you’ll never catch up. \u003c/p>\n",
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"\n\u003cp>The digital landscape changes so fast that whatever citizenship aspects you focus on today will almost certainly be obsolete two to three years from now. That’s why most digital citizenship programs to date, they’re focused on programs like, ‘How do you interact with people over chat?’ without realizing that two years later, no one is using chat anymore. Trying to lock down what good citizenship would look like in these contexts is, you’re always chasing; you’ll never catch up. \u003c/p>\n"
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"innerHTML": "\n\u003cp>What’s the right way to do it? You teach human citizenship. You teach actual citizenship and then kids can adapt that to whatever digital world exists when they are out of school. No one ever taught us how to be nice to human beings online. They taught us how to be nice to human beings. And now, when online came, we brought those sensibilities into the world of digital. It’s not about figuring out what are the specific digital moves you have to make, it’s going back to basics. What are the human moves we have to make? \u003c/p>\n",
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"\n\u003cp>What’s the right way to do it? You teach human citizenship. You teach actual citizenship and then kids can adapt that to whatever digital world exists when they are out of school. No one ever taught us how to be nice to human beings online. They taught us how to be nice to human beings. And now, when online came, we brought those sensibilities into the world of digital. It’s not about figuring out what are the specific digital moves you have to make, it’s going back to basics. What are the human moves we have to make? \u003c/p>\n"
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"\n\u003cp>\u003cstrong>Is there ever a way to bounce back? Is there ever a way to get our kids back to what we’re truly wanting them to do, which is learn and learn deeply and think critically?\u003c/strong>\u003c/p>\n"
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"innerHTML": "\n\u003cp>When it comes to tech, you’re not fighting against tech, you’re not fighting against some juggernaut; you’re fighting \u003cem>for\u003c/em> something, which is your family, which is your kids’ growth and learning. You want what’s best for them and that just means us coming back together again, going back to similar ways of thinking and interacting, which I think is a wonderful thing.\u003c/p>\n",
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"\n\u003cp>When it comes to tech, you’re not fighting against tech, you’re not fighting against some juggernaut; you’re fighting \u003cem>for\u003c/em> something, which is your family, which is your kids’ growth and learning. You want what’s best for them and that just means us coming back together again, going back to similar ways of thinking and interacting, which I think is a wonderful thing.\u003c/p>\n"
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"innerHTML": "\n\u003cp>There are going to be some people who say, ‘I have a kid with a learning disorder,’ or, ‘I have a kid with autism who can’t go to school.’ Remember, something is better than nothing. Everything I’m talking about when it comes to ed tech goes out the window when you remember that something is better than nothing. If you have a kid who cannot speak without a digital tool, a digital tool is the greatest thing that was ever invented, of course. Use it. If your kid cannot interact without a screen present, of course, use the screen. Don’t take this message too far. But the argument is, if you are in a position where you’re lucky enough to have two different options, always select the option that meets your goal better. And if your goal is learning, analog is almost always going to be the better option for that. But if you have circumstances that do not allow you to do that, then by all means, embrace tech, hug it, love it. But that doesn’t mean we all need it all day. \u003c/p>\n",
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"\n\u003cp>There are going to be some people who say, ‘I have a kid with a learning disorder,’ or, ‘I have a kid with autism who can’t go to school.’ Remember, something is better than nothing. Everything I’m talking about when it comes to ed tech goes out the window when you remember that something is better than nothing. If you have a kid who cannot speak without a digital tool, a digital tool is the greatest thing that was ever invented, of course. Use it. If your kid cannot interact without a screen present, of course, use the screen. Don’t take this message too far. But the argument is, if you are in a position where you’re lucky enough to have two different options, always select the option that meets your goal better. And if your goal is learning, analog is almost always going to be the better option for that. But if you have circumstances that do not allow you to do that, then by all means, embrace tech, hug it, love it. But that doesn’t mean we all need it all day. \u003c/p>\n"
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"innerHTML": "\n\u003cp>\u003cstrong>When it comes to the range of ed tech available out there, are there “Sesame Street” versions, meaning a type of ed tech that might be considered “better” for deep learning?\u003c/strong>\u003c/p>\n",
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"\n\u003cp>\u003cstrong>When it comes to the range of ed tech available out there, are there “Sesame Street” versions, meaning a type of ed tech that might be considered “better” for deep learning?\u003c/strong>\u003c/p>\n"
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"innerHTML": "\n\u003cp>Where would you rather learn the alphabet – Sesame Street, YouTube or human? The question will always become, ‘’does the tech outperform a human teacher doing it?’ Most of the time, that’s going to be no. But within ed tech itself, there are two realms where it’s really powerful, but there are some caveats.\u003c/p>\n",
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"innerHTML": "\n\u003cp>One is what we’re going to call intelligent tutoring, or adaptive tutoring. It asks you a series of questions, and depending how you answer question one, it gives you a harder question or an easier one if you missed it. That seems to be a good way to kind of drill and kill, to get skills up online. The second realm where you see ed tech actually working well is learning disorder remediation. These are kids who are struggling with basic skills – seat them at a computer and drill that skill endlessly. But I think the caveats to that are you can really only drill skills in very finite, limited areas, and those areas basically have right and wrong answers. I think Justin Reich from MIT said it perfectly. He said adaptive tutoring is really good for learning how to read; it’s really bad for reading to learn. You can use it to build the skill, but once you want to take the skill and actually do something with the skill, that’s where tech kind of washes its hands.\u003c/p>\n",
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"\n\u003cp>One is what we’re going to call intelligent tutoring, or adaptive tutoring. It asks you a series of questions, and depending how you answer question one, it gives you a harder question or an easier one if you missed it. That seems to be a good way to kind of drill and kill, to get skills up online. The second realm where you see ed tech actually working well is learning disorder remediation. These are kids who are struggling with basic skills – seat them at a computer and drill that skill endlessly. But I think the caveats to that are you can really only drill skills in very finite, limited areas, and those areas basically have right and wrong answers. I think Justin Reich from MIT said it perfectly. He said adaptive tutoring is really good for learning how to read; it’s really bad for reading to learn. You can use it to build the skill, but once you want to take the skill and actually do something with the skill, that’s where tech kind of washes its hands.\u003c/p>\n"
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"innerHTML": "\n\u003cp>\u003cstrong>What do you say to people who are overwhelmed by this whole issue? There’s so many problems within our education system, and this is just one of many. How do you navigate it?\u003c/strong>\u003c/p>\n",
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"innerHTML": "\n\u003cp>I actually consider ed tech the lowest hanging, easiest to attack fruit right now in education. There’s a lot of things we could talk about with education that we might want to adjust or change or tweak at a structural level; those things are incredibly difficult to do. But what’s the easiest thing to do is go back to a system that already exists. The good news is, when it comes to divesting from technology, it doesn’t require a new infrastructure; it requires going back to the infrastructure that’s already there. If you’ve already built train tracks all around the U.S., then you move to cars, and then one day you decide we don’t need cars anymore – good news; we never ripped up the train tracks. They’re still sitting there, we’re good to go. \u003c/p>\n",
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"\n\u003cp>I actually consider ed tech the lowest hanging, easiest to attack fruit right now in education. There’s a lot of things we could talk about with education that we might want to adjust or change or tweak at a structural level; those things are incredibly difficult to do. But what’s the easiest thing to do is go back to a system that already exists. The good news is, when it comes to divesting from technology, it doesn’t require a new infrastructure; it requires going back to the infrastructure that’s already there. If you’ve already built train tracks all around the U.S., then you move to cars, and then one day you decide we don’t need cars anymore – good news; we never ripped up the train tracks. They’re still sitting there, we’re good to go. \u003c/p>\n"
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>Smartphone bans. Time limits on screens. Removing devices from young learners. Across the country, school districts are rolling out policies that signal a growing aversion toward the increasing use of technology in classrooms.\u003c/p>\n\n\n\n\u003cp>For Jared Cooney Horvath, a teacher turned neuroscientist, the fallout has been years in the making. He points to the results of tests such as the \u003ca href=\"https://www.npr.org/2025/09/09/nx-s1-5526918/nations-report-card-scores-reading-math-science-education-cuts\">National Assessment of Educational Progress\u003c/a> and Programme for International Student Assessment \u003ca href=\"https://www.commerce.senate.gov/wp-content/uploads/media/doc/Horvath_Written%20Testimony.pdf\">from the 2000s\u003c/a> to today that show student performance flattening or slipping.\u003c/p>\n\n\n\n\u003cp>In his updated updated book, “\u003ca href=\"https://www.penguinrandomhouse.com/books/838437/the-digital-delusion-by-jared-cooney-horvath-phd-med/\">The Digital Delusion: How Classroom Technology Harms Our Kids’ Learning–and How to Help Them Thrive Again\u003c/a>,” Horvath blames one main culprit for those lackluster scores: the wide adoption of digital technology in classrooms. In the book and in a \u003ca href=\"https://www.youtube.com/watch?v=Fd-_VDYit3U\">now-viral Congressional testimony\u003c/a> on Jan. 15, he argues that in countries that have widely adopted school-based ed tech, student performance tends to decline rather than improve.\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\">\u003cdiv class=\"wp-block-embed__wrapper\">\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/Fd-_VDYit3U'\n title='//www.youtube.com/embed/Fd-_VDYit3U'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/div>\u003c/figure>\n\n\n\n\u003cp>During his Congressional testimony, Horvath argued that Gen Z is the first modern generation to underperform the one before it on \u003ca href=\"https://www.commerce.senate.gov/wp-content/uploads/media/doc/Horvath_Written%20Testimony.pdf\">key cognitive measures\u003c/a> such as literacy, problem solving and creativity. He says the explanation is fundamentally biological.\u003c/p>\n\n\n\n\u003cp>“It’s not that the tech isn’t being used well enough, we haven’t been trained enough, we need better programs,” he said in the testimony. “It’s that we have evolved biologically to learn from other human beings. Screens circumvent that process.”\u003c/p>\n\n\n\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/66517/families-and-teachers-are-questioning-ed-tech-are-schools-and-districts-starting-to-listen\">Remote schooling during COVID turbo-charged districts’ use of digital tools\u003c/a> — and when students returned to classrooms, the technology stayed. Horvath’s book is part research summary, tracing how student performance has stagnated or fallen in recent years. But it’s also part guidebook and call-to-action, giving parents and teachers language, tools and templates to push back against school-based technology.\u003c/p>\n\n\n\n\u003cp>“Most people, teachers, parents and students … you feel this, you’ve known this, this hasn’t been working, it doesn’t feel right,” he said. “And just know that, yes, you’re correct. The data backs you up.”\u003c/p>\n\n\n\n\u003cp>Horvath’s arguments have met criticism. Some researchers say his work leans too heavily on correlation rather than causation, and point instead to factors like a \u003ca href=\"https://www.nbcnews.com/news/education/digital-delusion-book-jared-cooney-horvath-screens-schools-rcna345869\">youth mental health crisis\u003c/a> to explain falling scores. Others argue that Horvath’s claims are too sweeping, and note that there \u003cem>are\u003c/em> studies suggesting some benefits of moderate computer use.\u003c/p>\n\n\n\n\u003cp>\u003ca href=\"https://apnews.com/article/edtech-philly-classroom-technology-computer-phone-screens-6aab2bac1d66df1863509b5d5c74fe12\">Districts are pushing back too\u003c/a>. One of Horvath’s suggestions to parents is to have their child “opt out” of digital devices during school time. But some districts say approving opt-outs for hundreds of students, when their curriculum is tightly tied to technology tools, would be too inefficient.\u003c/p>\n\n\n\n\u003cp>Still, Horvath insists he is not “anti-tech.”\u003c/p>\n\n\n\n\u003cp>“I don’t care about tech; I care about learning. And if tech can prove to help learning, I’ll be the first one to say, there you go, use that, that’s the best way to do it,” he said. “The problem is … the data just isn’t there, the data is pointing another direction.”\u003c/p>\n\n\n\n\u003cp>In an interview with KQED’s MindShift, Horvath laid out his perspective and offered concrete steps for parents, teachers and administrators.\u003c/p>\n\n\n\n\u003cp>“The solution? It’s humanity again. We start reconnecting with each other,” he said. “It’s the only thing we are biologically built to do.”\u003c/p>\n\n\n\n\u003cp>“It’s okay to be a human being again,” Horvath said.\u003c/p>\n\n\n\n\u003cp>\u003cem>This interview has been edited for clarity and length. \u003c/em>\u003c/p>\n\n\n\n\u003cp>\u003cstrong>How would you suggest breaking up with bad tech from three perspectives: the teachers, parents and administrators?\u003c/strong>\u003c/p>\n\n\n\n\u003cp>The best thing you can do as a parent, right off the bat: be analog. Buy a printer. If it’s homework that’s online, print it out. If it’s a reading that’s a PDF, print it out. If it’s a worksheet with math, print it out.\u003cbr>\u003cbr>If you want to take it to the next level, there are a lot of parents who are attempting to “opt out.” They’re petitioning their schools to say no to unnecessary tech during the school day. That might be a little harder for some parents in some states. \u003c/p>\n\n\n\n\u003cp>From the teacher’s perspective, I think the two easiest moves to make are return to pen and paper, note-taking and return to physical paper and textbooks. If you do nothing different with your teaching except have kids looking at paper and writing by hand, learning will go up compared to looking at a screen and typing. If you’re going to use tech in your classroom as a teacher, \u003cem>you\u003c/em> drive the tech. \u003c/p>\n\n\n\n\u003cp>And then, from an administrator’s point of view, you put a moratorium on new tech. You’ve already got enough tech, so do a tech audit on what you already have. What programs do you have? What hardware do you have? What is being used? What isn’t being used? What you’ll see is probably 50% of your tech is just a waste of money. Once you do your audit, you’re going to come out with what people are actually using tech for in your school, and that’s when you can take that next step. That’s when you can run your cost-benefit analysis, ask if it’s benefitting learning enough, and that’s when you can make your final tech decisions.\u003c/p>\n\n\n\n\u003cp>\u003cstrong>Are these steps something that people can do tomorrow? Is this something that you see as necessary, first of all, that it could and should be done immediately? Or is it something that can go in phases?\u003c/strong>\u003c/p>\n\n\n\n\u003cp>I don’t see any school getting rid of all their tech tomorrow. Before you make your decisions as an administrator, give yourself a year to figure out what’s actually going on before you say, “Here’s what our decisions are going to be.” \u003c/p>\n\n\n\n\u003cp>As a teacher, by all means, run little experiments. My favorite thing about teaching is, it’s not a science; it will never be solved. Anyone who’s ever been a teacher knows what worked with Class A is not going to work with Class B, and what worked on Monday won’t work on Tuesday. So, you’re always adjusting; it’s what we do. So, run a little experiment, do a week of what you normally do, and then do a week where we say, ‘I’m going to give you a notebook, and we’re going to take all of our notes, and we’re doing a little quiz at the end of that week.’ And then ask your kids at the end of that week, ‘What do you think is going on with their learning?’ Ask them, what did they prefer, what did they find more confusing, what did they find easier. \u003c/p>\n\n\n\n\u003cp>The good news is, learning is biological; if you’re alive and breathing and growing, you will learn. The question then becomes, what works best? If we have a finite amount of time, say, 12 years with a kid, what is the best way to push through those 12 years to make sure we can get you where we need you in the strongest possible way? If you’re using tech now, your kids are learning, they’re fine. They’re learning slower than analog kids, they’re learning a little less deeply than what we were doing in the past, they’re learning a little less accurately than what we were doing in the past, but they’re not getting nothing. Don’t think you’re harming your kids right now; it’s just, we can be doing better with the time we have if we think about our resources. \u003c/p>\n\n\n\n\u003cp>\u003cstrong>One of the things that was surprising to me in your recommendations to avoid digital citizenship curricula. What is your reasoning for that recommendation?\u003c/strong>\u003c/p>\n\n\n\n\u003cp>The digital landscape changes so fast that whatever citizenship aspects you focus on today will almost certainly be obsolete two to three years from now. That’s why most digital citizenship programs to date, they’re focused on programs like, ‘How do you interact with people over chat?’ without realizing that two years later, no one is using chat anymore. Trying to lock down what good citizenship would look like in these contexts is, you’re always chasing; you’ll never catch up. \u003c/p>\n\n\n\n\u003cp>What’s the right way to do it? You teach human citizenship. You teach actual citizenship and then kids can adapt that to whatever digital world exists when they are out of school. No one ever taught us how to be nice to human beings online. They taught us how to be nice to human beings. And now, when online came, we brought those sensibilities into the world of digital. It’s not about figuring out what are the specific digital moves you have to make, it’s going back to basics. What are the human moves we have to make? \u003c/p>\n\n\n\n\u003cp>\u003cstrong>Is there ever a way to bounce back? Is there ever a way to get our kids back to what we’re truly wanting them to do, which is learn and learn deeply and think critically?\u003c/strong>\u003c/p>\n\n\n\n\u003cp>When it comes to tech, you’re not fighting against tech, you’re not fighting against some juggernaut; you’re fighting \u003cem>for\u003c/em> something, which is your family, which is your kids’ growth and learning. You want what’s best for them and that just means us coming back together again, going back to similar ways of thinking and interacting, which I think is a wonderful thing.\u003c/p>\n\n\n\n\u003cp>There are going to be some people who say, ‘I have a kid with a learning disorder,’ or, ‘I have a kid with autism who can’t go to school.’ Remember, something is better than nothing. Everything I’m talking about when it comes to ed tech goes out the window when you remember that something is better than nothing. If you have a kid who cannot speak without a digital tool, a digital tool is the greatest thing that was ever invented, of course. Use it. If your kid cannot interact without a screen present, of course, use the screen. Don’t take this message too far. But the argument is, if you are in a position where you’re lucky enough to have two different options, always select the option that meets your goal better. And if your goal is learning, analog is almost always going to be the better option for that. But if you have circumstances that do not allow you to do that, then by all means, embrace tech, hug it, love it. But that doesn’t mean we all need it all day. \u003c/p>\n\n\n\n\u003cp>\u003cstrong>When it comes to the range of ed tech available out there, are there “Sesame Street” versions, meaning a type of ed tech that might be considered “better” for deep learning?\u003c/strong>\u003c/p>\n\n\n\n\u003cp>Where would you rather learn the alphabet – Sesame Street, YouTube or human? The question will always become, ‘’does the tech outperform a human teacher doing it?’ Most of the time, that’s going to be no. But within ed tech itself, there are two realms where it’s really powerful, but there are some caveats.\u003c/p>\n\n\n\n\u003cp>One is what we’re going to call intelligent tutoring, or adaptive tutoring. It asks you a series of questions, and depending how you answer question one, it gives you a harder question or an easier one if you missed it. That seems to be a good way to kind of drill and kill, to get skills up online. The second realm where you see ed tech actually working well is learning disorder remediation. These are kids who are struggling with basic skills – seat them at a computer and drill that skill endlessly. But I think the caveats to that are you can really only drill skills in very finite, limited areas, and those areas basically have right and wrong answers. I think Justin Reich from MIT said it perfectly. He said adaptive tutoring is really good for learning how to read; it’s really bad for reading to learn. You can use it to build the skill, but once you want to take the skill and actually do something with the skill, that’s where tech kind of washes its hands.\u003c/p>\n\n\n\n\u003cp>\u003cstrong>What do you say to people who are overwhelmed by this whole issue? There’s so many problems within our education system, and this is just one of many. How do you navigate it?\u003c/strong>\u003c/p>\n\n\n\n\u003cp>I actually consider ed tech the lowest hanging, easiest to attack fruit right now in education. There’s a lot of things we could talk about with education that we might want to adjust or change or tweak at a structural level; those things are incredibly difficult to do. But what’s the easiest thing to do is go back to a system that already exists. The good news is, when it comes to divesting from technology, it doesn’t require a new infrastructure; it requires going back to the infrastructure that’s already there. If you’ve already built train tracks all around the U.S., then you move to cars, and then one day you decide we don’t need cars anymore – good news; we never ripped up the train tracks. They’re still sitting there, we’re good to go. \u003c/p>\n\n\n\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Science high school teacher Furahi Achebe remembers getting a phone call from a former student whom she hadn’t heard from in six months. He told her that doctors found a heart defect; he’d just woken up after life-saving surgery, and he wanted to let her know that he’s doing ok.\u003c/p>\n\n\n\n\u003cp>This call left her wondering why that student reached out to her. \u003c/p>\n\n\n\n\u003cp>“Why would a student think that I am important enough to be on his list to be one of the people that he contacts after a life-saving operation?” Achebe said, recalling how shocked she was.\u003c/p>\n\n\n\n\u003cp>For Achebe, a former chemist who has taught science and digital production to high school students for 12 years in New Haven, Connecticut, moments like the phone call are a reminder of how she’s been able to build lasting connections with students. Achebe recounted the story during the 2026 \u003ca href=\"https://conference.iste.org/2026/program/search/detail_session.php?id=118452181\">International Society for Technology in Education conference\u003c/a>, held at the end of June, during a workshop titled, “Why asking students ‘How Are You?’ wastes a reachable moment.”\u003c/p>\n\n\n\n\u003cp>In the workshop, she argues that the question “How are you?” is no longer sufficient for interactions between students and teachers. Some experts say the phrase has become a “\u003ca href=\"https://time.com/article/2026/03/18/how-are-you-question-meaning-listening/\">reflexive greeting\u003c/a>” during a casual interaction, but one that doesn’t really make way for deeper conversation.\u003c/p>\n\n\n\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I believe that when you ask a person ‘How are you?’ they feel a little bit rushed to say fine or okay and move on,” says Achebe. “They don’t actually believe – unless you append something to the beginning or the end – that you’re asking how they really are.”\u003c/p>\n\n\n\n\u003cp>Instead, Achebe says teachers must strive for reachable moments with students, which can then turn into powerful teachable moments.\u003c/p>\n\n\n\n\u003cp>“A reachable moment is when a student and an educator of any sort are looking at each other eye to eye and having a casual conversation,” says Achebe. “Those moments empower our teachable moments because they \u003ca href=\"https://www.kqed.org/mindshift/66425/the-lasting-legacy-of-rita-piersons-every-kid-needs-a-champion\">create the relationship that drives education\u003c/a>.”\u003c/p>\n\n\n\n\u003cp>Creating true connections is more critical than ever as more studies have found a decrease in youth well-being in recent years. The\u003ca href=\"https://www.edweek.org/leadership/teens-are-the-loneliest-people-in-the-world-a-new-report-finds-why/2025/08\"> World Health Organization Commission on Social Connection\u003c/a> released a report in 2025 saying one in six people worldwide are affected by loneliness, with the highest percentage (20%) among 13- to 17-year-olds. \u003c/p>\n\n\n\n\u003cp>Additionally, with some schools implementing \u003ca href=\"https://www.kqed.org/mindshift/66363/inside-the-latest-global-research-on-school-cellphone-bans\">cell phone bans\u003c/a>, school hours may be the longest stretch of time when some young people are forced to reconnect with their peers and adults without the distraction of personal devices. Achebe encourages teachers to take that opportunity to reteach students how to communicate with others.\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2409\" height=\"2560\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/08/E01C0850-0C7A-4A65-A4A6-224BD7380E55-scaled.jpg\" alt=\"\" class=\"wp-image-66570\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/08/E01C0850-0C7A-4A65-A4A6-224BD7380E55-scaled.jpg 2409w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/08/E01C0850-0C7A-4A65-A4A6-224BD7380E55-2000x2125.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/08/E01C0850-0C7A-4A65-A4A6-224BD7380E55-160x170.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/08/E01C0850-0C7A-4A65-A4A6-224BD7380E55-768x816.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/08/E01C0850-0C7A-4A65-A4A6-224BD7380E55-1445x1536.jpg 1445w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/08/E01C0850-0C7A-4A65-A4A6-224BD7380E55-1927x2048.jpg 1927w\" sizes=\"auto, (max-width: 2409px) 100vw, 2409px\">\u003cfigcaption class=\"wp-element-caption\">\u003cem>Courtesy of Furahi Achebe\u003c/em>\u003c/figcaption>\u003c/figure>\n\n\n\n\u003ch2 class=\"wp-block-heading\">Connection starts at the beginning of the year.\u003c/h2>\n\n\n\n\u003cp>Achebe suggests creating a Google Form at the start of the school year for students to fill out. She says the form should include the usual questions about nicknames or pronouns, but the form should also try to dig into who the students are and what they value.\u003c/p>\n\n\n\n\u003cp>Suggested questions include:\u003c/p>\n\n\n\n\u003col class=\"wp-block-list\">\n\u003cli>What brings you joy?\u003c/li>\n\n\n\n\u003cli>What do you think is unique about you?\u003c/li>\n\n\n\n\u003cli>Who is it that is always in your corner?\u003c/li>\n\u003c/ol>\n\n\n\n\u003cp>Teachers can quickly put responses into a spreadsheet or chart, which can then be printed out to be carried around the rest of the year or referred to when walking around the classroom throughout the year. \u003c/p>\n\n\n\n\u003cp>Rather than making the first day of school about reciting rules and expectations, Achebe suggests thinking of it more as a time to get to know students.\u003c/p>\n\n\n\n\u003cp>“I think the first day is about getting to know each other, and really deeply expressing who you are,” Achebe says. Achebe refers to these questions as “endorphin-flowing” questions, because it “builds rapport” and allows individuals to feel good about themselves.\u003c/p>\n\n\n\n\u003cp>Similar questions include:\u003c/p>\n\n\n\n\u003col class=\"wp-block-list\">\n\u003cli>What are you most grateful for in life?\u003c/li>\n\n\n\n\u003cli>Name or describe your top three strengths.\u003c/li>\n\n\n\n\u003cli>What do you wish more people knew about you?\u003c/li>\n\n\n\n\u003cli>Which accomplishment are you most proud of? \u003c/li>\n\u003c/ol>\n\n\n\n\u003ch2 class=\"wp-block-heading\">How to keep reachable moments going with debate questions.\u003c/h2>\n\n\n\n\u003cp>Achebe says at the root of it all, students, just like adults, like to feel seen. So connection needs to happen throughout the year. And the questions that teachers ask don’t always have to be deep.\u003c/p>\n\n\n\n\u003cp>Teachers can watch for specific moments in the classroom — when energy may be falling off — and take the time to ask students more trivial questions or encourage them to dive into debates with each other. \u003c/p>\n\n\n\n\u003cp>These questions don’t have a right answer, but while low-stakes, they could give a picture of what a student believes and how they think.\u003c/p>\n\n\n\n\u003col class=\"wp-block-list\">\n\u003cli>Which do you prefer, Pepsi or Coke?\u003c/li>\n\n\n\n\u003cli>Are you Apple or Android?\u003c/li>\n\n\n\n\u003cli>Would you rather never stop dancing or never be able to stop singing?\u003c/li>\n\u003c/ol>\n\n\n\n\u003cp>“That is rapport building time, that’s connection building time,” Achebe says. \u003c/p>\n\n\n\n\u003ch2 class=\"wp-block-heading\">Choice, feedback and reminders throughout the year.\u003c/h2>\n\n\n\n\u003cp>Finally, building connection isn’t just about questions; it’s also allowing a flow of opinions between student and teacher.\u003c/p>\n\n\n\n\u003cp>One of the ways Achebe reminds herself of this ongoing process is through digital signage and messaging throughout her classroom. Achebe is the founder of a company that creates free\u003ca href=\"https://thrivescreens.org/\"> screensavers that teachers can re-use\u003c/a> and download.\u003c/p>\n\n\n\n\u003cp>Achebe also tries to leave as much room as possible in her classroom for genuine feedback and student choice in assignments. This might mean allowing them to pick which assignment or project to tackle first, giving them choice in topics or how a lab gets done.\u003c/p>\n\n\n\n\u003cp>She asks students: Was the quiz too hard? Did the reading make sense? Are the instructions clear? These types of choices and questions signal to students that their opinions and perspectives matter.\u003c/p>\n\n\n\n\u003cp>\u003c/p>\n\u003cp>“[Relationships are] central to what you can get out of a student,” Achebe says. “The most effective way to reach them is to satisfy the human need to be seen, heard and understood.”\u003c/p>\n\n",
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"innerHTML": "\n\u003cp>“A reachable moment is when a student and an educator of any sort are looking at each other eye to eye and having a casual conversation,” says Achebe. “Those moments empower our teachable moments because they \u003ca href=\"https://www.kqed.org/mindshift/66425/the-lasting-legacy-of-rita-piersons-every-kid-needs-a-champion\">create the relationship that drives education\u003c/a>.”\u003c/p>\n",
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"\n\u003cp>“A reachable moment is when a student and an educator of any sort are looking at each other eye to eye and having a casual conversation,” says Achebe. “Those moments empower our teachable moments because they \u003ca href=\"https://www.kqed.org/mindshift/66425/the-lasting-legacy-of-rita-piersons-every-kid-needs-a-champion\">create the relationship that drives education\u003c/a>.”\u003c/p>\n"
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"innerHTML": "\n\u003cp>Creating true connections is more critical than ever as more studies have found a decrease in youth well-being in recent years. The\u003ca href=\"https://www.edweek.org/leadership/teens-are-the-loneliest-people-in-the-world-a-new-report-finds-why/2025/08\"> World Health Organization Commission on Social Connection\u003c/a> released a report in 2025 saying one in six people worldwide are affected by loneliness, with the highest percentage (20%) among 13- to 17-year-olds. \u003c/p>\n",
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"\n\u003cp>Additionally, with some schools implementing \u003ca href=\"https://www.kqed.org/mindshift/66363/inside-the-latest-global-research-on-school-cellphone-bans\">cell phone bans\u003c/a>, school hours may be the longest stretch of time when some young people are forced to reconnect with their peers and adults without the distraction of personal devices. Achebe encourages teachers to take that opportunity to reteach students how to communicate with others.\u003c/p>\n"
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"innerHTML": "\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/08/E01C0850-0C7A-4A65-A4A6-224BD7380E55-scaled.jpg\" alt=\"\" class=\"wp-image-66570\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/08/E01C0850-0C7A-4A65-A4A6-224BD7380E55-scaled.jpg 2409w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/08/E01C0850-0C7A-4A65-A4A6-224BD7380E55-2000x2125.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/08/E01C0850-0C7A-4A65-A4A6-224BD7380E55-160x170.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/08/E01C0850-0C7A-4A65-A4A6-224BD7380E55-768x816.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/08/E01C0850-0C7A-4A65-A4A6-224BD7380E55-1445x1536.jpg 1445w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/08/E01C0850-0C7A-4A65-A4A6-224BD7380E55-1927x2048.jpg 1927w\" sizes=\"(min-width: 992px) min(100vw, 1536px), (min-width: 768px) min(100vw, 1280px), min(100vw, 1020px)\"/>\u003cfigcaption class=\"wp-element-caption\">\u003cem>Courtesy of Furahi Achebe\u003c/em>\u003c/figcaption>\u003c/figure>\n",
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"innerHTML": "\n\u003cp>Achebe suggests creating a Google Form at the start of the school year for students to fill out. She says the form should include the usual questions about nicknames or pronouns, but the form should also try to dig into who the students are and what they value.\u003c/p>\n",
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"innerHTML": "\n\u003cp>Teachers can quickly put responses into a spreadsheet or chart, which can then be printed out to be carried around the rest of the year or referred to when walking around the classroom throughout the year. \u003c/p>\n",
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"innerHTML": "\n\u003cp>Rather than making the first day of school about reciting rules and expectations, Achebe suggests thinking of it more as a time to get to know students.\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Science high school teacher Furahi Achebe remembers getting a phone call from a former student whom she hadn’t heard from in six months. He told her that doctors found a heart defect; he’d just woken up after life-saving surgery, and he wanted to let her know that he’s doing ok.\u003c/p>\n\n\n\n\u003cp>This call left her wondering why that student reached out to her. \u003c/p>\n\n\n\n\u003cp>“Why would a student think that I am important enough to be on his list to be one of the people that he contacts after a life-saving operation?” Achebe said, recalling how shocked she was.\u003c/p>\n\n\n\n\u003cp>For Achebe, a former chemist who has taught science and digital production to high school students for 12 years in New Haven, Connecticut, moments like the phone call are a reminder of how she’s been able to build lasting connections with students. Achebe recounted the story during the 2026 \u003ca href=\"https://conference.iste.org/2026/program/search/detail_session.php?id=118452181\">International Society for Technology in Education conference\u003c/a>, held at the end of June, during a workshop titled, “Why asking students ‘How Are You?’ wastes a reachable moment.”\u003c/p>\n\n\n\n\u003cp>In the workshop, she argues that the question “How are you?” is no longer sufficient for interactions between students and teachers. Some experts say the phrase has become a “\u003ca href=\"https://time.com/article/2026/03/18/how-are-you-question-meaning-listening/\">reflexive greeting\u003c/a>” during a casual interaction, but one that doesn’t really make way for deeper conversation.\u003c/p>\n\n\n\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I believe that when you ask a person ‘How are you?’ they feel a little bit rushed to say fine or okay and move on,” says Achebe. “They don’t actually believe – unless you append something to the beginning or the end – that you’re asking how they really are.”\u003c/p>\n\n\n\n\u003cp>Instead, Achebe says teachers must strive for reachable moments with students, which can then turn into powerful teachable moments.\u003c/p>\n\n\n\n\u003cp>“A reachable moment is when a student and an educator of any sort are looking at each other eye to eye and having a casual conversation,” says Achebe. “Those moments empower our teachable moments because they \u003ca href=\"https://www.kqed.org/mindshift/66425/the-lasting-legacy-of-rita-piersons-every-kid-needs-a-champion\">create the relationship that drives education\u003c/a>.”\u003c/p>\n\n\n\n\u003cp>Creating true connections is more critical than ever as more studies have found a decrease in youth well-being in recent years. The\u003ca href=\"https://www.edweek.org/leadership/teens-are-the-loneliest-people-in-the-world-a-new-report-finds-why/2025/08\"> World Health Organization Commission on Social Connection\u003c/a> released a report in 2025 saying one in six people worldwide are affected by loneliness, with the highest percentage (20%) among 13- to 17-year-olds. \u003c/p>\n\n\n\n\u003cp>Additionally, with some schools implementing \u003ca href=\"https://www.kqed.org/mindshift/66363/inside-the-latest-global-research-on-school-cellphone-bans\">cell phone bans\u003c/a>, school hours may be the longest stretch of time when some young people are forced to reconnect with their peers and adults without the distraction of personal devices. Achebe encourages teachers to take that opportunity to reteach students how to communicate with others.\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2409\" height=\"2560\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/08/E01C0850-0C7A-4A65-A4A6-224BD7380E55-scaled.jpg\" alt=\"\" class=\"wp-image-66570\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/08/E01C0850-0C7A-4A65-A4A6-224BD7380E55-scaled.jpg 2409w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/08/E01C0850-0C7A-4A65-A4A6-224BD7380E55-2000x2125.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/08/E01C0850-0C7A-4A65-A4A6-224BD7380E55-160x170.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/08/E01C0850-0C7A-4A65-A4A6-224BD7380E55-768x816.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/08/E01C0850-0C7A-4A65-A4A6-224BD7380E55-1445x1536.jpg 1445w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/08/E01C0850-0C7A-4A65-A4A6-224BD7380E55-1927x2048.jpg 1927w\" sizes=\"auto, (max-width: 2409px) 100vw, 2409px\">\u003cfigcaption class=\"wp-element-caption\">\u003cem>Courtesy of Furahi Achebe\u003c/em>\u003c/figcaption>\u003c/figure>\n\n\n\n\u003ch2 class=\"wp-block-heading\">Connection starts at the beginning of the year.\u003c/h2>\n\n\n\n\u003cp>Achebe suggests creating a Google Form at the start of the school year for students to fill out. She says the form should include the usual questions about nicknames or pronouns, but the form should also try to dig into who the students are and what they value.\u003c/p>\n\n\n\n\u003cp>Suggested questions include:\u003c/p>\n\n\n\n\u003col class=\"wp-block-list\">\n\u003cli>What brings you joy?\u003c/li>\n\n\n\n\u003cli>What do you think is unique about you?\u003c/li>\n\n\n\n\u003cli>Who is it that is always in your corner?\u003c/li>\n\u003c/ol>\n\n\n\n\u003cp>Teachers can quickly put responses into a spreadsheet or chart, which can then be printed out to be carried around the rest of the year or referred to when walking around the classroom throughout the year. \u003c/p>\n\n\n\n\u003cp>Rather than making the first day of school about reciting rules and expectations, Achebe suggests thinking of it more as a time to get to know students.\u003c/p>\n\n\n\n\u003cp>“I think the first day is about getting to know each other, and really deeply expressing who you are,” Achebe says. Achebe refers to these questions as “endorphin-flowing” questions, because it “builds rapport” and allows individuals to feel good about themselves.\u003c/p>\n\n\n\n\u003cp>Similar questions include:\u003c/p>\n\n\n\n\u003col class=\"wp-block-list\">\n\u003cli>What are you most grateful for in life?\u003c/li>\n\n\n\n\u003cli>Name or describe your top three strengths.\u003c/li>\n\n\n\n\u003cli>What do you wish more people knew about you?\u003c/li>\n\n\n\n\u003cli>Which accomplishment are you most proud of? \u003c/li>\n\u003c/ol>\n\n\n\n\u003ch2 class=\"wp-block-heading\">How to keep reachable moments going with debate questions.\u003c/h2>\n\n\n\n\u003cp>Achebe says at the root of it all, students, just like adults, like to feel seen. So connection needs to happen throughout the year. And the questions that teachers ask don’t always have to be deep.\u003c/p>\n\n\n\n\u003cp>Teachers can watch for specific moments in the classroom — when energy may be falling off — and take the time to ask students more trivial questions or encourage them to dive into debates with each other. \u003c/p>\n\n\n\n\u003cp>These questions don’t have a right answer, but while low-stakes, they could give a picture of what a student believes and how they think.\u003c/p>\n\n\n\n\u003col class=\"wp-block-list\">\n\u003cli>Which do you prefer, Pepsi or Coke?\u003c/li>\n\n\n\n\u003cli>Are you Apple or Android?\u003c/li>\n\n\n\n\u003cli>Would you rather never stop dancing or never be able to stop singing?\u003c/li>\n\u003c/ol>\n\n\n\n\u003cp>“That is rapport building time, that’s connection building time,” Achebe says. \u003c/p>\n\n\n\n\u003ch2 class=\"wp-block-heading\">Choice, feedback and reminders throughout the year.\u003c/h2>\n\n\n\n\u003cp>Finally, building connection isn’t just about questions; it’s also allowing a flow of opinions between student and teacher.\u003c/p>\n\n\n\n\u003cp>One of the ways Achebe reminds herself of this ongoing process is through digital signage and messaging throughout her classroom. Achebe is the founder of a company that creates free\u003ca href=\"https://thrivescreens.org/\"> screensavers that teachers can re-use\u003c/a> and download.\u003c/p>\n\n\n\n\u003cp>Achebe also tries to leave as much room as possible in her classroom for genuine feedback and student choice in assignments. This might mean allowing them to pick which assignment or project to tackle first, giving them choice in topics or how a lab gets done.\u003c/p>\n\n\n\n\u003cp>She asks students: Was the quiz too hard? Did the reading make sense? Are the instructions clear? These types of choices and questions signal to students that their opinions and perspectives matter.\u003c/p>\n\n\n\n\u003cp>\u003c/p>\n\u003cp>“[Relationships are] central to what you can get out of a student,” Achebe says. “The most effective way to reach them is to satisfy the human need to be seen, heard and understood.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>As kids settle into summertime, parents often wonder how much they should be incorporating academic activities into their children’s routines. Much of this stems from concern that kids may be experiencing what’s known as the \u003ca href=\"https://www.kqed.org/mindshift/61888/4-parenting-priorities-to-prevent-mental-health-summer-slide\">summer slide\u003c/a>, the apparent loss of knowledge students experience during the months-long break between Spring and Fall.\u003c/p>\n\u003cp>The summer slide is measured by \u003ca href=\"https://www.nwea.org/blog/2026/summer-learning-loss-what-we-know-what-were-learning/\">comparing test scores\u003c/a> at the end of the school year with those at the beginning of the school year. Drops are often recorded in both reading and math, with the larger decrease showing up in math scores.\u003c/p>\n\u003cp>“The brain is a muscle. If you’re continually working out or training your muscle during the school year, you would expect that there would be growth, and then if you just kind of let it atrophy for two to three months, it’s not really surprising that we would see kids start to lose things,” said Megan Kuhfeld, director of growth modeling and data analytics with NWEA, an education assessment and research organization.\u003c/p>\n\u003cp>Researchers and educators emphasize that some seasonal loss is normal for all learners, but that for most students, this knowledge can be easily regained through basic, everyday interactions between children and parents, provided educators leave room for content review at the beginning of the school year.\u003c/p>\n\u003cp>“It’s always good to make sure your kids have access to books and engaging activities during the summer,” Kuhfeld said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“But unless you’re already worried about the academic performance of your kid and looking to make sure that you use the summer really well for building those additional supports and additional learning, summer slide isn’t this big boogeyman that we need to all be kind of running scared from,” she said.\u003c/p>\n\u003cp>For kids who may already be struggling with academics as school ends, summer is a great time to catch up and help them become better prepared for the coming year. Schools sometimes run summer school for a few weeks or offer programs that combine learning, fun activities, and a review of the previous year.\u003c/p>\n\u003cp>“For parents, [these district programs] are usually cheap or free, so it’s kind of the best of all worlds, where kids get to be part of activities during the day, often with their peers,” said Kuhfeld.\u003c/p>\n\u003ch2>\u003cstrong>What are some great summer learning activities for kids?\u003c/strong>\u003c/h2>\n\u003cp>For younger kids, \u003ca href=\"https://search.missouristate.edu/people/hassanraza\">Dr. M.H. Raza\u003c/a>, an associate professor in the College of Education at Missouri State University, suggests parents keep learning activities simple during summer.\u003c/p>\n\u003cp>“Parents can make it natural; they don’t need to make learning a burden on their children,” said Raza.\u003c/p>\n\u003cp>He adds that 20 minutes a day of pressure-free learning activity is usually all that it takes to help children grow intellectually during the summer.\u003c/p>\n\u003cp>Raza listed the following as activities that parents can potentially utilize:\u003c/p>\n\u003cul>\n\u003cli>Have your kids create a shopping list and take it with you to the grocery store. The children can look at the products, compare prices, and help with decisions on which product to buy.\u003c/li>\n\u003cli>While driving, parents can point out road signs and ask their children to read them. Or they can ask their children to spell out the words they see.\u003c/li>\n\u003cli>Parents can talk to their children about their life stories and experiences.\u003c/li>\n\u003cli>Kids can be more involved with baking or cooking and helping measure ingredients.\u003c/li>\n\u003cli>Parents can get children involved in backyard projects or science experiments.\u003c/li>\n\u003c/ul>\n\u003cp>For educators, researchers suggest teachers build in some time for reviewing the previous year’s content at the beginning of the year. Kuhfeld says most teachers are already doing this, according to past surveys and research.\u003c/p>\n\u003cp>“Teachers face such a challenge in terms of having to review material and fit in the whole year’s worth of curriculum,” says Kuhfeld. “Building in time for review seems to be pretty normative, and the expectation is that kids won’t have remembered everything they’ve learned in the previous year.”\u003c/p>\n\u003ch2>\u003cstrong>Learning loss in teens\u003c/strong>\u003c/h2>\n\u003cp>However, it’s not just younger kids who may experience learning loss during breaks. Older students might also encounter the summer slide.\u003c/p>\n\u003cp>“I believe that older kids, especially high school students and college students, also have a learning loss, but that learning loss is not quite documented,” says Raza.\u003c/p>\n\u003cp>He explains that critical thinking, engagement, self-reflection and hands-on application are all deeply connected to learning environments. When older students are disconnected from the academic environment or their collaborative peer groups, they often face learning loss. But he says more research needs to be done in order to quantify or measure the impact.\u003c/p>\n\u003cp>Todd Irving, principal of Pinole Valley High School suggests students look into non-traditional summer school activities. Irving points out that his school offers a program during the summer, but that students can also take courses at a local community college or even online.\u003c/p>\n\u003cp>“There are multiple ways that you can do summer school,” said Irving. “We encourage them to read and just do different things.” \u003c/p>\n\u003cp>But he cautions against students taking on too much during the break.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“One of the things that we don’t want to do is burn them out in summer school, and so that when they come back in September, by the time we get to October, November, they’re like ‘I’m burned,’” he said. “So we have to be really strategic with how we do that.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>As kids settle into summertime, parents often wonder how much they should be incorporating academic activities into their children’s routines. Much of this stems from concern that kids may be experiencing what’s known as the \u003ca href=\"https://www.kqed.org/mindshift/61888/4-parenting-priorities-to-prevent-mental-health-summer-slide\">summer slide\u003c/a>, the apparent loss of knowledge students experience during the months-long break between Spring and Fall.\u003c/p>\n\u003cp>The summer slide is measured by \u003ca href=\"https://www.nwea.org/blog/2026/summer-learning-loss-what-we-know-what-were-learning/\">comparing test scores\u003c/a> at the end of the school year with those at the beginning of the school year. Drops are often recorded in both reading and math, with the larger decrease showing up in math scores.\u003c/p>\n\u003cp>“The brain is a muscle. If you’re continually working out or training your muscle during the school year, you would expect that there would be growth, and then if you just kind of let it atrophy for two to three months, it’s not really surprising that we would see kids start to lose things,” said Megan Kuhfeld, director of growth modeling and data analytics with NWEA, an education assessment and research organization.\u003c/p>\n\u003cp>Researchers and educators emphasize that some seasonal loss is normal for all learners, but that for most students, this knowledge can be easily regained through basic, everyday interactions between children and parents, provided educators leave room for content review at the beginning of the school year.\u003c/p>\n\u003cp>“It’s always good to make sure your kids have access to books and engaging activities during the summer,” Kuhfeld said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“But unless you’re already worried about the academic performance of your kid and looking to make sure that you use the summer really well for building those additional supports and additional learning, summer slide isn’t this big boogeyman that we need to all be kind of running scared from,” she said.\u003c/p>\n\u003cp>For kids who may already be struggling with academics as school ends, summer is a great time to catch up and help them become better prepared for the coming year. Schools sometimes run summer school for a few weeks or offer programs that combine learning, fun activities, and a review of the previous year.\u003c/p>\n\u003cp>“For parents, [these district programs] are usually cheap or free, so it’s kind of the best of all worlds, where kids get to be part of activities during the day, often with their peers,” said Kuhfeld.\u003c/p>\n\u003ch2>\u003cstrong>What are some great summer learning activities for kids?\u003c/strong>\u003c/h2>\n\u003cp>For younger kids, \u003ca href=\"https://search.missouristate.edu/people/hassanraza\">Dr. M.H. Raza\u003c/a>, an associate professor in the College of Education at Missouri State University, suggests parents keep learning activities simple during summer.\u003c/p>\n\u003cp>“Parents can make it natural; they don’t need to make learning a burden on their children,” said Raza.\u003c/p>\n\u003cp>He adds that 20 minutes a day of pressure-free learning activity is usually all that it takes to help children grow intellectually during the summer.\u003c/p>\n\u003cp>Raza listed the following as activities that parents can potentially utilize:\u003c/p>\n\u003cul>\n\u003cli>Have your kids create a shopping list and take it with you to the grocery store. The children can look at the products, compare prices, and help with decisions on which product to buy.\u003c/li>\n\u003cli>While driving, parents can point out road signs and ask their children to read them. Or they can ask their children to spell out the words they see.\u003c/li>\n\u003cli>Parents can talk to their children about their life stories and experiences.\u003c/li>\n\u003cli>Kids can be more involved with baking or cooking and helping measure ingredients.\u003c/li>\n\u003cli>Parents can get children involved in backyard projects or science experiments.\u003c/li>\n\u003c/ul>\n\u003cp>For educators, researchers suggest teachers build in some time for reviewing the previous year’s content at the beginning of the year. Kuhfeld says most teachers are already doing this, according to past surveys and research.\u003c/p>\n\u003cp>“Teachers face such a challenge in terms of having to review material and fit in the whole year’s worth of curriculum,” says Kuhfeld. “Building in time for review seems to be pretty normative, and the expectation is that kids won’t have remembered everything they’ve learned in the previous year.”\u003c/p>\n\u003ch2>\u003cstrong>Learning loss in teens\u003c/strong>\u003c/h2>\n\u003cp>However, it’s not just younger kids who may experience learning loss during breaks. Older students might also encounter the summer slide.\u003c/p>\n\u003cp>“I believe that older kids, especially high school students and college students, also have a learning loss, but that learning loss is not quite documented,” says Raza.\u003c/p>\n\u003cp>He explains that critical thinking, engagement, self-reflection and hands-on application are all deeply connected to learning environments. When older students are disconnected from the academic environment or their collaborative peer groups, they often face learning loss. But he says more research needs to be done in order to quantify or measure the impact.\u003c/p>\n\u003cp>Todd Irving, principal of Pinole Valley High School suggests students look into non-traditional summer school activities. Irving points out that his school offers a program during the summer, but that students can also take courses at a local community college or even online.\u003c/p>\n\u003cp>“There are multiple ways that you can do summer school,” said Irving. “We encourage them to read and just do different things.” \u003c/p>\n\u003cp>But he cautions against students taking on too much during the break.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“One of the things that we don’t want to do is burn them out in summer school, and so that when they come back in September, by the time we get to October, November, they’re like ‘I’m burned,’” he said. “So we have to be really strategic with how we do that.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>For many teachers, building relationships is a priority in the classroom – they put in time and effort to incorporate strategies\u003ca href=\"https://www.kqed.org/mindshift/60094/strategies-for-building-deeper-relationships-with-students-through-academic-content\"> into lesson plans\u003c/a> and\u003ca href=\"https://www.kqed.org/mindshift/63861/how-to-build-mutually-respectful-relationships-with-students-from-day-1\"> daily routines\u003c/a> to forge bonds with their students.\u003c/p>\n\u003cp>But what happens when there’s a breakdown in communication or a relationship degrades over time due to conflict or disagreements?\u003c/p>\n\u003cp>Developing a relationship is one skill; repairing that relationship when it becomes fractured is another, according to author and high school history teacher Dave Stuart. He says teachers will inevitably need to fix a relationship with a student, and developing the skills to do that is essential.\u003c/p>\n\u003cp>“I don’t think enough teachers understand that you will, unintentionally, despite your best efforts, cause relational damage,” he said. “The reality is that you’re going to cause offense, even if you don’t mean to, and so … you gotta get good at trying to identify when that happens and do something about it.”\u003c/p>\n\u003cp>Stuart wrote the book “\u003ca href=\"https://davestuartjr.com/wtl/\">The Will to Learn: How to Cultivate Student Motivation Without Losing Your Own\u003c/a>,” which delves into ways of instilling self-motivation in students. At the root of that motivation is having good relationships in the classroom. Since learning is hard enough, he wants to remove relational friction from that equation, likening relationship repair to weeding in the garden.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“You know weeds are going to grow in a garden, so you just need to be aware of that if you want to have a good garden, and regularly scan for weeds and pull them out where they exist,” he said.\u003c/p>\n\u003cp>Repair comes down to three simple steps.\u003c/p>\n\u003ch2>\u003cstrong>Be aware of when repair is necessary\u003c/strong>\u003c/h2>\n\u003cp>When a student’s affect changes, it can often be the first sign of a fractured relationship, according to Stuart. Some examples are if a student who was typically outgoing with you has become more withdrawn, or a student who often greeted you at the start of class no longer does.\u003c/p>\n\u003cp>Teachers must be aware of and notice changes in their student’s demeanor or emotional state.\u003c/p>\n\u003ch2>\u003cstrong>Address it directly and talk to the student\u003c/strong>\u003c/h2>\n\u003cp>The next step is to address the potential conflict by talking to the student directly, according to Stuart.\u003c/p>\n\u003cp>The student can be pulled aside briefly in the hallway or during independent work, he suggests. The teacher can point out the change in the student and ask, “Is there anything going on that I should be aware of?” and “Have I done anything that resulted in this change?”\u003c/p>\n\u003cp>Acknowledging there might be an issue can help in repairing the relationship.\u003c/p>\n\u003cp>“Just bringing this up is … the lion’s share of working towards repair,” said Stuart. “I find that in many cases, addressing the change and asking if I’ve done anything will help.”\u003c/p>\n\u003ch2>\u003cstrong>Take accountability and talk about what you can do better next time\u003c/strong>\u003c/h2>\n\u003cp>The third step is for teachers to acknowledge if they have done something to cause the damage.\u003c/p>\n\u003cp>“Teachers, we’re not perfect,” Stuart said.\u003c/p>\n\u003cp>Be self-aware and reflect on whether something was said too harshly or said in a way that caused embarrassment. According to Stuart, it sounds like, “Yesterday, I corrected that task behavior I saw you doing, but I just don’t feel good about the way I did that, and I want to say that I’m sorry.”\u003c/p>\n\u003cp>Stuart says these three steps require minimal work and can result in a more enjoyable learning environment for both the teacher and the student.\u003c/p>\n\u003cp>“I’m never trying to be … best friends or be the best teacher ever to my students, but I’m just trying to facilitate an enjoyable, productive experience,” he said.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=okwl3ZoTKUk\u003c/p>\n\u003ch2>Establish-Maintain-Restore\u003c/h2>\n\u003cp>\u003ca href=\"https://characterstrong.com/clay-cook/\">Clay Cook\u003c/a> says most educators believe in the power of relationships, but traditionally, schools don’t have a common language or dedicated practices for cultivating those connections intentionally.\u003c/p>\n\u003cp>This led Cook to design a school-based support called “establish-maintain-restore” (EMR), a framework and practice educators can adopt and implement in the classroom. Cook is the chief development officer with Character Strong, an organization training teachers in EMR, which promotes healthy relationships through establishing connections, maintaining those connections and restoring the connection if there’s been damage.\u003c/p>\n\u003cp>Science indicates that any relationship — whether it’s a couple, one with an employer, or a teacher and their students — often gets worse over time, especially when the parties involved are not working to maintain that relationship, said Cook.\u003c/p>\n\u003cp>“Misunderstanding, conflict, disagreements … those things can harm a relationship,” said Cook. “And because of that, there’s a need to be intentional on the back end to be able to fix and repair that.”\u003c/p>\n\u003cp>According to Cook, the EMR method encourages teachers to engage in intentional relationship reflection. Teachers fill out reflection forms to determine which students are in “establish,” meaning the relationship still needs to be formed. Students in “maintain” means a relationship exists but needs to be fostered. And those in “restore” means the teacher needs to repair relationships with those students.\u003c/p>\n\u003cp>Cook says these four skillful communication techniques can help during the repair conversation:\u003c/p>\n\u003ch2>\u003cstrong>Letting Go\u003c/strong>\u003c/h2>\n\u003cp>Young people often think adults hold grudges after doing something and that those things are held against them, he said.\u003c/p>\n\u003cp>“And when you look, a lot of adults \u003cem>do\u003c/em> hold on to what students have said or done in their environment, and they aren’t letting it go,” said Cook.\u003c/p>\n\u003cp>He said the letting go conversation needs to be authentic and genuine for the student to believe what you are saying.\u003c/p>\n\u003ch2>\u003cstrong>Taking ownership\u003c/strong>\u003c/h2>\n\u003cp>Young people respond well when adults take ownership, said Cook. Teachers who admit their part in causing the conflict or disagreement show that “they’re not in a soapbox, that it takes two people for any interaction.”\u003c/p>\n\u003cp>He said it’s not about taking sole blame or placing blame on one person versus another.\u003c/p>\n\u003ch2>\u003cstrong>Win-win\u003c/strong>\u003c/h2>\n\u003cp>Cook said it’s also important to collaborate on how to improve the relationship during repair.\u003c/p>\n\u003cp>“We’re… going to say, ‘Hey, whatever happened, it didn’t work for either side. I think we can put our brains together and come up with a way in which we don’t repeat [this conflict] in the future,'” he said.\u003c/p>\n\u003cp>This way, the student can share their feelings and ideas on how to move forward and be part of the solution. Teachers can also follow up with their perspectives and offer solutions.\u003c/p>\n\u003ch2>\u003cstrong>Separating the deed from the doer\u003c/strong>\u003c/h2>\n\u003cp>Cook says many young people think that adults don’t care for them or define who they are by their behavior.\u003c/p>\n\u003cp>In separating “the deed” from “the doer,” the teacher is letting the students know that they have intrinsic value and redeemable qualities and that their behavior does not define who they are.\u003c/p>\n\u003cp>“We’re going to still hold students accountable for the behavior, but we don’t want the student to lose sight of … who they are,” Cook said. He added, in education, it’s not just about forging bonds with one another, but also about the \u003cem>quality\u003c/em> of those connections.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I think educators who work towards identifying those concrete practices and then figuring out how … we fit them in based on the time we interface with students are going to see the [positive] outcomes,” said Cook.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>For many teachers, building relationships is a priority in the classroom – they put in time and effort to incorporate strategies\u003ca href=\"https://www.kqed.org/mindshift/60094/strategies-for-building-deeper-relationships-with-students-through-academic-content\"> into lesson plans\u003c/a> and\u003ca href=\"https://www.kqed.org/mindshift/63861/how-to-build-mutually-respectful-relationships-with-students-from-day-1\"> daily routines\u003c/a> to forge bonds with their students.\u003c/p>\n\u003cp>But what happens when there’s a breakdown in communication or a relationship degrades over time due to conflict or disagreements?\u003c/p>\n\u003cp>Developing a relationship is one skill; repairing that relationship when it becomes fractured is another, according to author and high school history teacher Dave Stuart. He says teachers will inevitably need to fix a relationship with a student, and developing the skills to do that is essential.\u003c/p>\n\u003cp>“I don’t think enough teachers understand that you will, unintentionally, despite your best efforts, cause relational damage,” he said. “The reality is that you’re going to cause offense, even if you don’t mean to, and so … you gotta get good at trying to identify when that happens and do something about it.”\u003c/p>\n\u003cp>Stuart wrote the book “\u003ca href=\"https://davestuartjr.com/wtl/\">The Will to Learn: How to Cultivate Student Motivation Without Losing Your Own\u003c/a>,” which delves into ways of instilling self-motivation in students. At the root of that motivation is having good relationships in the classroom. Since learning is hard enough, he wants to remove relational friction from that equation, likening relationship repair to weeding in the garden.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“You know weeds are going to grow in a garden, so you just need to be aware of that if you want to have a good garden, and regularly scan for weeds and pull them out where they exist,” he said.\u003c/p>\n\u003cp>Repair comes down to three simple steps.\u003c/p>\n\u003ch2>\u003cstrong>Be aware of when repair is necessary\u003c/strong>\u003c/h2>\n\u003cp>When a student’s affect changes, it can often be the first sign of a fractured relationship, according to Stuart. Some examples are if a student who was typically outgoing with you has become more withdrawn, or a student who often greeted you at the start of class no longer does.\u003c/p>\n\u003cp>Teachers must be aware of and notice changes in their student’s demeanor or emotional state.\u003c/p>\n\u003ch2>\u003cstrong>Address it directly and talk to the student\u003c/strong>\u003c/h2>\n\u003cp>The next step is to address the potential conflict by talking to the student directly, according to Stuart.\u003c/p>\n\u003cp>The student can be pulled aside briefly in the hallway or during independent work, he suggests. The teacher can point out the change in the student and ask, “Is there anything going on that I should be aware of?” and “Have I done anything that resulted in this change?”\u003c/p>\n\u003cp>Acknowledging there might be an issue can help in repairing the relationship.\u003c/p>\n\u003cp>“Just bringing this up is … the lion’s share of working towards repair,” said Stuart. “I find that in many cases, addressing the change and asking if I’ve done anything will help.”\u003c/p>\n\u003ch2>\u003cstrong>Take accountability and talk about what you can do better next time\u003c/strong>\u003c/h2>\n\u003cp>The third step is for teachers to acknowledge if they have done something to cause the damage.\u003c/p>\n\u003cp>“Teachers, we’re not perfect,” Stuart said.\u003c/p>\n\u003cp>Be self-aware and reflect on whether something was said too harshly or said in a way that caused embarrassment. According to Stuart, it sounds like, “Yesterday, I corrected that task behavior I saw you doing, but I just don’t feel good about the way I did that, and I want to say that I’m sorry.”\u003c/p>\n\u003cp>Stuart says these three steps require minimal work and can result in a more enjoyable learning environment for both the teacher and the student.\u003c/p>\n\u003cp>“I’m never trying to be … best friends or be the best teacher ever to my students, but I’m just trying to facilitate an enjoyable, productive experience,” he said.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/okwl3ZoTKUk'\n title='//www.youtube.com/embed/okwl3ZoTKUk'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch2>Establish-Maintain-Restore\u003c/h2>\n\u003cp>\u003ca href=\"https://characterstrong.com/clay-cook/\">Clay Cook\u003c/a> says most educators believe in the power of relationships, but traditionally, schools don’t have a common language or dedicated practices for cultivating those connections intentionally.\u003c/p>\n\u003cp>This led Cook to design a school-based support called “establish-maintain-restore” (EMR), a framework and practice educators can adopt and implement in the classroom. Cook is the chief development officer with Character Strong, an organization training teachers in EMR, which promotes healthy relationships through establishing connections, maintaining those connections and restoring the connection if there’s been damage.\u003c/p>\n\u003cp>Science indicates that any relationship — whether it’s a couple, one with an employer, or a teacher and their students — often gets worse over time, especially when the parties involved are not working to maintain that relationship, said Cook.\u003c/p>\n\u003cp>“Misunderstanding, conflict, disagreements … those things can harm a relationship,” said Cook. “And because of that, there’s a need to be intentional on the back end to be able to fix and repair that.”\u003c/p>\n\u003cp>According to Cook, the EMR method encourages teachers to engage in intentional relationship reflection. Teachers fill out reflection forms to determine which students are in “establish,” meaning the relationship still needs to be formed. Students in “maintain” means a relationship exists but needs to be fostered. And those in “restore” means the teacher needs to repair relationships with those students.\u003c/p>\n\u003cp>Cook says these four skillful communication techniques can help during the repair conversation:\u003c/p>\n\u003ch2>\u003cstrong>Letting Go\u003c/strong>\u003c/h2>\n\u003cp>Young people often think adults hold grudges after doing something and that those things are held against them, he said.\u003c/p>\n\u003cp>“And when you look, a lot of adults \u003cem>do\u003c/em> hold on to what students have said or done in their environment, and they aren’t letting it go,” said Cook.\u003c/p>\n\u003cp>He said the letting go conversation needs to be authentic and genuine for the student to believe what you are saying.\u003c/p>\n\u003ch2>\u003cstrong>Taking ownership\u003c/strong>\u003c/h2>\n\u003cp>Young people respond well when adults take ownership, said Cook. Teachers who admit their part in causing the conflict or disagreement show that “they’re not in a soapbox, that it takes two people for any interaction.”\u003c/p>\n\u003cp>He said it’s not about taking sole blame or placing blame on one person versus another.\u003c/p>\n\u003ch2>\u003cstrong>Win-win\u003c/strong>\u003c/h2>\n\u003cp>Cook said it’s also important to collaborate on how to improve the relationship during repair.\u003c/p>\n\u003cp>“We’re… going to say, ‘Hey, whatever happened, it didn’t work for either side. I think we can put our brains together and come up with a way in which we don’t repeat [this conflict] in the future,'” he said.\u003c/p>\n\u003cp>This way, the student can share their feelings and ideas on how to move forward and be part of the solution. Teachers can also follow up with their perspectives and offer solutions.\u003c/p>\n\u003ch2>\u003cstrong>Separating the deed from the doer\u003c/strong>\u003c/h2>\n\u003cp>Cook says many young people think that adults don’t care for them or define who they are by their behavior.\u003c/p>\n\u003cp>In separating “the deed” from “the doer,” the teacher is letting the students know that they have intrinsic value and redeemable qualities and that their behavior does not define who they are.\u003c/p>\n\u003cp>“We’re going to still hold students accountable for the behavior, but we don’t want the student to lose sight of … who they are,” Cook said. He added, in education, it’s not just about forging bonds with one another, but also about the \u003cem>quality\u003c/em> of those connections.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I think educators who work towards identifying those concrete practices and then figuring out how … we fit them in based on the time we interface with students are going to see the [positive] outcomes,” said Cook.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Years ago, Virginia Clinton-Lisell, a professor of educational psychology at the University of North Dakota, decided to use a commercial textbook for her class along with an online homework platform. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Clinton-Lisell said the publishing company rep told her that if she used their homework platform in her course, students would benefit from adaptive learning technology. If students got the questions wrong, they would be given questions more suited for them — “so it was ‘scaffolded,’” Clinton-Lisell said. She was also told this homework was “free.” What she didn’t learn until later was that the homework platform was free \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">with\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> the purchase of the hard copy of the book.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was a lot of education buzzwords that, being an educational psychologist, I was very interested in,” she said. When class started, a student approached her wanting to use the hard copy from a friend who took the class the previous term. But the student wondered how to access the homework. Clinton-Lisell realized students would need to pay for a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">new \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">copy of the book before they could do the exercises she was so excited about. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I had all these students who had to purchase access,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In recent years, use of online homework systems that students gain access to by buying a code has become more widespread. \u003c/span>\u003ca href=\"https://www.ijtes.net/index.php/ijtes/article/view/547\">\u003cspan style=\"font-weight: 400\">A recent survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conducted by Clinton-Lisell and her colleague Alison Kelly, found that nearly 80% of students say they have been required to purchase an access code to an online homework system. A 2022 study found most faculty in the United States, \u003c/span>\u003ca href=\"https://www.bayviewanalytics.com/reports/turningpointdigitalcurricula_infographic.pdf\">\u003cspan style=\"font-weight: 400\">72%, have required or recommended use of online homework systems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for their students to complete coursework in at least one of their classes. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Often the homework systems are bundled with required digital or hard copy textbooks and the digital platforms offer students supplemental materials such as practice questions, quizzes and videos. \u003c/span>\u003cspan style=\"font-weight: 400\">And they come with a price tag — an \u003c/span>\u003cspan style=\"font-weight: 400\">average of $90 per course, according to the survey findings.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you’re taking five courses and they all require access codes, that is an additional $450 for that semester that you need to pay just to do your homework,” Clinton-Lisell said. “It creates a financial barrier to what used to be free resources.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Access codes for homework platforms, created by educational publishing companies, are assigned individually, are not reusable by others and they expire after a certain period of time. For many students, their grades could be dependent on whether they complete assignments within the system.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The survey conducted by Clinton-Lisell and Kelly received responses from 966 students at campuses across the county. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some students noted in the survey that they like the immediate feedback they receive from the homework systems and that it encourages interaction with their courses. But others complained of costs and were concerned that questions in the homework systems might be different from what’s being presented in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the survey, Black students said the homework systems were more helpful compared to other students. Latinx students were more likely to say that their grades went down because they were not able to afford access codes. Additionally, more first-generation students reported avoiding certain courses requiring online homework systems compared to continuing-generation students, according to the survey. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We are always sensitive to and aware of the challenges that students face in the context of the environment these days and the costs that they’re having to navigate and juggle, and that is one of the motivations and drivers for us to how to sort of create digital products that are affordable, of high quality and improve student outcomes,” said Kate Edwards, senior vice president of efficacy and research at Pearson, one of the largest course material publishers in the country.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Students think the price of doing homework is “unreasonable”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Features of an online homework platform often include quizzes, interactive problems, videos and other visuals that can help students learn course concepts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the survey by Clinton-Lisell, students described the costs of online homework systems to be “somewhat unreasonable.” In comparison, the price students considered to be fair for these features was one-third of the actual figure. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jake Twomey, a student at University of California Santa Barbara and a member of Student Public Interest Research Group (PIRG) is appalled by the idea of paying for homework. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“[Students are] not the most well off people,” said Twomey. “I know students who sometimes, really unfortunately, have to make the decision between buying access codes for a class, or getting dinner tomorrow. These are very real decisions for students.”\u003c/span>\u003cb> \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students in the survey also questioned the seamlessness of the systems. Clinton-Lisell said many students feel that because publishers are the ones creating the exercises, professors end up not being knowledgeable about the problems their students are working on or they are unable to help troubleshoot technical issues that might come up. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“[Faculty are] not involved in curating or developing the homework, or at least as much,” said Clinton-Lisell, citing a lack of alignment sometimes between the homework and the class content. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Edwards said Pearson’s online homework platforms such as MyLab, provides a selection of assessments from the core content of a course and an instructor is then able to have “the flexibility to select the questions that they think are most suitable for their own class context.” Edwards adds that there are many opportunities for an instructor to personalize and ensure that their classes and the assignments align. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>What historically underrepresented students say about homework platforms\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">First-generation college students are spending more per semester for online materials compared to their continuing-generation peers, \u003c/span>\u003ca href=\"https://www.ijtes.net/index.php/ijtes/article/view/547\">\u003cspan style=\"font-weight: 400\">according to the survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. At the same time, 11% of first-generation students reported failing a class because they could not afford the access codes compared with 2.9% of continuing generation students. And 35.8% of first-generation students said they got worse grades compared to 25.6% of continuing generation students because of the costs of online homework systems.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have students who are already marginalized by systemic barriers now being given another,” said Clinton-Lisell. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Latinx students reported high levels of stress over the cost of online homework systems and were more likely to not purchase textbooks, and have their grades suffer because of it. Black students said they paid for more access codes than any other student groups but had the lowest stress levels related to cost. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>The benefits to online homework systems\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the fees, some students who were part of Clinton-Lisell’s survey did report benefits. Black students in particular said they were useful and reported more course content engagement compared to other students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Clinton-Lisell said that in the survey, students praised the idea of homework itself rather than the platforms where they complete the work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They want to be able to practice, they don’t want to wait until the test to find out if they know it, and it’s a way for them to support their grade,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students who are more visually inclined or need to understand dense material, online exercises are especially helpful for visualizing certain concepts. The online systems will often include videos and other visuals to explain complex ideas. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Clinton-Lisell said those benefits should be weighed against the impact of costs on students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kyle Goodin, an accounting professor at Missouri State University, uses an online homework system by McGraw Hill, where he is also a \u003ca href=\"https://www.mheducation.com/highered/blog/2024/06/dfc-spotlight-kyle-goodin-secrets-to-increasing-2024-accounting-enrollments-at-missouri-state.html\">consultant\u003c/a>. He said the platform, called Connect, has increased student engagement and improved “drop, fail, withdrawal” rates for some classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think the value that students get for what they pay for these is astronomical,” Goodin said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Goodin’s \u003c/span>\u003cspan style=\"font-weight: 400\">financial accounting course, for example, students pay $152 for a digital book, homework manager, proctoring service and additional resources per term. \u003c/span>\u003cspan style=\"font-weight: 400\">Goodin said because of the homework platform, students can immerse themselves in data analysis and visualizations, which is increasingly important in the field of accounting.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I remember paying much more than this, for much less when I was a student,” Goodin said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Moving toward open education resources\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Back in 2020, when the coronavirus pandemic forced campuses to shut down, big publishers made online homework platforms free. Many faculty incorporated them into their courses and have kept on using them even after the fees were reinstated. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Clinton-Lisell said results of her survey shows faculty could look more into open education resources — course materials available under public domain or open license that are free or accessible at a nominal fee. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dan Xie, political director of PIRG Campus Action, said in a world where knowledge and information is everywhere, students shouldn’t have to pay exorbitant amounts to learn course material and do their homework. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have open textbooks … that are extremely high quality, peer reviewed, that professors can and do choose from,” Xie said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But professors like Goodin are skeptical about widespread use of open education resources.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“These textbook companies like Wiley and McGraw Hill and Pearson, they’ve got authors that are vetted experts in their subject matter,” he said. Goodin said he doesn’t believe, at this point in time, that open-source textbooks can provide as much value compared to what publishers’ course materials provide. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, there’s a movement to try and incentivize faculty — through grants and stipends — into creating their own open textbooks and course materials. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I really think that’s the future of education,” said Xie. \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Years ago, Virginia Clinton-Lisell, a professor of educational psychology at the University of North Dakota, decided to use a commercial textbook for her class along with an online homework platform. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Clinton-Lisell said the publishing company rep told her that if she used their homework platform in her course, students would benefit from adaptive learning technology. If students got the questions wrong, they would be given questions more suited for them — “so it was ‘scaffolded,’” Clinton-Lisell said. She was also told this homework was “free.” What she didn’t learn until later was that the homework platform was free \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">with\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> the purchase of the hard copy of the book.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was a lot of education buzzwords that, being an educational psychologist, I was very interested in,” she said. When class started, a student approached her wanting to use the hard copy from a friend who took the class the previous term. But the student wondered how to access the homework. Clinton-Lisell realized students would need to pay for a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">new \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">copy of the book before they could do the exercises she was so excited about. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I had all these students who had to purchase access,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In recent years, use of online homework systems that students gain access to by buying a code has become more widespread. \u003c/span>\u003ca href=\"https://www.ijtes.net/index.php/ijtes/article/view/547\">\u003cspan style=\"font-weight: 400\">A recent survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conducted by Clinton-Lisell and her colleague Alison Kelly, found that nearly 80% of students say they have been required to purchase an access code to an online homework system. A 2022 study found most faculty in the United States, \u003c/span>\u003ca href=\"https://www.bayviewanalytics.com/reports/turningpointdigitalcurricula_infographic.pdf\">\u003cspan style=\"font-weight: 400\">72%, have required or recommended use of online homework systems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for their students to complete coursework in at least one of their classes. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Often the homework systems are bundled with required digital or hard copy textbooks and the digital platforms offer students supplemental materials such as practice questions, quizzes and videos. \u003c/span>\u003cspan style=\"font-weight: 400\">And they come with a price tag — an \u003c/span>\u003cspan style=\"font-weight: 400\">average of $90 per course, according to the survey findings.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you’re taking five courses and they all require access codes, that is an additional $450 for that semester that you need to pay just to do your homework,” Clinton-Lisell said. “It creates a financial barrier to what used to be free resources.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Access codes for homework platforms, created by educational publishing companies, are assigned individually, are not reusable by others and they expire after a certain period of time. For many students, their grades could be dependent on whether they complete assignments within the system.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The survey conducted by Clinton-Lisell and Kelly received responses from 966 students at campuses across the county. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some students noted in the survey that they like the immediate feedback they receive from the homework systems and that it encourages interaction with their courses. But others complained of costs and were concerned that questions in the homework systems might be different from what’s being presented in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the survey, Black students said the homework systems were more helpful compared to other students. Latinx students were more likely to say that their grades went down because they were not able to afford access codes. Additionally, more first-generation students reported avoiding certain courses requiring online homework systems compared to continuing-generation students, according to the survey. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We are always sensitive to and aware of the challenges that students face in the context of the environment these days and the costs that they’re having to navigate and juggle, and that is one of the motivations and drivers for us to how to sort of create digital products that are affordable, of high quality and improve student outcomes,” said Kate Edwards, senior vice president of efficacy and research at Pearson, one of the largest course material publishers in the country.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Students think the price of doing homework is “unreasonable”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Features of an online homework platform often include quizzes, interactive problems, videos and other visuals that can help students learn course concepts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the survey by Clinton-Lisell, students described the costs of online homework systems to be “somewhat unreasonable.” In comparison, the price students considered to be fair for these features was one-third of the actual figure. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jake Twomey, a student at University of California Santa Barbara and a member of Student Public Interest Research Group (PIRG) is appalled by the idea of paying for homework. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“[Students are] not the most well off people,” said Twomey. “I know students who sometimes, really unfortunately, have to make the decision between buying access codes for a class, or getting dinner tomorrow. These are very real decisions for students.”\u003c/span>\u003cb> \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students in the survey also questioned the seamlessness of the systems. Clinton-Lisell said many students feel that because publishers are the ones creating the exercises, professors end up not being knowledgeable about the problems their students are working on or they are unable to help troubleshoot technical issues that might come up. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“[Faculty are] not involved in curating or developing the homework, or at least as much,” said Clinton-Lisell, citing a lack of alignment sometimes between the homework and the class content. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Edwards said Pearson’s online homework platforms such as MyLab, provides a selection of assessments from the core content of a course and an instructor is then able to have “the flexibility to select the questions that they think are most suitable for their own class context.” Edwards adds that there are many opportunities for an instructor to personalize and ensure that their classes and the assignments align. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>What historically underrepresented students say about homework platforms\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">First-generation college students are spending more per semester for online materials compared to their continuing-generation peers, \u003c/span>\u003ca href=\"https://www.ijtes.net/index.php/ijtes/article/view/547\">\u003cspan style=\"font-weight: 400\">according to the survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. At the same time, 11% of first-generation students reported failing a class because they could not afford the access codes compared with 2.9% of continuing generation students. And 35.8% of first-generation students said they got worse grades compared to 25.6% of continuing generation students because of the costs of online homework systems.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have students who are already marginalized by systemic barriers now being given another,” said Clinton-Lisell. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Latinx students reported high levels of stress over the cost of online homework systems and were more likely to not purchase textbooks, and have their grades suffer because of it. Black students said they paid for more access codes than any other student groups but had the lowest stress levels related to cost. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>The benefits to online homework systems\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the fees, some students who were part of Clinton-Lisell’s survey did report benefits. Black students in particular said they were useful and reported more course content engagement compared to other students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Clinton-Lisell said that in the survey, students praised the idea of homework itself rather than the platforms where they complete the work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They want to be able to practice, they don’t want to wait until the test to find out if they know it, and it’s a way for them to support their grade,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students who are more visually inclined or need to understand dense material, online exercises are especially helpful for visualizing certain concepts. The online systems will often include videos and other visuals to explain complex ideas. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Clinton-Lisell said those benefits should be weighed against the impact of costs on students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kyle Goodin, an accounting professor at Missouri State University, uses an online homework system by McGraw Hill, where he is also a \u003ca href=\"https://www.mheducation.com/highered/blog/2024/06/dfc-spotlight-kyle-goodin-secrets-to-increasing-2024-accounting-enrollments-at-missouri-state.html\">consultant\u003c/a>. He said the platform, called Connect, has increased student engagement and improved “drop, fail, withdrawal” rates for some classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think the value that students get for what they pay for these is astronomical,” Goodin said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Goodin’s \u003c/span>\u003cspan style=\"font-weight: 400\">financial accounting course, for example, students pay $152 for a digital book, homework manager, proctoring service and additional resources per term. \u003c/span>\u003cspan style=\"font-weight: 400\">Goodin said because of the homework platform, students can immerse themselves in data analysis and visualizations, which is increasingly important in the field of accounting.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I remember paying much more than this, for much less when I was a student,” Goodin said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Moving toward open education resources\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Back in 2020, when the coronavirus pandemic forced campuses to shut down, big publishers made online homework platforms free. Many faculty incorporated them into their courses and have kept on using them even after the fees were reinstated. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Clinton-Lisell said results of her survey shows faculty could look more into open education resources — course materials available under public domain or open license that are free or accessible at a nominal fee. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dan Xie, political director of PIRG Campus Action, said in a world where knowledge and information is everywhere, students shouldn’t have to pay exorbitant amounts to learn course material and do their homework. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have open textbooks … that are extremely high quality, peer reviewed, that professors can and do choose from,” Xie said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But professors like Goodin are skeptical about widespread use of open education resources.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“These textbook companies like Wiley and McGraw Hill and Pearson, they’ve got authors that are vetted experts in their subject matter,” he said. Goodin said he doesn’t believe, at this point in time, that open-source textbooks can provide as much value compared to what publishers’ course materials provide. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, there’s a movement to try and incentivize faculty — through grants and stipends — into creating their own open textbooks and course materials. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I really think that’s the future of education,” said Xie. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The A’s began their final series of games at the Oakland Coliseum on Tuesday.\u003c/p>\n\u003cp>While the A’s haven’t had much success in recent years, the team has a long history of producing some of baseball’s greatest players. Among them is legendary batter and base-stealer Rickey Henderson. In 2017, the team named its diamond Rickey Henderson Field.\u003c/p>\n\u003cp>Henderson played for the A’s in the 1980s through the 1990s and was a product of the Oakland sports hotbed going back generations.\u003c/p>\n\u003cp>“I think the thing that made Rickey the greatest leadoff man of all time … was just that combination of speed, power, and obviously, the thing that people pay most attention to in baseball now, his eye,” said Howard Bryant, a sports historian and author of “Rickey: The Life and Legend of an American Original.”\u003c/p>\n\u003cp>Henderson’s family was from Arkansas but followed the path of many African American families who moved West during the Second Great Migration between 1940 and 1970 — ending up in West Oakland.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In telling the story of Henderson, Bryant points to Huey Newton, who founded the Black Panthers and lived on the same Oakland Street as \u003ca href=\"https://www.kqed.org/arts/13916840/the-day-bill-russell-roasted-me-at-mcclymonds\">iconic basketball player Bill Russell\u003c/a>. Russell and Newton’s families lived in the same neighborhood in Monroe, Louisiana, before settling in West Oakland. The migration stories of Henderson, as well as of other famous athletes — Paul Silas, Dave Stewart, Gary Pettis, Lloyd Moseby and more — all mirror that movement.\u003c/p>\n\u003cp>Bryant spoke with KQED’s Brian Watt about what made Henderson a special player and how growing up in Oakland helped shape him as an athlete.\u003c/p>\n\u003cp>\u003cem>This interview has been edited for length and clarity\u003c/em>\u003c/p>\n\u003ch2>On how Rickey Henderson’s feats on the field made him a legend\u003c/h2>\n\u003cp>What it is with him is the style, the confidence, the fearlessness in which he played baseball. When I look at the type of player that Rickey would be today and other eras, he wouldn’t be a leadoff hitter. He would be in the middle of the order with all the other power hitters.\u003c/p>\n\u003cp>But he was just such a unique player who could do anything he wanted on a baseball field. You couldn’t keep your eyes off him.\u003c/p>\n\u003cfigure id=\"attachment_12006247\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12006247\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/GettyImages-88770054.jpg\" alt=\"\" width=\"1920\" height=\"1296\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/GettyImages-88770054.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/GettyImages-88770054-800x540.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/GettyImages-88770054-1020x689.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/GettyImages-88770054-160x108.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/GettyImages-88770054-1536x1037.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Rickey Henderson takes off to steal second base against the California Angles, tying former St. Louis Cardinals Lou Brocks’ record of 938 career stolen bases during a game on April 28, 1991, at the Coliseum.\u003c/figcaption>\u003c/figure>\n\u003ch2>On how Rickey Henderson and the way he got to Oakland became part of the city’s history\u003c/h2>\n\u003cp>We always talk about Oakland as one of the great sports cities in terms of the development of the players. Where are they from? And that’s what I wanted to do with the first couple of chapters of this book.\u003c/p>\n\u003cp>The players all come from Texas, Louisiana and Arkansas. That pipeline coming out of World War II all the way to West Oakland. And it wasn’t a migration to Oakland; it was a migration specifically to West Oakland. When you think about the concentration of African Americans in that one neighborhood, what also came with that was a massive concentration of athletic talent. It’s an unbelievable story in terms of talent for a town that is not very big.\u003c/p>\n\u003ch2>On the concentration of athletes in Oakland\u003c/h2>\n\u003cp>And all of these players are coming from a great distance. They are playing on the same Little League teams as kids. And then they end up playing in the major leagues together, and they’re on All-Star teams together.\u003c/p>\n\u003cp>So it was amazing to me talking to these players and asking, Rickey, When did you realize you had world class talent? And he was like, I don’t know, fifth or sixth grade? It’s incredible. But part of the reason that he had that much confidence was the legacy of Oakland sports — there were so many great players there.\u003c/p>\n\u003cfigure id=\"attachment_12006250\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-large wp-image-12006250\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/GettyImages-88769995-1020x1511.jpg\" alt=\"\" width=\"640\" height=\"948\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/GettyImages-88769995-1020x1511.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/GettyImages-88769995-800x1185.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/GettyImages-88769995-160x237.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/GettyImages-88769995-1037x1536.jpg 1037w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/GettyImages-88769995.jpg 1296w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Rickey Henderson hits during an early 1990s game at the Coliseum. \u003ccite>(Focus on Sport/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>It wasn’t rare for those guys to see players be that good and to feel like, well, if Joe Morgan could make the big leagues, I could make the big leagues. If Bill Russell’s in the big leagues or if Curt Flood is in the big leagues, I can do it because they actually had those examples in their own neighborhoods.\u003c/p>\n\u003cp>In Oakland, there’s a history there. There’s a legacy there that all of those kids feel like they’re next.\u003c/p>\n\u003ch2>On the ‘spirit of Oakland’ and how it empowered athletes like Rickey Henderson\u003c/h2>\n\u003cp>There’s an Oakland style, and you can feel it when you watch Rickey, and you talk to Rickey. You can see it with a Marshawn Lynch and with Gary Payton and Damian Lillard. All of them have that same Oakland-style confidence — they don’t back down from anything or anybody.\u003c/p>\n\u003cp>[aside postID=\"news_12004485,news_12004710,forum_2010101907199\" label=”Related Stories”]\u003c/p>\n\u003cp>When you grew up down the street from the Black Panthers headquarters, and you’ve seen your neighbors challenge institutions at the highest level, challenging police, challenging government, asserting your independence — that spirit permeates everything. And I thought it was fascinating that you could connect those dots all the way back to the ‘40s.\u003c/p>\n\u003cp>It is something that you see in the style of play. Rickey’s rookie year was 1979. His first 10 years in the league were unbelievable labor struggles in baseball — strikes and lockouts. Baseball players and the owners hated each other during those years. You had a 1980 lockout. You had a 1981 strike; you had another in 1985. Then, you had collusion going on during that same time, where the owners were purposely not signing players to keep salaries down.\u003c/p>\n\u003cp>And yet Rickey was one of those guys who was completely unafraid to tell you exactly what he’s worth. Most of those players during that time period were very shy and sheepish and almost embarrassed about making that much money and saying so publicly. Rickey was one of the first guys who was like, “Hey, pay me what I’m worth.”\u003c/p>\n\u003ch2>On the Oakland A’s leaving the city and its long sports history\u003c/h2>\n\u003cp>Well, it’s devastating. And it’s even more devastating when you think about it from a different standpoint. Over the past five years, they’re all gone. The A’s are gone. The Warriors are back in San Francisco. The Raiders are in Las Vegas. And so this is the first city in modern North American sports that lost all of their teams.\u003c/p>\n\u003cp>There’s not a city in this country that produced as many homegrown players at that level as Oakland — Jason Kidd, Gary Payton, Damian Lillard, Rickey Henderson, Bill Russell — the list goes on and on. And also had the same amount of great team success. The A’s win three straight World Series in the ’70s, the Warriors win in 75, the Raiders win three Super Bowls, the A’s win again in the ’80s, the Warriors then have their dynasty in the 2010s. And now it’s all gone. It’s incredibly painful for that fan base.\u003c/p>\n\u003cp>At the end of the day, the biggest loser is the fans. The fans lose, and they always lose. And they lose because we have created a society in our sports and our sports political culture that, as much as we call these institutions “local treasures,” they still belong to private industry, even though public money is what houses them. And so I still feel, at some point, something has to change.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The A’s began their final series of games at the Oakland Coliseum on Tuesday.\u003c/p>\n\u003cp>While the A’s haven’t had much success in recent years, the team has a long history of producing some of baseball’s greatest players. Among them is legendary batter and base-stealer Rickey Henderson. In 2017, the team named its diamond Rickey Henderson Field.\u003c/p>\n\u003cp>Henderson played for the A’s in the 1980s through the 1990s and was a product of the Oakland sports hotbed going back generations.\u003c/p>\n\u003cp>“I think the thing that made Rickey the greatest leadoff man of all time … was just that combination of speed, power, and obviously, the thing that people pay most attention to in baseball now, his eye,” said Howard Bryant, a sports historian and author of “Rickey: The Life and Legend of an American Original.”\u003c/p>\n\u003cp>Henderson’s family was from Arkansas but followed the path of many African American families who moved West during the Second Great Migration between 1940 and 1970 — ending up in West Oakland.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In telling the story of Henderson, Bryant points to Huey Newton, who founded the Black Panthers and lived on the same Oakland Street as \u003ca href=\"https://www.kqed.org/arts/13916840/the-day-bill-russell-roasted-me-at-mcclymonds\">iconic basketball player Bill Russell\u003c/a>. Russell and Newton’s families lived in the same neighborhood in Monroe, Louisiana, before settling in West Oakland. The migration stories of Henderson, as well as of other famous athletes — Paul Silas, Dave Stewart, Gary Pettis, Lloyd Moseby and more — all mirror that movement.\u003c/p>\n\u003cp>Bryant spoke with KQED’s Brian Watt about what made Henderson a special player and how growing up in Oakland helped shape him as an athlete.\u003c/p>\n\u003cp>\u003cem>This interview has been edited for length and clarity\u003c/em>\u003c/p>\n\u003ch2>On how Rickey Henderson’s feats on the field made him a legend\u003c/h2>\n\u003cp>What it is with him is the style, the confidence, the fearlessness in which he played baseball. When I look at the type of player that Rickey would be today and other eras, he wouldn’t be a leadoff hitter. He would be in the middle of the order with all the other power hitters.\u003c/p>\n\u003cp>But he was just such a unique player who could do anything he wanted on a baseball field. You couldn’t keep your eyes off him.\u003c/p>\n\u003cfigure id=\"attachment_12006247\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12006247\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/GettyImages-88770054.jpg\" alt=\"\" width=\"1920\" height=\"1296\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/GettyImages-88770054.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/GettyImages-88770054-800x540.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/GettyImages-88770054-1020x689.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/GettyImages-88770054-160x108.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/GettyImages-88770054-1536x1037.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Rickey Henderson takes off to steal second base against the California Angles, tying former St. Louis Cardinals Lou Brocks’ record of 938 career stolen bases during a game on April 28, 1991, at the Coliseum.\u003c/figcaption>\u003c/figure>\n\u003ch2>On how Rickey Henderson and the way he got to Oakland became part of the city’s history\u003c/h2>\n\u003cp>We always talk about Oakland as one of the great sports cities in terms of the development of the players. Where are they from? And that’s what I wanted to do with the first couple of chapters of this book.\u003c/p>\n\u003cp>The players all come from Texas, Louisiana and Arkansas. That pipeline coming out of World War II all the way to West Oakland. And it wasn’t a migration to Oakland; it was a migration specifically to West Oakland. When you think about the concentration of African Americans in that one neighborhood, what also came with that was a massive concentration of athletic talent. It’s an unbelievable story in terms of talent for a town that is not very big.\u003c/p>\n\u003ch2>On the concentration of athletes in Oakland\u003c/h2>\n\u003cp>And all of these players are coming from a great distance. They are playing on the same Little League teams as kids. And then they end up playing in the major leagues together, and they’re on All-Star teams together.\u003c/p>\n\u003cp>So it was amazing to me talking to these players and asking, Rickey, When did you realize you had world class talent? And he was like, I don’t know, fifth or sixth grade? It’s incredible. But part of the reason that he had that much confidence was the legacy of Oakland sports — there were so many great players there.\u003c/p>\n\u003cfigure id=\"attachment_12006250\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-large wp-image-12006250\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/GettyImages-88769995-1020x1511.jpg\" alt=\"\" width=\"640\" height=\"948\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/GettyImages-88769995-1020x1511.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/GettyImages-88769995-800x1185.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/GettyImages-88769995-160x237.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/GettyImages-88769995-1037x1536.jpg 1037w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/GettyImages-88769995.jpg 1296w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Rickey Henderson hits during an early 1990s game at the Coliseum. \u003ccite>(Focus on Sport/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>It wasn’t rare for those guys to see players be that good and to feel like, well, if Joe Morgan could make the big leagues, I could make the big leagues. If Bill Russell’s in the big leagues or if Curt Flood is in the big leagues, I can do it because they actually had those examples in their own neighborhoods.\u003c/p>\n\u003cp>In Oakland, there’s a history there. There’s a legacy there that all of those kids feel like they’re next.\u003c/p>\n\u003ch2>On the ‘spirit of Oakland’ and how it empowered athletes like Rickey Henderson\u003c/h2>\n\u003cp>There’s an Oakland style, and you can feel it when you watch Rickey, and you talk to Rickey. You can see it with a Marshawn Lynch and with Gary Payton and Damian Lillard. All of them have that same Oakland-style confidence — they don’t back down from anything or anybody.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When you grew up down the street from the Black Panthers headquarters, and you’ve seen your neighbors challenge institutions at the highest level, challenging police, challenging government, asserting your independence — that spirit permeates everything. And I thought it was fascinating that you could connect those dots all the way back to the ‘40s.\u003c/p>\n\u003cp>It is something that you see in the style of play. Rickey’s rookie year was 1979. His first 10 years in the league were unbelievable labor struggles in baseball — strikes and lockouts. Baseball players and the owners hated each other during those years. You had a 1980 lockout. You had a 1981 strike; you had another in 1985. Then, you had collusion going on during that same time, where the owners were purposely not signing players to keep salaries down.\u003c/p>\n\u003cp>And yet Rickey was one of those guys who was completely unafraid to tell you exactly what he’s worth. Most of those players during that time period were very shy and sheepish and almost embarrassed about making that much money and saying so publicly. Rickey was one of the first guys who was like, “Hey, pay me what I’m worth.”\u003c/p>\n\u003ch2>On the Oakland A’s leaving the city and its long sports history\u003c/h2>\n\u003cp>Well, it’s devastating. And it’s even more devastating when you think about it from a different standpoint. Over the past five years, they’re all gone. The A’s are gone. The Warriors are back in San Francisco. The Raiders are in Las Vegas. And so this is the first city in modern North American sports that lost all of their teams.\u003c/p>\n\u003cp>There’s not a city in this country that produced as many homegrown players at that level as Oakland — Jason Kidd, Gary Payton, Damian Lillard, Rickey Henderson, Bill Russell — the list goes on and on. And also had the same amount of great team success. The A’s win three straight World Series in the ’70s, the Warriors win in 75, the Raiders win three Super Bowls, the A’s win again in the ’80s, the Warriors then have their dynasty in the 2010s. And now it’s all gone. It’s incredibly painful for that fan base.\u003c/p>\n\u003cp>At the end of the day, the biggest loser is the fans. The fans lose, and they always lose. And they lose because we have created a society in our sports and our sports political culture that, as much as we call these institutions “local treasures,” they still belong to private industry, even though public money is what houses them. And so I still feel, at some point, something has to change.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>For San Francisco Rep. Nancy Pelosi, last Saturday’s attempted assassination of former President Donald Trump appeared to \u003ca href=\"https://www.kqed.org/news/11939421/sf-court-releases-911-call-and-sfpd-body-cam-recordings-of-paul-pelosi-attack\">hit particularly close to home\u003c/a>.\u003c/p>\n\u003cp>“As one whose family has been the victim of political violence, I know firsthand that political violence of any kind has no place in our society,” the former House speaker \u003ca href=\"https://twitter.com/SpeakerPelosi/status/1812268746574020870\">posted on social media platform X\u003c/a> shortly after the incident.\u003c/p>\n\u003cp>The attempt on Trump’s life comes less than two years after a man pursuing the former House speaker broke into \u003ca>Pelosi’s San Francisco home, bludgeoning her husband over the head with a hammer\u003c/a>.\u003c/p>\n\u003cp>The United States has a long history of political violence, with a number of tragic incidents in San Francisco and elsewhere in California that have sent major shockwaves across the nation. The double assassinations of former San Francisco Mayor George Moscone and former Supervisor Harvey Milk in 1978 especially \u003ca href=\"https://www.kqed.org/news/11994184/it-really-hits-home-bay-area-leaders-reflect-on-political-violence-after-trump-shooting\">left an indelible mark on the city’s political landscape\u003c/a>.[ad fullwidth]\u003c/p>\n\u003cp>“It’s part of our city’s DNA,” state Sen. Scott Wiener, a San Francisco Democrat who has received multiple death threats for his pro-LGBTQ positions, \u003ca href=\"https://www.politico.com/newsletters/california-playbook/2024/07/15/its-part-of-our-citys-dna-san-francisco-reacts-to-political-violence-00168210\">told Politico\u003c/a>. “San Francisco understands what happens when politics veer into violence.”\u003c/p>\n\u003cp>Here are four major incidents of political violence in California’s recent history.\u003c/p>\n\u003ch2>Robert F. Kennedy Assassination: June 5, 1968, Los Angeles\u003c/h2>\n\u003cfigure id=\"attachment_11996445\" class=\"wp-caption aligncenter\" style=\"max-width: 1024px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11996445\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/GettyImages-515541742-1-3.jpg\" alt=\"\" width=\"1024\" height=\"681\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/GettyImages-515541742-1-3.jpg 1024w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/GettyImages-515541742-1-3-800x532.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/GettyImages-515541742-1-3-1020x678.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/GettyImages-515541742-1-3-160x106.jpg 160w\" sizes=\"(max-width: 1024px) 100vw, 1024px\">\u003cfigcaption class=\"wp-caption-text\">Sen. Robert F. Kennedy, with his wife Ethel standing behind him, gives a victory speech at the Ambassador Hotel in Los Angeles on June 5, 1968, after winning the California presidential primary. Minutes later, after exiting the ballroom, he is shot multiple times at close range by 24-year-old Sirhan Sirhan and dies the following day in a nearby hospital. \u003ccite>(Bettmann via Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A day after winning the California presidential primary, U.S. Sen. Robert F. Kennedy, a New York Democrat, addressed his supporters at a campaign event in a ballroom at the Ambassador Hotel in Los Angeles. As he exited the event through a hotel kitchen, he was shot three times by Sirhan Sirhan, a 24-year-old Palestinian-Jordanian man, who later said Kennedy’s support for Israel spurred his actions. Five other people were also wounded in the attack. Kennedy died at a nearby hospital the following day — June 6. In April 1969, Sirhan was convicted of first-degree murder.\u003c/p>\n\u003ch2>Dual assassination attempts on President Gerald Ford: September 1975, Sacramento and San Francisco\u003c/h2>\n\u003cfigure id=\"attachment_11996446\" class=\"wp-caption aligncenter\" style=\"max-width: 1827px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11996446\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Ford_rushed_from_Sacramento_assassination_attempt_image_A6320-23A-2.jpg\" alt=\"\" width=\"1827\" height=\"1188\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Ford_rushed_from_Sacramento_assassination_attempt_image_A6320-23A-2.jpg 1827w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Ford_rushed_from_Sacramento_assassination_attempt_image_A6320-23A-2-800x520.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Ford_rushed_from_Sacramento_assassination_attempt_image_A6320-23A-2-1020x663.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Ford_rushed_from_Sacramento_assassination_attempt_image_A6320-23A-2-160x104.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Ford_rushed_from_Sacramento_assassination_attempt_image_A6320-23A-2-1536x999.jpg 1536w\" sizes=\"(max-width: 1827px) 100vw, 1827px\">\u003cfigcaption class=\"wp-caption-text\">Secret Service agents rush President Gerald Ford towards the California State Capitol following the attempt on his life by Lynette ‘Squeaky’ Fromme in Sacramento on Sept. 5, 1975. \u003ccite>(Courtesy of the Gerald R. Ford Presidential Library and Museum)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In September 1975, as he campaigned for reelection, President Gerald Ford survived two assassination attempts, both of which occurred in California within just weeks of each other. Miraculously, he was not harmed in either attempt on his life.\u003c/p>\n\u003cp>In the first incident, on Sept. 5, Ford was walking toward the state Capitol in Sacramento to meet with Gov. Jerry Brown when Lynette “Squeaky” Fromme, a disciple of Charles Manson, pushed through the crowd, drew a semi-automatic pistol and pointed it at Ford at close range, and unsuccessfully attempted to fire. Following the incident, Ford continued on to his meeting with Brown. Fromme was sentenced to 34 years in prison and released in 2009.\u003c/p>\n\u003cp>Just 17 days later, Sara Jane Moore confronted Ford outside the St. Francis hotel in San Francisco. She fired one shot but missed. A bystander grabbed her arm as a second shot was attempted. Moore was sentenced to life in prison for the attempt and released on parole in 2007.\u003c/p>\n\u003cp>Ford subsequently wore a bulletproof vest during public appearances but continued his vigorous campaign schedule.\u003c/p>\n\u003cp>Mirelle Luecke, curator of the Gerald R. Ford Presidential Library and Museum, said Ford at the time told reporters: ‘I don’t think anyone is president to cower in the face of a limited number of people who want to take the law into their own hands. The American people want a dialogue between them and their president and other public officials.’”\u003c/p>\n\u003cp>But in the end, Ford still lost his reelection bid that November — to Jimmy Carter.\u003c/p>\n\u003ch2>Harvey Milk/George Moscone assassinations: Nov. 27, 1978, San Francisco\u003c/h2>\n\u003cfigure id=\"attachment_11996453\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11996453\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/GettyImages-1322405284.jpg\" alt=\"\" width=\"1920\" height=\"1284\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/GettyImages-1322405284.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/GettyImages-1322405284-800x535.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/GettyImages-1322405284-1020x682.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/GettyImages-1322405284-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/GettyImages-1322405284-1536x1027.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Rebecca Logue lights some sage at the alter in front of 575 Castro St., the former location of Milk’s camera store, where marchers stopped before continuing the 25th Annual Candlelight March commemorating the assassination of Mayor George Moscone and Supervisor Harvey Milk on Nov. 23, 2003, in San Francisco. \u003ccite>(Lea Suzuki/The San Francisco Chronicle via Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>On the morning of Nov. 27, 1978, Dan White, a disgruntled former San Francisco supervisor, snuck into San Francisco City Hall through a basement window, avoiding the recently installed metal detectors. Despite resigning weeks earlier, White sought to be reinstated and confronted Mayor George Moscone about the issue in his office. When Moscone refused to grant his request, White shot him four times, killing him instantly. He then walked down the hall to the office of Supervisor Harvey Milk, who had opposed his reappointment and fatally shot him five times.\u003c/p>\n\u003cp>The first openly gay elected official in California, Milk became a prominent political activist in the fight for gay rights, helping to pass a San Francisco ordinance prohibiting anti-gay discrimination in housing and employment. Many of Milk’s supporters attributed White’s relatively light sentence — of seven years — to ingrained homophobic bias.\u003c/p>\n\u003cp>White was released from prison after just five years, and less than two years later, after moving back to San Francisco, he took his own life.\u003c/p>\n\u003ch2>Attack on Paul Pelosi: Oct. 28, 2022, San Francisco\u003c/h2>\n\u003cfigure id=\"attachment_11991563\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11991563\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/IMG_8387.jpeg\" alt=\"\" width=\"2000\" height=\"1125\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/IMG_8387.jpeg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/IMG_8387-800x450.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/IMG_8387-1020x574.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/IMG_8387-160x90.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/IMG_8387-1536x864.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/IMG_8387-1920x1080.jpeg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">A jury found David DePape guilty on all counts in San Francisco Superior Court on June 21, 2024. \u003ccite>(Vicki Behringer for KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Early in the morning of Oct. 28, 2022, David DePape, a far-right conspiracy theorist, \u003ca href=\"https://www.kqed.org/search?q=depape&site=all\">broke into Nancy and Paul Pelosi’s home\u003c/a> in San Francisco’s Pacific Heights neighborhood by shattering a sliding glass door, with the intent of kidnapping and interrogating the then-House speaker. He found Paul Pelosi home alone, asking him, “Where’s Nancy?”\u003c/p>\n\u003cp>Pelosi managed to call 911 after DePape demanded to wait with him for his wife to return. When two San Francisco police officers confronted both men in the front doorway, DePape suddenly turned and struck Pelosi multiple times in the head with a hammer, fracturing his skull, before officers rushed in to restrain him.\u003c/p>\n\u003cp>DePape was tried and found guilty in both federal and state court and sentenced to 30 years in federal prison for one count of attempted kidnapping of a federal officer and one count of assault on the immediate family member of a federal official.\u003c/p>\n\u003cp>\u003cem>KQED’s Matthew Green and The Associated Press contributed to this story.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>For San Francisco Rep. Nancy Pelosi, last Saturday’s attempted assassination of former President Donald Trump appeared to \u003ca href=\"https://www.kqed.org/news/11939421/sf-court-releases-911-call-and-sfpd-body-cam-recordings-of-paul-pelosi-attack\">hit particularly close to home\u003c/a>.\u003c/p>\n\u003cp>“As one whose family has been the victim of political violence, I know firsthand that political violence of any kind has no place in our society,” the former House speaker \u003ca href=\"https://twitter.com/SpeakerPelosi/status/1812268746574020870\">posted on social media platform X\u003c/a> shortly after the incident.\u003c/p>\n\u003cp>The attempt on Trump’s life comes less than two years after a man pursuing the former House speaker broke into \u003ca>Pelosi’s San Francisco home, bludgeoning her husband over the head with a hammer\u003c/a>.\u003c/p>\n\u003cp>The United States has a long history of political violence, with a number of tragic incidents in San Francisco and elsewhere in California that have sent major shockwaves across the nation. The double assassinations of former San Francisco Mayor George Moscone and former Supervisor Harvey Milk in 1978 especially \u003ca href=\"https://www.kqed.org/news/11994184/it-really-hits-home-bay-area-leaders-reflect-on-political-violence-after-trump-shooting\">left an indelible mark on the city’s political landscape\u003c/a>.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It’s part of our city’s DNA,” state Sen. Scott Wiener, a San Francisco Democrat who has received multiple death threats for his pro-LGBTQ positions, \u003ca href=\"https://www.politico.com/newsletters/california-playbook/2024/07/15/its-part-of-our-citys-dna-san-francisco-reacts-to-political-violence-00168210\">told Politico\u003c/a>. “San Francisco understands what happens when politics veer into violence.”\u003c/p>\n\u003cp>Here are four major incidents of political violence in California’s recent history.\u003c/p>\n\u003ch2>Robert F. Kennedy Assassination: June 5, 1968, Los Angeles\u003c/h2>\n\u003cfigure id=\"attachment_11996445\" class=\"wp-caption aligncenter\" style=\"max-width: 1024px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11996445\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/GettyImages-515541742-1-3.jpg\" alt=\"\" width=\"1024\" height=\"681\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/GettyImages-515541742-1-3.jpg 1024w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/GettyImages-515541742-1-3-800x532.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/GettyImages-515541742-1-3-1020x678.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/GettyImages-515541742-1-3-160x106.jpg 160w\" sizes=\"(max-width: 1024px) 100vw, 1024px\">\u003cfigcaption class=\"wp-caption-text\">Sen. Robert F. Kennedy, with his wife Ethel standing behind him, gives a victory speech at the Ambassador Hotel in Los Angeles on June 5, 1968, after winning the California presidential primary. Minutes later, after exiting the ballroom, he is shot multiple times at close range by 24-year-old Sirhan Sirhan and dies the following day in a nearby hospital. \u003ccite>(Bettmann via Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A day after winning the California presidential primary, U.S. Sen. Robert F. Kennedy, a New York Democrat, addressed his supporters at a campaign event in a ballroom at the Ambassador Hotel in Los Angeles. As he exited the event through a hotel kitchen, he was shot three times by Sirhan Sirhan, a 24-year-old Palestinian-Jordanian man, who later said Kennedy’s support for Israel spurred his actions. Five other people were also wounded in the attack. Kennedy died at a nearby hospital the following day — June 6. In April 1969, Sirhan was convicted of first-degree murder.\u003c/p>\n\u003ch2>Dual assassination attempts on President Gerald Ford: September 1975, Sacramento and San Francisco\u003c/h2>\n\u003cfigure id=\"attachment_11996446\" class=\"wp-caption aligncenter\" style=\"max-width: 1827px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11996446\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Ford_rushed_from_Sacramento_assassination_attempt_image_A6320-23A-2.jpg\" alt=\"\" width=\"1827\" height=\"1188\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Ford_rushed_from_Sacramento_assassination_attempt_image_A6320-23A-2.jpg 1827w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Ford_rushed_from_Sacramento_assassination_attempt_image_A6320-23A-2-800x520.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Ford_rushed_from_Sacramento_assassination_attempt_image_A6320-23A-2-1020x663.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Ford_rushed_from_Sacramento_assassination_attempt_image_A6320-23A-2-160x104.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Ford_rushed_from_Sacramento_assassination_attempt_image_A6320-23A-2-1536x999.jpg 1536w\" sizes=\"(max-width: 1827px) 100vw, 1827px\">\u003cfigcaption class=\"wp-caption-text\">Secret Service agents rush President Gerald Ford towards the California State Capitol following the attempt on his life by Lynette ‘Squeaky’ Fromme in Sacramento on Sept. 5, 1975. \u003ccite>(Courtesy of the Gerald R. Ford Presidential Library and Museum)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In September 1975, as he campaigned for reelection, President Gerald Ford survived two assassination attempts, both of which occurred in California within just weeks of each other. Miraculously, he was not harmed in either attempt on his life.\u003c/p>\n\u003cp>In the first incident, on Sept. 5, Ford was walking toward the state Capitol in Sacramento to meet with Gov. Jerry Brown when Lynette “Squeaky” Fromme, a disciple of Charles Manson, pushed through the crowd, drew a semi-automatic pistol and pointed it at Ford at close range, and unsuccessfully attempted to fire. Following the incident, Ford continued on to his meeting with Brown. Fromme was sentenced to 34 years in prison and released in 2009.\u003c/p>\n\u003cp>Just 17 days later, Sara Jane Moore confronted Ford outside the St. Francis hotel in San Francisco. She fired one shot but missed. A bystander grabbed her arm as a second shot was attempted. Moore was sentenced to life in prison for the attempt and released on parole in 2007.\u003c/p>\n\u003cp>Ford subsequently wore a bulletproof vest during public appearances but continued his vigorous campaign schedule.\u003c/p>\n\u003cp>Mirelle Luecke, curator of the Gerald R. Ford Presidential Library and Museum, said Ford at the time told reporters: ‘I don’t think anyone is president to cower in the face of a limited number of people who want to take the law into their own hands. The American people want a dialogue between them and their president and other public officials.’”\u003c/p>\n\u003cp>But in the end, Ford still lost his reelection bid that November — to Jimmy Carter.\u003c/p>\n\u003ch2>Harvey Milk/George Moscone assassinations: Nov. 27, 1978, San Francisco\u003c/h2>\n\u003cfigure id=\"attachment_11996453\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11996453\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/GettyImages-1322405284.jpg\" alt=\"\" width=\"1920\" height=\"1284\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/GettyImages-1322405284.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/GettyImages-1322405284-800x535.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/GettyImages-1322405284-1020x682.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/GettyImages-1322405284-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/GettyImages-1322405284-1536x1027.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Rebecca Logue lights some sage at the alter in front of 575 Castro St., the former location of Milk’s camera store, where marchers stopped before continuing the 25th Annual Candlelight March commemorating the assassination of Mayor George Moscone and Supervisor Harvey Milk on Nov. 23, 2003, in San Francisco. \u003ccite>(Lea Suzuki/The San Francisco Chronicle via Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>On the morning of Nov. 27, 1978, Dan White, a disgruntled former San Francisco supervisor, snuck into San Francisco City Hall through a basement window, avoiding the recently installed metal detectors. Despite resigning weeks earlier, White sought to be reinstated and confronted Mayor George Moscone about the issue in his office. When Moscone refused to grant his request, White shot him four times, killing him instantly. He then walked down the hall to the office of Supervisor Harvey Milk, who had opposed his reappointment and fatally shot him five times.\u003c/p>\n\u003cp>The first openly gay elected official in California, Milk became a prominent political activist in the fight for gay rights, helping to pass a San Francisco ordinance prohibiting anti-gay discrimination in housing and employment. Many of Milk’s supporters attributed White’s relatively light sentence — of seven years — to ingrained homophobic bias.\u003c/p>\n\u003cp>White was released from prison after just five years, and less than two years later, after moving back to San Francisco, he took his own life.\u003c/p>\n\u003ch2>Attack on Paul Pelosi: Oct. 28, 2022, San Francisco\u003c/h2>\n\u003cfigure id=\"attachment_11991563\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11991563\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/IMG_8387.jpeg\" alt=\"\" width=\"2000\" height=\"1125\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/IMG_8387.jpeg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/IMG_8387-800x450.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/IMG_8387-1020x574.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/IMG_8387-160x90.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/IMG_8387-1536x864.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/IMG_8387-1920x1080.jpeg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">A jury found David DePape guilty on all counts in San Francisco Superior Court on June 21, 2024. \u003ccite>(Vicki Behringer for KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Early in the morning of Oct. 28, 2022, David DePape, a far-right conspiracy theorist, \u003ca href=\"https://www.kqed.org/search?q=depape&site=all\">broke into Nancy and Paul Pelosi’s home\u003c/a> in San Francisco’s Pacific Heights neighborhood by shattering a sliding glass door, with the intent of kidnapping and interrogating the then-House speaker. He found Paul Pelosi home alone, asking him, “Where’s Nancy?”\u003c/p>\n\u003cp>Pelosi managed to call 911 after DePape demanded to wait with him for his wife to return. When two San Francisco police officers confronted both men in the front doorway, DePape suddenly turned and struck Pelosi multiple times in the head with a hammer, fracturing his skull, before officers rushed in to restrain him.\u003c/p>\n\u003cp>DePape was tried and found guilty in both federal and state court and sentenced to 30 years in federal prison for one count of attempted kidnapping of a federal officer and one count of assault on the immediate family member of a federal official.\u003c/p>\n\u003cp>\u003cem>KQED’s Matthew Green and The Associated Press contributed to this story.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "thousands-honor-giants-legend-willie-mays-at-oracle-park-memorial",
"title": "Thousands Honor Giants Legend Willie Mays at Oracle Park Memorial",
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"headTitle": "Thousands Honor Giants Legend Willie Mays at Oracle Park Memorial | KQED",
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"content": "\u003cp>A public memorial to celebrate the life of San Francisco Giants legend and Hall of Famer Willie Mays was held Monday at Oracle Park with over 4,500 people in attendance, including former President Bill Clinton.\u003c/p>\n\u003cfigure id=\"attachment_11993348\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-122-BL-KQED.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11993348\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-122-BL-KQED.jpg\" alt=\"Several men dressed in suits stand on a stage next to a podium with a large bouquet of orange flowers on the left side.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-122-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-122-BL-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-122-BL-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-122-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-122-BL-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-122-BL-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">(From left) Dusty Baker, Felipe Alou, Joe Amalfitano, Juan Marichal and Jon Miller stand on stage during a Celebration of Life for Willie Mays, the San Francisco Giants Hall of Famer, at Oracle Park in San Francisco on July 8, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Hall of Famers Reggie Jackson and Dennis Eckersley, former San Francisco Giants players Buster Posey and Johnnie B. “Dusty” Baker Jr. as well as four San Francisco mayors, including Mayor London Breed, showed up to the celebration.\u003c/p>\n\u003cp>Mays, who played 21 seasons with the Giants and racked up 660 home runs and 338 stolen bases, died June 18 at the age of 93. He was a two-time MVP, a 24-time All-Star, won 12 Gold Glove Awards in Center Field, and was inducted in the Hall of Fame in 1979.\u003c/p>\n\u003cfigure id=\"attachment_11993352\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-166-BL-KQED.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11993352\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-166-BL-KQED.jpg\" alt=\"A white man wearing a business suit shakes the hand of a man wearing a baseball uniform in a crowd of people at a baseball stadium.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-166-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-166-BL-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-166-BL-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-166-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-166-BL-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-166-BL-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Former US President Bill Clinton shakes hands with fans after a Celebration of Life for Willie Mays. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In his speech to the crowd, Clinton said Mays made him realize “what real greatness is.”\u003c/p>\n\u003cp>“It’s a curious combination of intelligence, dedication, the will to win and a fundamental humility to believe that the effort is the prize,” he said.\u003c/p>\n\u003cfigure id=\"attachment_11993349\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-129-BL-KQED.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11993349\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-129-BL-KQED.jpg\" alt=\"A video board at a baseball stadium showing a Black man in a suit talking.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-129-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-129-BL-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-129-BL-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-129-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-129-BL-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-129-BL-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Former US president Barack Obama speaks during a prerecorded video. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Former President Barack Obama, who presented Mays with the Medal of Freedom at the White House in 2015, recorded a message that played on the video board celebrating Mays’ life and contributions to the sport.\u003c/p>\n\u003cfigure id=\"attachment_11993335\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-017-BL-KQED.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11993335\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-017-BL-KQED.jpg\" alt=\"People walk through a corridor with two TV screens showing an image of three baseball players.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-017-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-017-BL-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-017-BL-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-017-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-017-BL-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-017-BL-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Fans enter the stadium during a Celebration of Life for Willie Mays. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cfigure id=\"attachment_11993341\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-065-BL-KQED.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11993341\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-065-BL-KQED.jpg\" alt=\"A white man wearing a hat and sun glasses salutes while others in the crowd stand with hats on their chests.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-065-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-065-BL-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-065-BL-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-065-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-065-BL-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-065-BL-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Veterans salute during military honors for Willie Mays’ time served in the US Army and a presentation of an American flag to his son Michael Mays. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>From noon to 4 p.m., members of the public were also invited to see an exhibit of rarely seen photographs, artifacts and video chronicling Mays’ life. Several fans sported Giants No. 24 jerseys at the gathering while veterans in the crowd saluted Mays when military officials honored his service in the Korean War, as “Taps” played.\u003c/p>\n\u003cfigure id=\"attachment_11993353\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WillieMaysCelebration-121-BL.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11993353\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WillieMaysCelebration-121-BL.jpg\" alt=\"A white man wearing a black baseball cap and woman wearing a white hat clap in their seats.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WillieMaysCelebration-121-BL.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WillieMaysCelebration-121-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WillieMaysCelebration-121-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WillieMaysCelebration-121-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WillieMaysCelebration-121-BL-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Clark Hancock, 73, claps during a Celebration of Life for Willie Mays. Hancock traveled from Las Vegas for the celebration. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Mays awed his fans with his showmanship and trailblazing talent. Among them was Clark Hancock, who traveled from Nevada to San Francisco for Monday’s event.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“He’s just an amazing guy,” said Hancock. “When he started out, there was segregation, he was from Alabama … but he went through a lot.”\u003c/p>\n\u003cfigure id=\"attachment_11993350\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-143-BL-KQED.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11993350\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-143-BL-KQED.jpg\" alt=\"A Black man wearing a business suit speaks at a podium.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-143-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-143-BL-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-143-BL-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-143-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-143-BL-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-143-BL-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Michael Mays, son of Willie Mays, speaks to fans and guests at Oracle Park. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The San Francisco Giants baseball legend known as the “Say Hey Kid” is regarded by many as the greatest all-around baseball player ever. But he may be remembered most for his magic playing center field, iconized most famously in the play known as “The Catch.” Mays, playing in the 1954 World Series for the New York Giants, chased down a fly ball, and caught it over his shoulder with his back to the diamond.\u003c/p>\n\u003cfigure id=\"attachment_11993344\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-085-BL-KQED.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11993344\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-085-BL-KQED.jpg\" alt=\"A white woman wearing a hat and a baseball jersey sits among a crowd of people.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-085-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-085-BL-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-085-BL-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-085-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-085-BL-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-085-BL-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Fans listen to former San Francisco Mayor Willie Brown speak. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>[aside postID=\"news_11991060\" label=\"Related Story\"]Born Willie Howard Mays, Jr. in 1931 in Westfield, Alabama, he played for the Birmingham Black Barons in the old Negro Leagues before joining the New York Giants in 1951, four years after Jackie Robinson broke baseball’s color barrier. When the Giants and Dodgers moved from New York to California in 1958, Mays was a face of Major League Baseball’s westward expansion.\u003c/p>\n\u003cfigure id=\"attachment_11993340\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-057-BL-KQED.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11993340\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-057-BL-KQED.jpg\" alt=\"A Black man bows his head while seated in a crowd.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-057-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-057-BL-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-057-BL-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-057-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-057-BL-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-057-BL-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Tariq Jackson bows his head during a recorded prayer by Rev. Bill Greason. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cfigure id=\"attachment_11993346\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-100-BL-KQED.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11993346\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-100-BL-KQED.jpg\" alt='A man wearing a white shirt with an illustration of a baseball player and the name \"Willie Mays\" on the back.' width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-100-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-100-BL-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-100-BL-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-100-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-100-BL-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-100-BL-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A fan wears a Mays shirt during a Celebration of Life for the San Francisco Giants Hall of Famer. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Mays was known for playing hard and all the time. He rarely missed games. A few times, he collapsed from exhaustion. He is also remembered for making peace in the clubhouse, keeping the focus on the baseball and making everyone feel welcome.\u003c/p>\n\u003cfigure id=\"attachment_11993345\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-086-BL-KQED.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11993345\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-086-BL-KQED.jpg\" alt=\"Two hands hold a picture of a Black baseball player.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-086-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-086-BL-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-086-BL-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-086-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-086-BL-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-086-BL-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A fan holds a memorial card for Willie Mays. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In a statement after May’s passing, San Francisco Mayor London Breed said, “To a native San Franciscan, some things just go without question: it’s foggy in the summer, cable cars go halfway to the stars, and Willie Mays is the best there ever was.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>KQED’s María Fernanda Bernal contributed reporting to this story.\u003c/em>\u003c/p>\n\n",
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"excerpt": "Fans, former players and political leaders viewed an exhibit of rare photos, artifacts and videos chronicling the life of the legendary Hall of Famer, who died last month at the age of 93.",
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"title": "Thousands Honor Giants Legend Willie Mays at Oracle Park Memorial | KQED",
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"headline": "Thousands Honor Giants Legend Willie Mays at Oracle Park Memorial",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A public memorial to celebrate the life of San Francisco Giants legend and Hall of Famer Willie Mays was held Monday at Oracle Park with over 4,500 people in attendance, including former President Bill Clinton.\u003c/p>\n\u003cfigure id=\"attachment_11993348\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-122-BL-KQED.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11993348\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-122-BL-KQED.jpg\" alt=\"Several men dressed in suits stand on a stage next to a podium with a large bouquet of orange flowers on the left side.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-122-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-122-BL-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-122-BL-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-122-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-122-BL-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-122-BL-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">(From left) Dusty Baker, Felipe Alou, Joe Amalfitano, Juan Marichal and Jon Miller stand on stage during a Celebration of Life for Willie Mays, the San Francisco Giants Hall of Famer, at Oracle Park in San Francisco on July 8, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Hall of Famers Reggie Jackson and Dennis Eckersley, former San Francisco Giants players Buster Posey and Johnnie B. “Dusty” Baker Jr. as well as four San Francisco mayors, including Mayor London Breed, showed up to the celebration.\u003c/p>\n\u003cp>Mays, who played 21 seasons with the Giants and racked up 660 home runs and 338 stolen bases, died June 18 at the age of 93. He was a two-time MVP, a 24-time All-Star, won 12 Gold Glove Awards in Center Field, and was inducted in the Hall of Fame in 1979.\u003c/p>\n\u003cfigure id=\"attachment_11993352\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-166-BL-KQED.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11993352\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-166-BL-KQED.jpg\" alt=\"A white man wearing a business suit shakes the hand of a man wearing a baseball uniform in a crowd of people at a baseball stadium.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-166-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-166-BL-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-166-BL-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-166-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-166-BL-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-166-BL-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Former US President Bill Clinton shakes hands with fans after a Celebration of Life for Willie Mays. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In his speech to the crowd, Clinton said Mays made him realize “what real greatness is.”\u003c/p>\n\u003cp>“It’s a curious combination of intelligence, dedication, the will to win and a fundamental humility to believe that the effort is the prize,” he said.\u003c/p>\n\u003cfigure id=\"attachment_11993349\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-129-BL-KQED.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11993349\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-129-BL-KQED.jpg\" alt=\"A video board at a baseball stadium showing a Black man in a suit talking.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-129-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-129-BL-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-129-BL-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-129-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-129-BL-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-129-BL-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Former US president Barack Obama speaks during a prerecorded video. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Former President Barack Obama, who presented Mays with the Medal of Freedom at the White House in 2015, recorded a message that played on the video board celebrating Mays’ life and contributions to the sport.\u003c/p>\n\u003cfigure id=\"attachment_11993335\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-017-BL-KQED.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11993335\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-017-BL-KQED.jpg\" alt=\"People walk through a corridor with two TV screens showing an image of three baseball players.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-017-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-017-BL-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-017-BL-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-017-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-017-BL-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-017-BL-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Fans enter the stadium during a Celebration of Life for Willie Mays. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cfigure id=\"attachment_11993341\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-065-BL-KQED.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11993341\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-065-BL-KQED.jpg\" alt=\"A white man wearing a hat and sun glasses salutes while others in the crowd stand with hats on their chests.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-065-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-065-BL-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-065-BL-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-065-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-065-BL-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-065-BL-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Veterans salute during military honors for Willie Mays’ time served in the US Army and a presentation of an American flag to his son Michael Mays. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>From noon to 4 p.m., members of the public were also invited to see an exhibit of rarely seen photographs, artifacts and video chronicling Mays’ life. Several fans sported Giants No. 24 jerseys at the gathering while veterans in the crowd saluted Mays when military officials honored his service in the Korean War, as “Taps” played.\u003c/p>\n\u003cfigure id=\"attachment_11993353\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WillieMaysCelebration-121-BL.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11993353\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WillieMaysCelebration-121-BL.jpg\" alt=\"A white man wearing a black baseball cap and woman wearing a white hat clap in their seats.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WillieMaysCelebration-121-BL.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WillieMaysCelebration-121-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WillieMaysCelebration-121-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WillieMaysCelebration-121-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WillieMaysCelebration-121-BL-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Clark Hancock, 73, claps during a Celebration of Life for Willie Mays. Hancock traveled from Las Vegas for the celebration. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Mays awed his fans with his showmanship and trailblazing talent. Among them was Clark Hancock, who traveled from Nevada to San Francisco for Monday’s event.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“He’s just an amazing guy,” said Hancock. “When he started out, there was segregation, he was from Alabama … but he went through a lot.”\u003c/p>\n\u003cfigure id=\"attachment_11993350\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-143-BL-KQED.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11993350\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-143-BL-KQED.jpg\" alt=\"A Black man wearing a business suit speaks at a podium.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-143-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-143-BL-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-143-BL-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-143-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-143-BL-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-143-BL-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Michael Mays, son of Willie Mays, speaks to fans and guests at Oracle Park. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The San Francisco Giants baseball legend known as the “Say Hey Kid” is regarded by many as the greatest all-around baseball player ever. But he may be remembered most for his magic playing center field, iconized most famously in the play known as “The Catch.” Mays, playing in the 1954 World Series for the New York Giants, chased down a fly ball, and caught it over his shoulder with his back to the diamond.\u003c/p>\n\u003cfigure id=\"attachment_11993344\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-085-BL-KQED.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11993344\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-085-BL-KQED.jpg\" alt=\"A white woman wearing a hat and a baseball jersey sits among a crowd of people.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-085-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-085-BL-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-085-BL-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-085-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-085-BL-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-085-BL-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Fans listen to former San Francisco Mayor Willie Brown speak. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Born Willie Howard Mays, Jr. in 1931 in Westfield, Alabama, he played for the Birmingham Black Barons in the old Negro Leagues before joining the New York Giants in 1951, four years after Jackie Robinson broke baseball’s color barrier. When the Giants and Dodgers moved from New York to California in 1958, Mays was a face of Major League Baseball’s westward expansion.\u003c/p>\n\u003cfigure id=\"attachment_11993340\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-057-BL-KQED.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11993340\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-057-BL-KQED.jpg\" alt=\"A Black man bows his head while seated in a crowd.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-057-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-057-BL-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-057-BL-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-057-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-057-BL-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-057-BL-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Tariq Jackson bows his head during a recorded prayer by Rev. Bill Greason. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cfigure id=\"attachment_11993346\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-100-BL-KQED.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11993346\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-100-BL-KQED.jpg\" alt='A man wearing a white shirt with an illustration of a baseball player and the name \"Willie Mays\" on the back.' width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-100-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-100-BL-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-100-BL-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-100-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-100-BL-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-100-BL-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A fan wears a Mays shirt during a Celebration of Life for the San Francisco Giants Hall of Famer. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Mays was known for playing hard and all the time. He rarely missed games. A few times, he collapsed from exhaustion. He is also remembered for making peace in the clubhouse, keeping the focus on the baseball and making everyone feel welcome.\u003c/p>\n\u003cfigure id=\"attachment_11993345\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-086-BL-KQED.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11993345\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-086-BL-KQED.jpg\" alt=\"Two hands hold a picture of a Black baseball player.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-086-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-086-BL-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-086-BL-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-086-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-086-BL-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240708-WILLIEMAYSCELEBRATION-086-BL-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A fan holds a memorial card for Willie Mays. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In a statement after May’s passing, San Francisco Mayor London Breed said, “To a native San Franciscan, some things just go without question: it’s foggy in the summer, cable cars go halfway to the stars, and Willie Mays is the best there ever was.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>KQED’s María Fernanda Bernal contributed reporting to this story.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "stay-on-the-safer-side-a-look-at-the-long-wait-to-get-the-monkeypox-vaccine",
"title": "'Stay on the Safer Side': A Look at the Long Wait to Get the Monkeypox Vaccine",
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"headTitle": "‘Stay on the Safer Side’: A Look at the Long Wait to Get the Monkeypox Vaccine | KQED",
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"content": "\u003cp>Hundreds of people have lined up for multiple blocks every day this week to receive the monkeypox vaccine at a walk-in clinic at the Zuckerberg San Francisco General Hospital and Trauma Center, the city’s main public hospital.\u003c/p>\n\u003cp>With California and the city of San Francisco declaring a public health emergency over the growing number of monkeypox cases, officials say more vaccine doses should be arriving soon. But demand is high and supply remains low.\u003c/p>\n\u003cp>Officials said the city received about 4,000 doses at the end of last week. The ZSFG was \u003ca href=\"https://ww2.kqed.org/news/lp-post-preview?preview_id=11921478&_thumbnail_id=&pformat=&post_id=11921165\">able to administer 650 doses Tuesday, according to the San Francisco Public Health Department\u003c/a>. More people lined up Wednesday, some getting there as early as 6:30 a.m., \u003ca href=\"https://twitter.com/SF_DPH/status/1554850228209037312?s=20&t=caDOn29lc8jaeWZW_RbZfg\">and all available doses there were assigned by about 9 a.m.\u003c/a> Officials said another allotment of more than 10,000 vaccines is expected, but it’s unclear when those will arrive.\u003c/p>\n\u003cp>https://twitter.com/SF_DPH/status/1554544183192326144?s=20&t=9_7vYeGdy53o7Lj5uSyiEw\u003c/p>\n\u003cp>There have been \u003ca href=\"https://sf.gov/information/monkeypox-cases\">nearly 400 cases reported in San Francisco and more than 1,000 statewide\u003c/a>.\u003c/p>\n\u003cp>Those waiting in line had a variety of reasons for getting the shot. Andrew Hashoush, who lives in San Francisco, said he decided to go to the clinic after researching the virus and seeing social media posts about the disease’s characteristic rash.[aside postID=\"news_11920455\" hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/RS57399_GettyImages-1408879341-qut-1020x765.jpg']“I really do not want that to happen to me,” said Hashoush.\u003c/p>\n\u003cp>Brandy Fabian, who lives in Richmond and works in San Francisco, was among those who were waiting for the shot on Tuesday morning. He started his commute early and was in line by 7 a.m. He said he wasn’t expecting the wait to stretch multiple blocks but that he was determined to get the shot.\u003c/p>\n\u003cp>“I think it’s mostly seeing the outcomes or the aftermath of people who have been infected just because, seeing those warts appear like on your skin, on your face, it doesn’t seem like something that I want to deal with,” he said. “I kind of want to just like also stay on the safer side.”\u003c/p>\n\u003cp>KQED’s Carlos Cabrera-Lomelí was also among those who attempted to get the shot multiple times. He waited in line Tuesday but had to leave for work. He decided to try again Wednesday, spending two hours in line before finally getting the dose.\u003c/p>\n\u003cp>https://twitter.com/LomeliCabrera/status/1554834168076349443\u003c/p>\n\u003cp>“The crowd was probably men …. some doing work on their computer, some with books, some pulled up the lawn chairs, everything,” said Cabrera-Lomelí. “Some people I spoke to had been there since seven, even six. Everyone I spoke to was really serious about about why they wanted to be there.”\u003c/p>\n\u003cp>Juan Cruz, who came to the city from Petaluma, said it was better to get the disease in control now before it gets out of hand.\u003c/p>\n\u003cp>“I actually think it’s important just because we saw what happened with COVID,” said Cruz. “We have the vaccine now. Why not get it? I think it’d be better to prevent it.”\u003c/p>\n\u003cp>Dr. Lukejohn Day, Chief Medical Officer at ZSFG, said the majority of cases have spread in networks of men who have sex with men but that anyone can get monkeypox since the virus spreads primarily through close physical contact.\u003c/p>\n\u003cp>“Our goal right now is to efficiently, expeditiously and fairly and equitably administer those vaccines to the community who is at risk,” said Day.[aside postID=\"news_11919070\" hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/RS57172_GettyImages-1400054668-qut.jpg']Those eligible for the vaccines include gay, bisexual and other men who have sex with men and trans people who have sex with men and have multiple partners, as well as sex workers of any sexual orientation/gender. Those who have been exposed to the virus are also eligible for the vaccine regardless of sexual orientation, as well as people who are at high-risk because of their jobs, such as healthcare workers.\u003c/p>\n\u003cp>Hunter Speight, a 24-year-old San Francisco resident, said that as a hairstylist who is in contact with many people throughout the day, it was important for him to get the vaccine.\u003c/p>\n\u003cp>“I came by yesterday, and the line was about this long, and I thought if I came back today, it wouldn’t be as long, but I was wrong,” said Speight, adding that the long wait won’t deter him. “I brought a book, and I expected to wait this long, it’s not a surprise.”\u003c/p>\n\u003cp>\u003cem>KQED’s Carlos Cabrera-Lomelí contributed to this report.\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n",
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"excerpt": "Officials said another 10,000 vaccine allotment is expected, but it’s unclear when those will arrive. \r\n",
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"title": "'Stay on the Safer Side': A Look at the Long Wait to Get the Monkeypox Vaccine | KQED",
"description": "Officials said another 10,000 vaccine allotment is expected, but it’s unclear when those will arrive. \r\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Hundreds of people have lined up for multiple blocks every day this week to receive the monkeypox vaccine at a walk-in clinic at the Zuckerberg San Francisco General Hospital and Trauma Center, the city’s main public hospital.\u003c/p>\n\u003cp>With California and the city of San Francisco declaring a public health emergency over the growing number of monkeypox cases, officials say more vaccine doses should be arriving soon. But demand is high and supply remains low.\u003c/p>\n\u003cp>Officials said the city received about 4,000 doses at the end of last week. The ZSFG was \u003ca href=\"https://ww2.kqed.org/news/lp-post-preview?preview_id=11921478&_thumbnail_id=&pformat=&post_id=11921165\">able to administer 650 doses Tuesday, according to the San Francisco Public Health Department\u003c/a>. More people lined up Wednesday, some getting there as early as 6:30 a.m., \u003ca href=\"https://twitter.com/SF_DPH/status/1554850228209037312?s=20&t=caDOn29lc8jaeWZW_RbZfg\">and all available doses there were assigned by about 9 a.m.\u003c/a> Officials said another allotment of more than 10,000 vaccines is expected, but it’s unclear when those will arrive.\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>There have been \u003ca href=\"https://sf.gov/information/monkeypox-cases\">nearly 400 cases reported in San Francisco and more than 1,000 statewide\u003c/a>.\u003c/p>\n\u003cp>Those waiting in line had a variety of reasons for getting the shot. Andrew Hashoush, who lives in San Francisco, said he decided to go to the clinic after researching the virus and seeing social media posts about the disease’s characteristic rash.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“I really do not want that to happen to me,” said Hashoush.\u003c/p>\n\u003cp>Brandy Fabian, who lives in Richmond and works in San Francisco, was among those who were waiting for the shot on Tuesday morning. He started his commute early and was in line by 7 a.m. He said he wasn’t expecting the wait to stretch multiple blocks but that he was determined to get the shot.\u003c/p>\n\u003cp>“I think it’s mostly seeing the outcomes or the aftermath of people who have been infected just because, seeing those warts appear like on your skin, on your face, it doesn’t seem like something that I want to deal with,” he said. “I kind of want to just like also stay on the safer side.”\u003c/p>\n\u003cp>KQED’s Carlos Cabrera-Lomelí was also among those who attempted to get the shot multiple times. He waited in line Tuesday but had to leave for work. He decided to try again Wednesday, spending two hours in line before finally getting the dose.\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>“The crowd was probably men …. some doing work on their computer, some with books, some pulled up the lawn chairs, everything,” said Cabrera-Lomelí. “Some people I spoke to had been there since seven, even six. Everyone I spoke to was really serious about about why they wanted to be there.”\u003c/p>\n\u003cp>Juan Cruz, who came to the city from Petaluma, said it was better to get the disease in control now before it gets out of hand.\u003c/p>\n\u003cp>“I actually think it’s important just because we saw what happened with COVID,” said Cruz. “We have the vaccine now. Why not get it? I think it’d be better to prevent it.”\u003c/p>\n\u003cp>Dr. Lukejohn Day, Chief Medical Officer at ZSFG, said the majority of cases have spread in networks of men who have sex with men but that anyone can get monkeypox since the virus spreads primarily through close physical contact.\u003c/p>\n\u003cp>“Our goal right now is to efficiently, expeditiously and fairly and equitably administer those vaccines to the community who is at risk,” said Day.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Those eligible for the vaccines include gay, bisexual and other men who have sex with men and trans people who have sex with men and have multiple partners, as well as sex workers of any sexual orientation/gender. Those who have been exposed to the virus are also eligible for the vaccine regardless of sexual orientation, as well as people who are at high-risk because of their jobs, such as healthcare workers.\u003c/p>\n\u003cp>Hunter Speight, a 24-year-old San Francisco resident, said that as a hairstylist who is in contact with many people throughout the day, it was important for him to get the vaccine.\u003c/p>\n\u003cp>“I came by yesterday, and the line was about this long, and I thought if I came back today, it wouldn’t be as long, but I was wrong,” said Speight, adding that the long wait won’t deter him. “I brought a book, and I expected to wait this long, it’s not a surprise.”\u003c/p>\n\u003cp>\u003cem>KQED’s Carlos Cabrera-Lomelí contributed to this report.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Bay Area Reps. Jackie Speier and Barbara Lee were among 17 members of Congress — and about 35 people altogether — arrested Tuesday for blocking a street near the U.S. Supreme Court during an abortion rights demonstration.[pullquote size='medium' align='right' citation=\"Rep. Jackie Speier\"]‘It has everything to do with the fact that it was the most horrific decision that has come down since Dred Scott.’[/pullquote]Donning green bandanas that said “Won’t Back Down,” the group \u003ca href=\"https://www.cnn.com/2022/07/19/politics/congress-members-arrested-abortion-protest-supreme-court/index.html\">marched from the Capitol\u003c/a>, and within minutes of arriving at the fenced-off court building were ordered by Capitol police to “cease and desist.” They instead sat down on the street, blocking traffic, and after repeated warnings from officers to disperse, were led away.\u003c/p>\n\u003cp>“I’ve never been arrested before but I can hear the late Congressman John Lewis imploring me to get in good trouble,” \u003ca href=\"https://twitter.com/RepSpeier/status/1549868431947825152?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Etweet\">Speier wrote on Twitter\u003c/a>. “We must be willing to speak out for patients who have the right to health care, and the fundamental right to bodily autonomy.”\u003c/p>\n\u003cp>Other members of Congress arrested included Rep. Alexandria Ocasio-Cortez, D-New York, who said in a tweet that she and her colleagues made it back to the House in time to vote on bills later that day.\u003c/p>\n\u003cp>The protest follows last month’s \u003ca href=\"https://www.npr.org/2022/06/24/1102305878/supreme-court-abortion-roe-v-wade-decision-overturn\">landmark ruling overturning Roe v. Wade\u003c/a> and rescinding the constitutional right to an abortion.\u003c/p>\n\u003cp>Speier, who represents parts of San Francisco and the Peninsula — and \u003ca href=\"https://www.politico.com/news/2021/11/16/jackie-speier-retiring-congress-522690\">plans to retire later at the end of her term \u003c/a>— spoke live from the Capitol on Wednesday with KQED’s Brian Watt about her decision to participate in this act of civil disobedience.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cem>The following interview is edited for length and clarity.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Brian Watt: \u003c/strong>Why did the two of you and other members decide it was time to take an action like this?\u003c/p>\n\u003cp>\u003cstrong>Rep. Jackie Speier:\u003c/strong> It has everything to do with the fact that it was the most horrific decision that has come down since Dred Scott. And so 17 members joined in being arrested because that’s how serious we think this is. We think it is worth going to jail if necessary.\u003c/p>\n\u003cp>It’s very similar to the kind of civil disobedience that went on when women were trying to get the right to vote and suffragettes chained themselves to the fence at the White House and got jailed. And so we’re going to take it to the streets and we’ll do whatever is necessary to restore the right of every person in this country to have control over their bodies. Right now, we have what is called government-mandated pregnancy and it cannot stand.\u003c/p>\n\u003cp>\u003cstrong>Do you and other House Democrats plan to take it to the streets even more? More protests like this? And what kind of effect do you think they have?\u003c/strong>[aside label=\"Related Stories\" tag=\"abortion\"]I can’t express to you what we’re going to do next or if we’re going to do anything next.\u003c/p>\n\u003cp>It was something we did to draw attention to the fact that, once again, we have\u003ca href=\"https://www.washingtonpost.com/politics/2022/07/15/house-abortion-roe-v-wade/\"> passed the Women’s Health Protection Act\u003c/a> out of the House. We’ve done it twice now in less than six months. We also passed a bill that guaranteed contraception for women, and both those bills went to the Senate, and that’s where they sit.\u003c/p>\n\u003cp>So we need to alert the American people, men and women, that if they care about their own independence, their ability to have some personal autonomy, that they need to vote their beliefs by voting for people that respect the right to choose and are people that are willing to restore the rights that were provided originally.\u003c/p>\n\u003cp>\u003cstrong>Do you think this issue will motivate voters not just in a district like yours, but in others throughout the country that could be more competitive?\u003c/strong>\u003c/p>\n\u003cp>I absolutely do. I think these horrific examples, a 10-year-old rape victim having to travel across state lines to get an abortion and then to have that health care professional, that OBGYN, who did exactly what she was supposed to do — it was legal in Indiana — and report it to the appropriate department within two days, and then she is being smeared by the attorney general. I think people need to recognize the aberration that it is.\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Donning green bandanas that said “Won’t Back Down,” the group \u003ca href=\"https://www.cnn.com/2022/07/19/politics/congress-members-arrested-abortion-protest-supreme-court/index.html\">marched from the Capitol\u003c/a>, and within minutes of arriving at the fenced-off court building were ordered by Capitol police to “cease and desist.” They instead sat down on the street, blocking traffic, and after repeated warnings from officers to disperse, were led away.\u003c/p>\n\u003cp>“I’ve never been arrested before but I can hear the late Congressman John Lewis imploring me to get in good trouble,” \u003ca href=\"https://twitter.com/RepSpeier/status/1549868431947825152?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Etweet\">Speier wrote on Twitter\u003c/a>. “We must be willing to speak out for patients who have the right to health care, and the fundamental right to bodily autonomy.”\u003c/p>\n\u003cp>Other members of Congress arrested included Rep. Alexandria Ocasio-Cortez, D-New York, who said in a tweet that she and her colleagues made it back to the House in time to vote on bills later that day.\u003c/p>\n\u003cp>The protest follows last month’s \u003ca href=\"https://www.npr.org/2022/06/24/1102305878/supreme-court-abortion-roe-v-wade-decision-overturn\">landmark ruling overturning Roe v. Wade\u003c/a> and rescinding the constitutional right to an abortion.\u003c/p>\n\u003cp>Speier, who represents parts of San Francisco and the Peninsula — and \u003ca href=\"https://www.politico.com/news/2021/11/16/jackie-speier-retiring-congress-522690\">plans to retire later at the end of her term \u003c/a>— spoke live from the Capitol on Wednesday with KQED’s Brian Watt about her decision to participate in this act of civil disobedience.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>I can’t express to you what we’re going to do next or if we’re going to do anything next.\u003c/p>\n\u003cp>It was something we did to draw attention to the fact that, once again, we have\u003ca href=\"https://www.washingtonpost.com/politics/2022/07/15/house-abortion-roe-v-wade/\"> passed the Women’s Health Protection Act\u003c/a> out of the House. We’ve done it twice now in less than six months. We also passed a bill that guaranteed contraception for women, and both those bills went to the Senate, and that’s where they sit.\u003c/p>\n\u003cp>So we need to alert the American people, men and women, that if they care about their own independence, their ability to have some personal autonomy, that they need to vote their beliefs by voting for people that respect the right to choose and are people that are willing to restore the rights that were provided originally.\u003c/p>\n\u003cp>\u003cstrong>Do you think this issue will motivate voters not just in a district like yours, but in others throughout the country that could be more competitive?\u003c/strong>\u003c/p>\n\u003cp>I absolutely do. I think these horrific examples, a 10-year-old rape victim having to travel across state lines to get an abortion and then to have that health care professional, that OBGYN, who did exactly what she was supposed to do — it was legal in Indiana — and report it to the appropriate department within two days, and then she is being smeared by the attorney general. I think people need to recognize the aberration that it is.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The U.S. House committee investigating the Jan. 6, 2021, assault on the Capitol held a surprise hearing Tuesday featuring testimony from former White House staffer Cassidy Hutchinson, who detailed damning revelations about former President Donald Trump’s actions on the day of the attack.\u003c/p>\n\u003cp>Hutchinson, who served as an aide to former White House Chief of Staff Mark Meadows, described an angry, defiant president who rebuffed warnings from his own security detail and tried to let armed protesters avoid security screenings during a rally that morning protesting the outcome of the 2020 presidential election. 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It painted a damning portrait of the chaos at the White House as those around the defeated president splintered into factions, one supporting his false claims of voter fraud and another trying unsuccessfully to prevent the violent attack.\u003c/p>\n\u003cp>At one point on Jan. 6, Hutchinson recalled, former White House counsel Pat Cipollone barreled down the hallway and confronted Meadows about rioters breaching the Capitol. Meadows, staring at his phone, told the White House lawyer that Trump didn’t want to do anything, she said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Earlier, Cipollone had worried out loud that “we’re going to get charged with every crime imaginable” if Trump was to go to the Capitol after his speech at the rally, Hutchinson said.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" tag=\"january-6\"]\u003c/p>\n\u003cp>Hutchinson also said Trump directed his staff, in profane terms, to take away the metal-detecting magnetometers that he thought would slow down supporters who were gathering for his speech on the Ellipse, behind the White House. In a clip of an earlier interview with the committee, she recalled the president saying words to the effect of: “I don’t f-in’ care that they have weapons.”\u003c/p>\n\u003cp>San José Rep. Zoe Lofgren, one of the committee members, spoke with KQED’s Natalia Navarro about her reaction to Hutchinson’s explosive testimony and what the public can expect in future hearings.\u003c/p>\n\u003cp>\u003cem>This interview has been edited for length and clarity.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>NATALIA NAVARRO: Why did the committee call this hearing?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>REP. ZOE LOFGREN:\u003c/strong> Ms. Hutchinson had some new information that we felt needed to get out. Obviously, we know from other instances that there is a lot of pressure that is placed on people. And we wanted to make sure that the story that she had to tell was able to be released.\u003c/p>\n\u003cp>\u003cstrong>When did you know that Hutchinson would testify?\u003c/strong>\u003c/p>\n\u003cp>We were not positive until really late last week. I think it’s been widely reported that she sat for four interviews. Her lawyer for the first three was paid for by the Trump PAC, and when she switched lawyers, I think the testimony became ever more expansive. And it was at that point that we were able to arrange a live testimony.\u003c/p>\n\u003cp>\u003cstrong>What was your overall reaction to what she had to say yesterday?\u003c/strong>\u003c/p>\n\u003cp>I admire her courage. She seemed very candid and courageous. Obviously, she was in a key position in the White House, steps away from the Oval Office. She’s a young person but had a very responsible job, and she was in a position to see and hear quite a bit, and she’s willing to talk about it.\u003c/p>\n\u003cp>Obviously, not everything that she has told us has been reported out. There is more that will be included in upcoming hearings. Honestly, her testimony about [how] the president was told that they had discovered that people in the crowd had weapons, including AR-15s and Glocks and assault weapons, that they didn’t want to go through the magnetometers because they didn’t want their weapons taken away, that she overheard directly that he was ordering people to take the “f-ing mags away.” He didn’t care that they were armed because he didn’t think they were going to hurt him, and the telling point was that those armed people could then walk to the Capitol from the Ellipse. Wow.\u003c/p>\n\u003cp>\u003cstrong>Do you plan to present evidence that members of Trump’s inner circle met with hate groups, including the Proud Boys, Oath Keepers, other rally organizers, and knew or even helped coordinate their plan of attack?\u003c/strong>\u003c/p>\n\u003cp>I’m going to leave that for future hearings. But as the chairman has said publicly, there certainly were connections between these extremist groups and the president’s inner circle.\u003c/p>\n\u003cp>\u003cstrong>What role did Roger Stone play in all of this?\u003c/strong>\u003c/p>\n\u003cp>Again, we’re going to leave that to a future hearing. As you know, he refused to testify before the committee. He took the Fifth Amendment repeatedly, but it was pretty clear that he played an important role in putting together the plot.\u003c/p>\n\u003cfigure id=\"attachment_11918441\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/Hutchinson-GettyImages-12415934171.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11918441\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/Hutchinson-GettyImages-12415934171-800x533.jpg\" alt=\"A wide shot of the committee hearing facing all of the committee members\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/Hutchinson-GettyImages-12415934171-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/Hutchinson-GettyImages-12415934171-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/Hutchinson-GettyImages-12415934171-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/Hutchinson-GettyImages-12415934171-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/Hutchinson-GettyImages-12415934171.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A text from Fox News host Sean Hannity to former White House Press Secretary Kayleigh McEnany is displayed as Cassidy Hutchinson, a former top aide to Trump White House Chief of Staff Mark Meadows, testifies during the sixth hearing held by the Select Committee to Investigate the January 6th Attack on the US Capitol, on June 28, 2022, in the Cannon House Office Building in Washington, DC. \u003ccite>(Shawn Thew-Pool/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Who else would you like to hear from in future hearings?\u003c/strong>\u003c/p>\n\u003cp>I’d like to hear from Pat Cipollone, the White House counsel. He came in for an informal interview. But I think especially given Hutchinson’s testimony yesterday, I think he owes it to us to come in and speak to the committee. I know from what our investigators have said, he’s acutely attentive to the role of the White House counsel moving forward. On the other hand, historically, there have been times when the White House counsel had to come forward and talk about misconduct in the White House. Although he’s relying on executive privilege, not attorney-client privilege, to the best of my knowledge there is an exception to the attorney-client privilege, and that is activity that is in furtherance of a crime or in furtherance of fraud.\u003c/p>\n\u003cp>\u003cstrong>Do you think it’s likely the committee will get Cipollone to testify?\u003c/strong>\u003c/p>\n\u003cp>I can’t say. And we were certainly asking him to do that. And based on the testimony of Ms. Hutchinson yesterday, I would hope that he is thinking about it.\u003c/p>\n\u003cp>\u003cstrong>The last time you spoke with KQED, you said it wasn’t the committee’s job to prosecute or to bring charges, and that was purely the role of the attorney general. Has any of the new information we got yesterday changed your opinion in any way?\u003c/strong>\u003c/p>\n\u003cp>Structurally, that’s just a fact. The legislative committees don’t have the legal authority to prosecute and no amount of evidence changes that structural fact. It’s part of the constitutional order. Whether we think criminal offenses have been committed, we might have a view. And we’ve yet to discuss whether we will share that opinion with the Department of Justice. We may or we may not. But in the end, under our system of laws, the Congress is not a prosecutor. The Congress is a legislative body.\u003c/p>\n\u003cp>\u003cstrong>What was new to you in yesterday’s hearing?\u003c/strong>\u003c/p>\n\u003cp>It wasn’t new because I’d read the transcripts and knew of the information. But what was new, I think, to the public was Mr. Meadows’ knowledge of the violence and his passivity, his willingness to go along with the situation that was leading to more and greater threats. The president’s direct knowledge of the violent nature of some in the crowd and his interest in sending them down to the Capitol anyhow — that’s pretty profound.\u003c/p>\n\u003cp>\u003cstrong>What’s next for the committee?\u003c/strong>\u003c/p>\n\u003cp>We will be having other hearings that will cover the topics that have not yet been covered. And honestly, new information is flowing in, I think, in response to these hearings. And so we’re scrambling to sort through information to see whether it’s relevant or not. But we will have additional hearings and lay out all the facts that we’re able to find. And ultimately, we will have recommendations on potential changes to law that might make the nation more secure.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>The Associated Press contributed to this report.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The U.S. House committee investigating the Jan. 6, 2021, assault on the Capitol held a surprise hearing Tuesday featuring testimony from former White House staffer Cassidy Hutchinson, who detailed damning revelations about former President Donald Trump’s actions on the day of the attack.\u003c/p>\n\u003cp>Hutchinson, who served as an aide to former White House Chief of Staff Mark Meadows, described an angry, defiant president who rebuffed warnings from his own security detail and tried to let armed protesters avoid security screenings during a rally that morning protesting the outcome of the 2020 presidential election. And when the events that day spiraled toward violence, with the crowd chanting “Hang Mike Pence,” Trump declined to intervene, Hutchinson testified.\u003c/p>\n\u003cp>Trump “doesn’t think they’re doing anything wrong,” Hutchinson recalled Meadows saying at the time.\u003c/p>\n\u003cp>Hutchinson’s explosive, moment-by-moment account of what was happening inside and outside the White House offered a vivid description of a Republican president so unwilling to concede his 2020 election defeat to Democrat Joe Biden that he lashed out in rage and refused to stop the siege at the Capitol. It painted a damning portrait of the chaos at the White House as those around the defeated president splintered into factions, one supporting his false claims of voter fraud and another trying unsuccessfully to prevent the violent attack.\u003c/p>\n\u003cp>At one point on Jan. 6, Hutchinson recalled, former White House counsel Pat Cipollone barreled down the hallway and confronted Meadows about rioters breaching the Capitol. Meadows, staring at his phone, told the White House lawyer that Trump didn’t want to do anything, she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Earlier, Cipollone had worried out loud that “we’re going to get charged with every crime imaginable” if Trump was to go to the Capitol after his speech at the rally, Hutchinson said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Hutchinson also said Trump directed his staff, in profane terms, to take away the metal-detecting magnetometers that he thought would slow down supporters who were gathering for his speech on the Ellipse, behind the White House. In a clip of an earlier interview with the committee, she recalled the president saying words to the effect of: “I don’t f-in’ care that they have weapons.”\u003c/p>\n\u003cp>San José Rep. Zoe Lofgren, one of the committee members, spoke with KQED’s Natalia Navarro about her reaction to Hutchinson’s explosive testimony and what the public can expect in future hearings.\u003c/p>\n\u003cp>\u003cem>This interview has been edited for length and clarity.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>NATALIA NAVARRO: Why did the committee call this hearing?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>REP. ZOE LOFGREN:\u003c/strong> Ms. Hutchinson had some new information that we felt needed to get out. Obviously, we know from other instances that there is a lot of pressure that is placed on people. And we wanted to make sure that the story that she had to tell was able to be released.\u003c/p>\n\u003cp>\u003cstrong>When did you know that Hutchinson would testify?\u003c/strong>\u003c/p>\n\u003cp>We were not positive until really late last week. I think it’s been widely reported that she sat for four interviews. Her lawyer for the first three was paid for by the Trump PAC, and when she switched lawyers, I think the testimony became ever more expansive. And it was at that point that we were able to arrange a live testimony.\u003c/p>\n\u003cp>\u003cstrong>What was your overall reaction to what she had to say yesterday?\u003c/strong>\u003c/p>\n\u003cp>I admire her courage. She seemed very candid and courageous. Obviously, she was in a key position in the White House, steps away from the Oval Office. She’s a young person but had a very responsible job, and she was in a position to see and hear quite a bit, and she’s willing to talk about it.\u003c/p>\n\u003cp>Obviously, not everything that she has told us has been reported out. There is more that will be included in upcoming hearings. Honestly, her testimony about [how] the president was told that they had discovered that people in the crowd had weapons, including AR-15s and Glocks and assault weapons, that they didn’t want to go through the magnetometers because they didn’t want their weapons taken away, that she overheard directly that he was ordering people to take the “f-ing mags away.” He didn’t care that they were armed because he didn’t think they were going to hurt him, and the telling point was that those armed people could then walk to the Capitol from the Ellipse. Wow.\u003c/p>\n\u003cp>\u003cstrong>Do you plan to present evidence that members of Trump’s inner circle met with hate groups, including the Proud Boys, Oath Keepers, other rally organizers, and knew or even helped coordinate their plan of attack?\u003c/strong>\u003c/p>\n\u003cp>I’m going to leave that for future hearings. But as the chairman has said publicly, there certainly were connections between these extremist groups and the president’s inner circle.\u003c/p>\n\u003cp>\u003cstrong>What role did Roger Stone play in all of this?\u003c/strong>\u003c/p>\n\u003cp>Again, we’re going to leave that to a future hearing. As you know, he refused to testify before the committee. He took the Fifth Amendment repeatedly, but it was pretty clear that he played an important role in putting together the plot.\u003c/p>\n\u003cfigure id=\"attachment_11918441\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/Hutchinson-GettyImages-12415934171.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11918441\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/Hutchinson-GettyImages-12415934171-800x533.jpg\" alt=\"A wide shot of the committee hearing facing all of the committee members\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/Hutchinson-GettyImages-12415934171-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/Hutchinson-GettyImages-12415934171-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/Hutchinson-GettyImages-12415934171-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/Hutchinson-GettyImages-12415934171-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/Hutchinson-GettyImages-12415934171.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A text from Fox News host Sean Hannity to former White House Press Secretary Kayleigh McEnany is displayed as Cassidy Hutchinson, a former top aide to Trump White House Chief of Staff Mark Meadows, testifies during the sixth hearing held by the Select Committee to Investigate the January 6th Attack on the US Capitol, on June 28, 2022, in the Cannon House Office Building in Washington, DC. \u003ccite>(Shawn Thew-Pool/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Who else would you like to hear from in future hearings?\u003c/strong>\u003c/p>\n\u003cp>I’d like to hear from Pat Cipollone, the White House counsel. He came in for an informal interview. But I think especially given Hutchinson’s testimony yesterday, I think he owes it to us to come in and speak to the committee. I know from what our investigators have said, he’s acutely attentive to the role of the White House counsel moving forward. On the other hand, historically, there have been times when the White House counsel had to come forward and talk about misconduct in the White House. Although he’s relying on executive privilege, not attorney-client privilege, to the best of my knowledge there is an exception to the attorney-client privilege, and that is activity that is in furtherance of a crime or in furtherance of fraud.\u003c/p>\n\u003cp>\u003cstrong>Do you think it’s likely the committee will get Cipollone to testify?\u003c/strong>\u003c/p>\n\u003cp>I can’t say. And we were certainly asking him to do that. And based on the testimony of Ms. Hutchinson yesterday, I would hope that he is thinking about it.\u003c/p>\n\u003cp>\u003cstrong>The last time you spoke with KQED, you said it wasn’t the committee’s job to prosecute or to bring charges, and that was purely the role of the attorney general. Has any of the new information we got yesterday changed your opinion in any way?\u003c/strong>\u003c/p>\n\u003cp>Structurally, that’s just a fact. The legislative committees don’t have the legal authority to prosecute and no amount of evidence changes that structural fact. It’s part of the constitutional order. Whether we think criminal offenses have been committed, we might have a view. And we’ve yet to discuss whether we will share that opinion with the Department of Justice. We may or we may not. But in the end, under our system of laws, the Congress is not a prosecutor. The Congress is a legislative body.\u003c/p>\n\u003cp>\u003cstrong>What was new to you in yesterday’s hearing?\u003c/strong>\u003c/p>\n\u003cp>It wasn’t new because I’d read the transcripts and knew of the information. But what was new, I think, to the public was Mr. Meadows’ knowledge of the violence and his passivity, his willingness to go along with the situation that was leading to more and greater threats. The president’s direct knowledge of the violent nature of some in the crowd and his interest in sending them down to the Capitol anyhow — that’s pretty profound.\u003c/p>\n\u003cp>\u003cstrong>What’s next for the committee?\u003c/strong>\u003c/p>\n\u003cp>We will be having other hearings that will cover the topics that have not yet been covered. And honestly, new information is flowing in, I think, in response to these hearings. And so we’re scrambling to sort through information to see whether it’s relevant or not. But we will have additional hearings and lay out all the facts that we’re able to find. And ultimately, we will have recommendations on potential changes to law that might make the nation more secure.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Betty Reid Soskin on Wednesday received a big gift on an even bigger birthday.\u003c/p>\n\u003cp>On the day the oldest park ranger in the United States turned 100, the West Contra Costa Unified School District renamed Juan Crespi Middle School in El Sobrante in her honor: Betty Reid Soskin Middle School.\u003c/p>\n\u003cp>The centenarian still works as a park guide — regularly drawing large crowds — at the Rosie the Riveter World War II Home Front National Historical Park in Richmond, a site established in 2000 that she played a major role helping to plan and develop.\u003c/p>\n\u003cfigure id=\"attachment_11889559\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11889559 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/09/RS51606_051_ElSobrante_BettyReidSoskinMiddleSchool_09222021-qut.jpg\" alt=\"A crowd surrounds Betty Reid Soskin, with one man holding giant scissors.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/RS51606_051_ElSobrante_BettyReidSoskinMiddleSchool_09222021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/RS51606_051_ElSobrante_BettyReidSoskinMiddleSchool_09222021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/RS51606_051_ElSobrante_BettyReidSoskinMiddleSchool_09222021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/RS51606_051_ElSobrante_BettyReidSoskinMiddleSchool_09222021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/RS51606_051_ElSobrante_BettyReidSoskinMiddleSchool_09222021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Betty Reid Soskin cuts the ribbon during a school renaming ceremony on her 100th birthday.\u003c/figcaption>\u003c/figure>\n\u003cp>Soskin, who is Black, is also known for her involvement in the civil rights movement, as well as for co-founding Reid’s Records in Berkeley and working for former state Assemblymembers Dion Aroner and Loni Hancock.\u003c/p>\n\u003cp>She continues to teach park visitors about the contributions of women and African Americans to the war effort, and about the experience of Black home-front workers — which she has called an otherwise missing part of the story.\u003c/p>\n\u003cp>Soskin, who was showered with flowers and presented with a birthday cake, thanked the speakers for their words.\u003c/p>\n\u003cfigure id=\"attachment_11889546\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11889546 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/09/RS51596_041_ElSobrante_BettyReidSoskinMiddleSchool_09222021-qut.jpg\" alt=\"A man pulls off the banner covering the wall sign for the Betty Reid Soskin Middle School.\" width=\"1920\" height=\"1278\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/RS51596_041_ElSobrante_BettyReidSoskinMiddleSchool_09222021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/RS51596_041_ElSobrante_BettyReidSoskinMiddleSchool_09222021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/RS51596_041_ElSobrante_BettyReidSoskinMiddleSchool_09222021-qut-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/RS51596_041_ElSobrante_BettyReidSoskinMiddleSchool_09222021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/RS51596_041_ElSobrante_BettyReidSoskinMiddleSchool_09222021-qut-1536x1022.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A school official unveils a sign for the newly renamed Betty Reid Soskin Middle School, during the Sept. 22, 2021, ceremony at the El Sobrante school. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I don’t know what one might do to justify a long life. I think that you have pretty much got it made,” Soskin said, after cutting the red ribbon officially marking the name change.\u003c/p>\n\u003cp>Contra Costa County Supervisor John Gioia, who worked with Soskin during planning meetings to establish the new park, recalled how adamant she was that it tell the truth of what really happened in the shipyards during World War II — both the good and the bad.\u003c/p>\n\u003cp>“I remember one of the first conversations I had with Betty about the new national park in Richmond, and she said, ‘I’m not sure how I feel about this park yet. I have sort of a love-hate relationship with it,'” Gioia said.\u003c/p>\n\u003cp>The park, he noted, was intended to celebrate the war effort: “But there was a lot of racism and injustice that happened on the home front, like in the Kaiser shipyards. And Betty experienced some of that.”\u003c/p>\n\u003cfigure id=\"attachment_11889544\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11889544 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/09/028_ElSobrante_BettyReidSoskinMiddleSchool_09222021.jpg\" alt=\"Masked students hold up signs thanking Betty Reid Soskin.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/028_ElSobrante_BettyReidSoskinMiddleSchool_09222021.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/028_ElSobrante_BettyReidSoskinMiddleSchool_09222021-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/028_ElSobrante_BettyReidSoskinMiddleSchool_09222021-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/028_ElSobrante_BettyReidSoskinMiddleSchool_09222021-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/028_ElSobrante_BettyReidSoskinMiddleSchool_09222021-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Students at the newly renamed Betty Reid Soskin Middle School in El Sobrante wait to give gifts to the pioneering park ranger on her 100th birthday. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“But Betty, as we know, doesn’t stop at just telling the truth,” Gioia added. “It’s been about changing that inequity and making it fair, and just, and equitable. So when you have someone that calls out the problems that other people don’t want to talk about, then moves to change that situation for the better … What’s being recognized here is everything that Betty stood for.”\u003c/p>\n\u003cp>As the United States ramped up production of warships during World War II, Soskin — who graduated from Oakland’s Castlemont High School — \u003ca href=\"https://www.nytimes.com/2021/09/20/us/betty-reid-soskin-100.html\">took a home-front job\u003c/a> as a file clerk in \u003ca class=\"css-1g7m0tk\" title=\"\" href=\"https://www.ferris.edu/jimcrow/links/misclink/shipyards.htm\" target=\"_blank\" rel=\"noopener noreferrer\">a segregated unit \u003c/a>of the historically all-white Boilermakers union, which had resisted granting full membership to Black workers.\u003c/p>\n\u003cp>“What gets remembered is a function of who’s in the room doing the remembering,” \u003ca href=\"https://www.npr.org/2014/05/15/312707926/oldest-national-park-ranger-shares-what-gets-remembered\">Soskin told NPR in 2014\u003c/a>, recalling her involvement in hashing out plans for the historical park in Richmond.\u003c/p>\n\u003cfigure id=\"attachment_11889547\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11889547 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/09/RS51619_064_ElSobrante_BettyReidSoskinMiddleSchool_09222021-qut.jpg\" alt=\"Betty Reid Soskin sits by a birthday cake decorated with her pictures and a female park ranger cake topper.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/RS51619_064_ElSobrante_BettyReidSoskinMiddleSchool_09222021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/RS51619_064_ElSobrante_BettyReidSoskinMiddleSchool_09222021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/RS51619_064_ElSobrante_BettyReidSoskinMiddleSchool_09222021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/RS51619_064_ElSobrante_BettyReidSoskinMiddleSchool_09222021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/RS51619_064_ElSobrante_BettyReidSoskinMiddleSchool_09222021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A birthday cake is presented to Betty Reid Soskin during a ceremony at the newly renamed Betty Reid Soskin Middle School in El Sobrante on her 100th birthday on Sept. 22, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As the only person of color at the planning table, Soskin said she sought to underscore the deep connection between Richmond’s World War II-era home-front historic sites that define the park, and the long history of racial segregation that existed there. She told NPR she was “the only person in the room who had any reason to remember that.”\u003c/p>\n\u003cp>The West Contra Costa Unified School District’s Board of Education \u003ca href=\"https://www.kqed.org/news/11879198/betty-reid-soskin-groundbreaking-park-ranger-to-have-east-bay-middle-school-renamed-in-her-honor\">voted in June\u003c/a> to rename the school, after eight months of deliberation. According to the district, social justice movements during the COVID-19 pandemic \u003ca href=\"https://edsource.org/2021/how-a-california-middle-schools-history-project-led-to-name-change/656664\">inspired the school to assign students a project\u003c/a> researching their former namesake, a Spanish Franciscan missionary, and the mission system’s exploitation of the Indigenous people living in California.\u003c/p>\n\u003cfigure id=\"attachment_11889557\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11889557 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/09/RS51641_017_ElSobrante_BettyReidSoskinMiddleSchool_09222021-qut.jpg\" alt=\"Betty Reid Soskin, sitting in a wheelchair and with tinted sunglasses, appears to be smiling behind a black mask.\" width=\"1920\" height=\"1278\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/RS51641_017_ElSobrante_BettyReidSoskinMiddleSchool_09222021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/RS51641_017_ElSobrante_BettyReidSoskinMiddleSchool_09222021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/RS51641_017_ElSobrante_BettyReidSoskinMiddleSchool_09222021-qut-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/RS51641_017_ElSobrante_BettyReidSoskinMiddleSchool_09222021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/RS51641_017_ElSobrante_BettyReidSoskinMiddleSchool_09222021-qut-1536x1022.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Betty Reid Soskin sits surrounded by family and friends on her 100th birthday during a ceremony for the newly renamed Betty Reid Soskin Middle School in El Sobrante on Sept. 22, 2021.\u003c/figcaption>\u003c/figure>\n\u003cp>Teachers and students said they wanted to honor a local community member who has long stood for equity and justice.\u003c/p>\n\u003cp>Anaya Zenad, a former student at the school who is now a first-year high schooler, led a series of community meetings and petitioned the district to rename the school for Soskin.\u003c/p>\n\u003cp>At Wednesday’s ceremony, Zenad wished Soskin a happy birthday and said the renaming process had been “a blast.”\u003c/p>\n\u003cp>“I learned a lot these past couple of months, being on the naming committee and doing the project in general,” Zenad said.\u003c/p>\n\u003cfigure id=\"attachment_11889542\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11889542 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/09/026_ElSobrante_BettyReidSoskinMiddleSchool_09222021.jpg\" alt=\"\" width=\"1920\" height=\"1278\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/026_ElSobrante_BettyReidSoskinMiddleSchool_09222021.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/026_ElSobrante_BettyReidSoskinMiddleSchool_09222021-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/026_ElSobrante_BettyReidSoskinMiddleSchool_09222021-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/026_ElSobrante_BettyReidSoskinMiddleSchool_09222021-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/026_ElSobrante_BettyReidSoskinMiddleSchool_09222021-1536x1022.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">An attendee at the Sept. 22 renaming event holds a photo, showing Betty Reid Soskin in her park ranger uniform standing next to a Rosie the Riveter impersonator. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Guthrie Fleischman, the school’s principal, expressed his gratitude to Soskin.\u003c/p>\n\u003cp>“I’ve been in this district for almost 20 years now. I can’t think of another time where I’ve seen a community as inspired as this community is by attaching themselves to your name,” he said. “I see it in the eyes of the teachers, I see it in the parents, I see it in the kids. Your graciousness in you allowing to name our school after you has changed the trajectory of education on this campus.”\u003c/p>\n\u003cp>California Superintendent of Public Instruction Tony Thurmond, who attended the event, grew emotional when talking about what the new name will mean to kids in the community.\u003c/p>\n\u003cp>“We have someone who has fought for civil rights, for women’s rights, for racial justice, and our children deserve to have someone to look up to,” he said.\u003c/p>\n\u003cp>\u003cem>This post includes reporting from Tony Hicks of Bay City News.\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "The oldest park ranger in the United States was showered with flowers and given a birthday cake during a ceremony at an El Sobrante middle school now named in her honor.",
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"title": "East Bay Middle School Renamed for Pioneering Park Ranger Betty Reid Soskin — on Her 100th Birthday | KQED",
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"headline": "East Bay Middle School Renamed for Pioneering Park Ranger Betty Reid Soskin — on Her 100th Birthday",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Betty Reid Soskin on Wednesday received a big gift on an even bigger birthday.\u003c/p>\n\u003cp>On the day the oldest park ranger in the United States turned 100, the West Contra Costa Unified School District renamed Juan Crespi Middle School in El Sobrante in her honor: Betty Reid Soskin Middle School.\u003c/p>\n\u003cp>The centenarian still works as a park guide — regularly drawing large crowds — at the Rosie the Riveter World War II Home Front National Historical Park in Richmond, a site established in 2000 that she played a major role helping to plan and develop.\u003c/p>\n\u003cfigure id=\"attachment_11889559\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11889559 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/09/RS51606_051_ElSobrante_BettyReidSoskinMiddleSchool_09222021-qut.jpg\" alt=\"A crowd surrounds Betty Reid Soskin, with one man holding giant scissors.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/RS51606_051_ElSobrante_BettyReidSoskinMiddleSchool_09222021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/RS51606_051_ElSobrante_BettyReidSoskinMiddleSchool_09222021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/RS51606_051_ElSobrante_BettyReidSoskinMiddleSchool_09222021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/RS51606_051_ElSobrante_BettyReidSoskinMiddleSchool_09222021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/RS51606_051_ElSobrante_BettyReidSoskinMiddleSchool_09222021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Betty Reid Soskin cuts the ribbon during a school renaming ceremony on her 100th birthday.\u003c/figcaption>\u003c/figure>\n\u003cp>Soskin, who is Black, is also known for her involvement in the civil rights movement, as well as for co-founding Reid’s Records in Berkeley and working for former state Assemblymembers Dion Aroner and Loni Hancock.\u003c/p>\n\u003cp>She continues to teach park visitors about the contributions of women and African Americans to the war effort, and about the experience of Black home-front workers — which she has called an otherwise missing part of the story.\u003c/p>\n\u003cp>Soskin, who was showered with flowers and presented with a birthday cake, thanked the speakers for their words.\u003c/p>\n\u003cfigure id=\"attachment_11889546\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11889546 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/09/RS51596_041_ElSobrante_BettyReidSoskinMiddleSchool_09222021-qut.jpg\" alt=\"A man pulls off the banner covering the wall sign for the Betty Reid Soskin Middle School.\" width=\"1920\" height=\"1278\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/RS51596_041_ElSobrante_BettyReidSoskinMiddleSchool_09222021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/RS51596_041_ElSobrante_BettyReidSoskinMiddleSchool_09222021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/RS51596_041_ElSobrante_BettyReidSoskinMiddleSchool_09222021-qut-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/RS51596_041_ElSobrante_BettyReidSoskinMiddleSchool_09222021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/RS51596_041_ElSobrante_BettyReidSoskinMiddleSchool_09222021-qut-1536x1022.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A school official unveils a sign for the newly renamed Betty Reid Soskin Middle School, during the Sept. 22, 2021, ceremony at the El Sobrante school. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I don’t know what one might do to justify a long life. I think that you have pretty much got it made,” Soskin said, after cutting the red ribbon officially marking the name change.\u003c/p>\n\u003cp>Contra Costa County Supervisor John Gioia, who worked with Soskin during planning meetings to establish the new park, recalled how adamant she was that it tell the truth of what really happened in the shipyards during World War II — both the good and the bad.\u003c/p>\n\u003cp>“I remember one of the first conversations I had with Betty about the new national park in Richmond, and she said, ‘I’m not sure how I feel about this park yet. I have sort of a love-hate relationship with it,'” Gioia said.\u003c/p>\n\u003cp>The park, he noted, was intended to celebrate the war effort: “But there was a lot of racism and injustice that happened on the home front, like in the Kaiser shipyards. And Betty experienced some of that.”\u003c/p>\n\u003cfigure id=\"attachment_11889544\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11889544 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/09/028_ElSobrante_BettyReidSoskinMiddleSchool_09222021.jpg\" alt=\"Masked students hold up signs thanking Betty Reid Soskin.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/028_ElSobrante_BettyReidSoskinMiddleSchool_09222021.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/028_ElSobrante_BettyReidSoskinMiddleSchool_09222021-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/028_ElSobrante_BettyReidSoskinMiddleSchool_09222021-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/028_ElSobrante_BettyReidSoskinMiddleSchool_09222021-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/028_ElSobrante_BettyReidSoskinMiddleSchool_09222021-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Students at the newly renamed Betty Reid Soskin Middle School in El Sobrante wait to give gifts to the pioneering park ranger on her 100th birthday. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“But Betty, as we know, doesn’t stop at just telling the truth,” Gioia added. “It’s been about changing that inequity and making it fair, and just, and equitable. So when you have someone that calls out the problems that other people don’t want to talk about, then moves to change that situation for the better … What’s being recognized here is everything that Betty stood for.”\u003c/p>\n\u003cp>As the United States ramped up production of warships during World War II, Soskin — who graduated from Oakland’s Castlemont High School — \u003ca href=\"https://www.nytimes.com/2021/09/20/us/betty-reid-soskin-100.html\">took a home-front job\u003c/a> as a file clerk in \u003ca class=\"css-1g7m0tk\" title=\"\" href=\"https://www.ferris.edu/jimcrow/links/misclink/shipyards.htm\" target=\"_blank\" rel=\"noopener noreferrer\">a segregated unit \u003c/a>of the historically all-white Boilermakers union, which had resisted granting full membership to Black workers.\u003c/p>\n\u003cp>“What gets remembered is a function of who’s in the room doing the remembering,” \u003ca href=\"https://www.npr.org/2014/05/15/312707926/oldest-national-park-ranger-shares-what-gets-remembered\">Soskin told NPR in 2014\u003c/a>, recalling her involvement in hashing out plans for the historical park in Richmond.\u003c/p>\n\u003cfigure id=\"attachment_11889547\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11889547 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/09/RS51619_064_ElSobrante_BettyReidSoskinMiddleSchool_09222021-qut.jpg\" alt=\"Betty Reid Soskin sits by a birthday cake decorated with her pictures and a female park ranger cake topper.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/RS51619_064_ElSobrante_BettyReidSoskinMiddleSchool_09222021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/RS51619_064_ElSobrante_BettyReidSoskinMiddleSchool_09222021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/RS51619_064_ElSobrante_BettyReidSoskinMiddleSchool_09222021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/RS51619_064_ElSobrante_BettyReidSoskinMiddleSchool_09222021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/RS51619_064_ElSobrante_BettyReidSoskinMiddleSchool_09222021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A birthday cake is presented to Betty Reid Soskin during a ceremony at the newly renamed Betty Reid Soskin Middle School in El Sobrante on her 100th birthday on Sept. 22, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As the only person of color at the planning table, Soskin said she sought to underscore the deep connection between Richmond’s World War II-era home-front historic sites that define the park, and the long history of racial segregation that existed there. She told NPR she was “the only person in the room who had any reason to remember that.”\u003c/p>\n\u003cp>The West Contra Costa Unified School District’s Board of Education \u003ca href=\"https://www.kqed.org/news/11879198/betty-reid-soskin-groundbreaking-park-ranger-to-have-east-bay-middle-school-renamed-in-her-honor\">voted in June\u003c/a> to rename the school, after eight months of deliberation. According to the district, social justice movements during the COVID-19 pandemic \u003ca href=\"https://edsource.org/2021/how-a-california-middle-schools-history-project-led-to-name-change/656664\">inspired the school to assign students a project\u003c/a> researching their former namesake, a Spanish Franciscan missionary, and the mission system’s exploitation of the Indigenous people living in California.\u003c/p>\n\u003cfigure id=\"attachment_11889557\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11889557 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/09/RS51641_017_ElSobrante_BettyReidSoskinMiddleSchool_09222021-qut.jpg\" alt=\"Betty Reid Soskin, sitting in a wheelchair and with tinted sunglasses, appears to be smiling behind a black mask.\" width=\"1920\" height=\"1278\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/RS51641_017_ElSobrante_BettyReidSoskinMiddleSchool_09222021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/RS51641_017_ElSobrante_BettyReidSoskinMiddleSchool_09222021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/RS51641_017_ElSobrante_BettyReidSoskinMiddleSchool_09222021-qut-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/RS51641_017_ElSobrante_BettyReidSoskinMiddleSchool_09222021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/RS51641_017_ElSobrante_BettyReidSoskinMiddleSchool_09222021-qut-1536x1022.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Betty Reid Soskin sits surrounded by family and friends on her 100th birthday during a ceremony for the newly renamed Betty Reid Soskin Middle School in El Sobrante on Sept. 22, 2021.\u003c/figcaption>\u003c/figure>\n\u003cp>Teachers and students said they wanted to honor a local community member who has long stood for equity and justice.\u003c/p>\n\u003cp>Anaya Zenad, a former student at the school who is now a first-year high schooler, led a series of community meetings and petitioned the district to rename the school for Soskin.\u003c/p>\n\u003cp>At Wednesday’s ceremony, Zenad wished Soskin a happy birthday and said the renaming process had been “a blast.”\u003c/p>\n\u003cp>“I learned a lot these past couple of months, being on the naming committee and doing the project in general,” Zenad said.\u003c/p>\n\u003cfigure id=\"attachment_11889542\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11889542 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/09/026_ElSobrante_BettyReidSoskinMiddleSchool_09222021.jpg\" alt=\"\" width=\"1920\" height=\"1278\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/026_ElSobrante_BettyReidSoskinMiddleSchool_09222021.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/026_ElSobrante_BettyReidSoskinMiddleSchool_09222021-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/026_ElSobrante_BettyReidSoskinMiddleSchool_09222021-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/026_ElSobrante_BettyReidSoskinMiddleSchool_09222021-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/026_ElSobrante_BettyReidSoskinMiddleSchool_09222021-1536x1022.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">An attendee at the Sept. 22 renaming event holds a photo, showing Betty Reid Soskin in her park ranger uniform standing next to a Rosie the Riveter impersonator. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Guthrie Fleischman, the school’s principal, expressed his gratitude to Soskin.\u003c/p>\n\u003cp>“I’ve been in this district for almost 20 years now. I can’t think of another time where I’ve seen a community as inspired as this community is by attaching themselves to your name,” he said. “I see it in the eyes of the teachers, I see it in the parents, I see it in the kids. Your graciousness in you allowing to name our school after you has changed the trajectory of education on this campus.”\u003c/p>\n\u003cp>California Superintendent of Public Instruction Tony Thurmond, who attended the event, grew emotional when talking about what the new name will mean to kids in the community.\u003c/p>\n\u003cp>“We have someone who has fought for civil rights, for women’s rights, for racial justice, and our children deserve to have someone to look up to,” he said.\u003c/p>\n\u003cp>\u003cem>This post includes reporting from Tony Hicks of Bay City News.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"marketplace": {
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"masters-of-scale": {
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"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"morning-edition": {
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"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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},
"pbs-newshour": {
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},
"perspectives": {
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"order": 14
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
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"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
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"link": "/radio/program/planet-money",
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"politicalbreakdown": {
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
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"order": 5
},
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
"link": "/radio/program/possible",
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
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