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National and local mentors provide feedback and professional expertise. This year’s \u003c/span>\u003ca href=\"https://www.story-maker.org/library/2023-2024-school-year-prompts/\">\u003cspan style=\"font-weight: 400\">prompts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, co-developed by our student advisory team, include: music, performance, and identity; gun violence; climate change; youth mental health.\u003c/span>\u003c/p>\n\u003cp>\u003cb>KQED’s\u003c/b>\u003cb> Youth Media Challenge\u003c/b>\u003cspan style=\"font-weight: 400\"> invites middle and high school classrooms to create media to share stories, perspectives and learning anytime during the school year. Three challenge projects focus on standards-based genres: \u003c/span>\u003ca href=\"https://youthmedia.kqed.org/commentary\">\u003cspan style=\"font-weight: 400\">Call for Change\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a commentary project; \u003c/span>\u003ca href=\"https://youthmedia.kqed.org/narrative\">\u003cspan style=\"font-weight: 400\">First Person\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a personal narrative project; and \u003c/span>\u003ca href=\"https://youthmedia.kqed.org/informational\">\u003cspan style=\"font-weight: 400\">Show What You Know\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an informational media project. The updated curriculum gives teachers flexibility and support to adapt the media projects across subject areas, including step-by-step resources in English and Spanish. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Publishing Opportunities for Middle and High School Students \u003c/b>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students are welcome to publish their pieces on KQED’s Youth Media Showcase \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">and\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> submit to Student Reporting Labs for national consideration. There is no need to choose one or the other — we want student work to have the biggest reach possible!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">All student media is published on KQED’s \u003c/span>\u003ca href=\"https://youthmedia.kqed.org/showcase\">\u003cspan style=\"font-weight: 400\">Youth Media Showcase\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as it is submitted. Challenge submissions are accepted anytime throughout the school year and summer months. Each Youth Media Challenge project has a video, audio or image-based media option. Students are welcome to submit any of the accepted media types. For example, the Show What You Know informational media project accepts mini-documentaries, podcasts or infographics. Once on the showcase, pieces may be considered for publication by local public media stations, but not nationally. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Student Reporting Labs, \u003c/span>\u003cspan style=\"font-weight: 400\">students and teachers can submit stories to Student Reporting Labs for national publication consideration\u003c/span>\u003cspan style=\"font-weight: 400\"> through the StoryMaker \u003c/span>\u003ca href=\"https://www.story-maker.org/library/2023-2024-school-year-prompts/\">\u003cspan style=\"font-weight: 400\">prompts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,. Selected student stories may be published on the Student Reporting Labs website, shared on social media, distributed through media partnerships, aired on local PBS stations and national PBS NewsHour nightly\u003c/span>\u003cspan style=\"font-weight: 400\"> broadcasts\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003cspan style=\"font-weight: 400\"> There are also strategies to publish with your school district, local media and civic institutions. Students can also \u003c/span>\u003ca href=\"https://www.story-maker.org/pitch-page/\">\u003cspan style=\"font-weight: 400\">pitch a reported story idea\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> outside of the prompt topic areas for production help and publication.\u003c/span>\u003c/p>\n\u003cp>\u003cb>How to Publish\u003c/b>\u003c/p>\n\u003cp>\u003cb>Publish on KQED’s Youth Media Showcase:\u003c/b>\u003cspan style=\"font-weight: 400\"> All middle and high school students are invited to publish on KQED’s Youth Media Showcase. In order to submit, teachers or program leaders create an account on the \u003c/span>\u003ca href=\"https://youthmedia.kqed.org/\">\u003cspan style=\"font-weight: 400\">showcase site\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and get a code, which students use to publish. Students do not create accounts. Students can publish individually or as a group. \u003c/span>\u003ca href=\"https://kqed-helpcenter.kqed.org/education/s/article/How-do-my-students-submit-to-a-challenge\">\u003cspan style=\"font-weight: 400\">Submission instructions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are the same for all projects and media types. The modifiable \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1ZL4LWCgal8o8cTp1woX_2PVQXzvNlGsCl90fzwws5SE/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">submission form template\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> helps students get ready to publish, but all work must be submitted to the \u003c/span>\u003ca href=\"https://youthmedia.kqed.org/\">\u003cspan style=\"font-weight: 400\">Youth Media Challenge site. \u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cb>Submit to Student Reporting Labs:\u003c/b>\u003cspan style=\"font-weight: 400\"> Elementary, middle and high school students can submit stories for national publication consideration through each individual prompt on \u003c/span>\u003ca href=\"https://www.story-maker.org/library/2023-2024-school-year-prompts/\">\u003cspan style=\"font-weight: 400\">StoryMaker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, there are instructions on\u003c/span>\u003ca href=\"https://www.story-maker.org/library/how-to-publish-your-reporting-and-grow-your-audience/\">\u003cspan style=\"font-weight: 400\"> how to pitch\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to different news organizations or publish on the school’s social channels and tag @studentreportinglabs. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Participate! Prompts and Projects Connect Classrooms Across Communities \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If your students write or report about their lives, families or communities, consider \u003c/span>\u003ca href=\"https://youthmedia.kqed.org/narrative\">\u003cspan style=\"font-weight: 400\">KQED’s First Person project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and these two \u003c/span>\u003ca href=\"http://www.studentreportinglabs.org\">\u003cspan style=\"font-weight: 400\">Student Reporting Labs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> prompts. \u003c/span>\u003ca href=\"https://story-maker.org/library/music-dance-community-culture/\">\u003cspan style=\"font-weight: 400\">Music, dance, community and culture\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> —students report stories in their community around how singing, dancing, performing and celebrating express culture and identity. \u003c/span>\u003ca href=\"https://story-maker.org/library/ready-for-the-real-world/\">\u003cspan style=\"font-weight: 400\">Ready for the real world?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> wants to know how students feel prepared–or not–for the world outside of school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Young people’s voices are leading the way on important issues that affect our lives. \u003c/span>\u003ca href=\"https://youthmedia.kqed.org/commentary\">\u003cspan style=\"font-weight: 400\">KQED’s Call for Change project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> asks students to choose an issue they care about and create a video or audio commentary or an editorial cartoon to share their views about that issue using their own experience and supporting evidence. Student Reporting Labs \u003c/span>\u003ca href=\"https://www.story-maker.org/library/2023-2024-school-year-prompts/\">\u003cspan style=\"font-weight: 400\">prompts this school year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> address some of the most pressing issues for youth: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://story-maker.org/library/run-hide-fight-growing-up-under-the-gun/\">\u003cspan style=\"font-weight: 400\">Run, hide, fight: growing up under the gun\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://story-maker.org/library/from-bills-to-books-new-laws-aimed-at-what-students-learn-and-how-they-express-themselves/\">\u003cspan style=\"font-weight: 400\">From bills to books: new laws aimed at what students learn and how they express themselves\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://story-maker.org/library/statues-symbols-and-stories-how-public-spaces-reflect-americas-past-and-present/\">\u003cspan style=\"font-weight: 400\">Statues, symbols and stories: how public spaces reflect America’s past and present\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://story-maker.org/library/on-our-minds-season-4/\">\u003cspan style=\"font-weight: 400\">Youth mental health\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://story-maker.org/library/climate-change-in-my-community/\">\u003cspan style=\"font-weight: 400\">Climate change in my community\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>More Support + Resources\u003c/b>\u003c/p>\n\u003cp>\u003cb>Student Reporting Labs:\u003c/b>\u003cspan style=\"font-weight: 400\"> f\u003c/span>\u003cspan style=\"font-weight: 400\">ind video and audio journalism resources across topic areas on \u003c/span>\u003ca href=\"https://www.story-maker.org/\">\u003cspan style=\"font-weight: 400\">StoryMaker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, along with a community of practice of thousands of educators doing journalism with young people. To support SRL students and educators throughout the process, producers are available to consult with students on story pitches, script-writing, voice-over narration, rough cuts, and final videos. Contact the team\u003c/span> \u003ca href=\"https://studentreportinglabs.org/contact/\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or book office hours \u003c/span>\u003ca href=\"https://calendly.com/emilyhopedobkin/30min?back=1&month=2022-08\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to get advice or feedback at any point during the reporting or production process.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Check out \u003c/span>\u003ca href=\"https://www.pbs.org/newshour/classroom/\">\u003cspan style=\"font-weight: 400\">PBS Newshour Classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with daily news lessons for students grades 6-12. \u003c/span>\u003c/p>\n\u003cp>\u003cb>KQED Education:\u003c/b>\u003cspan style=\"font-weight: 400\"> Find curriculum in English and Spanish and resources for implementing media projects from idea development to publication on the \u003c/span>\u003ca href=\"https://youthmedia.kqed.org\">\u003cspan style=\"font-weight: 400\">Youth Media Challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> site. KQED’s free \u003c/span>online \u003ca href=\"https://teach.kqed.org/p/events\">PD workshops\u003c/a> support teachers in making and teaching video, audio or image-based media. \u003ca href=\"https://teach.kqed.org\">KQED Teach\u003c/a> offers free self-paced online courses to help students analyze, evaluate and create media.\u003c/p>\n\u003cp>\u003cb>In your neighborhood:\u003c/b>\u003cspan style=\"font-weight: 400\"> Local stories can have the greatest impact locally: share with more people in your school and local community! Here are \u003c/span>\u003ca href=\"https://story-maker.org/library/how-to-publish-your-reporting-and-grow-your-audience/\">\u003cspan style=\"font-weight: 400\">some ideas on publishing locally and growing your audience\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from Student Reporting Labs, and \u003c/span>\u003ca href=\"https://docs.google.com/presentation/d/1YeHtVeSTMM5ZEzIWJYGqDkrjkm7E9WyP2lVMUVhNrt4/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">how to share beyond the showcase\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from KQED.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Help students share their perspectives beyond the classroom and encounter the stories of youth nationwide with \u003c/span>\u003ca href=\"https://youthmedia.kqed.org\">\u003cspan style=\"font-weight: 400\">KQED’s Youth Media Challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"http://www.studentreportinglabs.org/\">\u003cspan style=\"font-weight: 400\">PBS NewsHour Student Reporting Labs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Public Media Partners Committed to Youth Voice\u003c/b>\u003c/p>\n\u003cp>\u003cb>Student Reporting Labs\u003c/b> \u003cspan style=\"font-weight: 400\">is a hands-on journalism training program connecting young people to real-world experiences and educators to community and journalism/production \u003c/span>\u003ca href=\"https://www.story-maker.org/\">\u003cspan style=\"font-weight: 400\">resources in StoryMaker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">Students learn to pitch a story, interview experts, film, edit and develop teamwork, empathy and listening skills. National and local mentors provide feedback and professional expertise. This year’s \u003c/span>\u003ca href=\"https://www.story-maker.org/library/2023-2024-school-year-prompts/\">\u003cspan style=\"font-weight: 400\">prompts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, co-developed by our student advisory team, include: music, performance, and identity; gun violence; climate change; youth mental health.\u003c/span>\u003c/p>\n\u003cp>\u003cb>KQED’s\u003c/b>\u003cb> Youth Media Challenge\u003c/b>\u003cspan style=\"font-weight: 400\"> invites middle and high school classrooms to create media to share stories, perspectives and learning anytime during the school year. Three challenge projects focus on standards-based genres: \u003c/span>\u003ca href=\"https://youthmedia.kqed.org/commentary\">\u003cspan style=\"font-weight: 400\">Call for Change\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a commentary project; \u003c/span>\u003ca href=\"https://youthmedia.kqed.org/narrative\">\u003cspan style=\"font-weight: 400\">First Person\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a personal narrative project; and \u003c/span>\u003ca href=\"https://youthmedia.kqed.org/informational\">\u003cspan style=\"font-weight: 400\">Show What You Know\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an informational media project. The updated curriculum gives teachers flexibility and support to adapt the media projects across subject areas, including step-by-step resources in English and Spanish. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Publishing Opportunities for Middle and High School Students \u003c/b>\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\">Students are welcome to publish their pieces on KQED’s Youth Media Showcase \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">and\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> submit to Student Reporting Labs for national consideration. There is no need to choose one or the other — we want student work to have the biggest reach possible!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">All student media is published on KQED’s \u003c/span>\u003ca href=\"https://youthmedia.kqed.org/showcase\">\u003cspan style=\"font-weight: 400\">Youth Media Showcase\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as it is submitted. Challenge submissions are accepted anytime throughout the school year and summer months. Each Youth Media Challenge project has a video, audio or image-based media option. Students are welcome to submit any of the accepted media types. For example, the Show What You Know informational media project accepts mini-documentaries, podcasts or infographics. Once on the showcase, pieces may be considered for publication by local public media stations, but not nationally. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Student Reporting Labs, \u003c/span>\u003cspan style=\"font-weight: 400\">students and teachers can submit stories to Student Reporting Labs for national publication consideration\u003c/span>\u003cspan style=\"font-weight: 400\"> through the StoryMaker \u003c/span>\u003ca href=\"https://www.story-maker.org/library/2023-2024-school-year-prompts/\">\u003cspan style=\"font-weight: 400\">prompts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,. Selected student stories may be published on the Student Reporting Labs website, shared on social media, distributed through media partnerships, aired on local PBS stations and national PBS NewsHour nightly\u003c/span>\u003cspan style=\"font-weight: 400\"> broadcasts\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003cspan style=\"font-weight: 400\"> There are also strategies to publish with your school district, local media and civic institutions. Students can also \u003c/span>\u003ca href=\"https://www.story-maker.org/pitch-page/\">\u003cspan style=\"font-weight: 400\">pitch a reported story idea\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> outside of the prompt topic areas for production help and publication.\u003c/span>\u003c/p>\n\u003cp>\u003cb>How to Publish\u003c/b>\u003c/p>\n\u003cp>\u003cb>Publish on KQED’s Youth Media Showcase:\u003c/b>\u003cspan style=\"font-weight: 400\"> All middle and high school students are invited to publish on KQED’s Youth Media Showcase. In order to submit, teachers or program leaders create an account on the \u003c/span>\u003ca href=\"https://youthmedia.kqed.org/\">\u003cspan style=\"font-weight: 400\">showcase site\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and get a code, which students use to publish. Students do not create accounts. Students can publish individually or as a group. \u003c/span>\u003ca href=\"https://kqed-helpcenter.kqed.org/education/s/article/How-do-my-students-submit-to-a-challenge\">\u003cspan style=\"font-weight: 400\">Submission instructions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are the same for all projects and media types. The modifiable \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1ZL4LWCgal8o8cTp1woX_2PVQXzvNlGsCl90fzwws5SE/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">submission form template\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> helps students get ready to publish, but all work must be submitted to the \u003c/span>\u003ca href=\"https://youthmedia.kqed.org/\">\u003cspan style=\"font-weight: 400\">Youth Media Challenge site. \u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cb>Submit to Student Reporting Labs:\u003c/b>\u003cspan style=\"font-weight: 400\"> Elementary, middle and high school students can submit stories for national publication consideration through each individual prompt on \u003c/span>\u003ca href=\"https://www.story-maker.org/library/2023-2024-school-year-prompts/\">\u003cspan style=\"font-weight: 400\">StoryMaker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, there are instructions on\u003c/span>\u003ca href=\"https://www.story-maker.org/library/how-to-publish-your-reporting-and-grow-your-audience/\">\u003cspan style=\"font-weight: 400\"> how to pitch\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to different news organizations or publish on the school’s social channels and tag @studentreportinglabs. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Participate! Prompts and Projects Connect Classrooms Across Communities \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If your students write or report about their lives, families or communities, consider \u003c/span>\u003ca href=\"https://youthmedia.kqed.org/narrative\">\u003cspan style=\"font-weight: 400\">KQED’s First Person project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and these two \u003c/span>\u003ca href=\"http://www.studentreportinglabs.org\">\u003cspan style=\"font-weight: 400\">Student Reporting Labs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> prompts. \u003c/span>\u003ca href=\"https://story-maker.org/library/music-dance-community-culture/\">\u003cspan style=\"font-weight: 400\">Music, dance, community and culture\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> —students report stories in their community around how singing, dancing, performing and celebrating express culture and identity. \u003c/span>\u003ca href=\"https://story-maker.org/library/ready-for-the-real-world/\">\u003cspan style=\"font-weight: 400\">Ready for the real world?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> wants to know how students feel prepared–or not–for the world outside of school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Young people’s voices are leading the way on important issues that affect our lives. \u003c/span>\u003ca href=\"https://youthmedia.kqed.org/commentary\">\u003cspan style=\"font-weight: 400\">KQED’s Call for Change project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> asks students to choose an issue they care about and create a video or audio commentary or an editorial cartoon to share their views about that issue using their own experience and supporting evidence. Student Reporting Labs \u003c/span>\u003ca href=\"https://www.story-maker.org/library/2023-2024-school-year-prompts/\">\u003cspan style=\"font-weight: 400\">prompts this school year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> address some of the most pressing issues for youth: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://story-maker.org/library/run-hide-fight-growing-up-under-the-gun/\">\u003cspan style=\"font-weight: 400\">Run, hide, fight: growing up under the gun\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://story-maker.org/library/from-bills-to-books-new-laws-aimed-at-what-students-learn-and-how-they-express-themselves/\">\u003cspan style=\"font-weight: 400\">From bills to books: new laws aimed at what students learn and how they express themselves\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://story-maker.org/library/statues-symbols-and-stories-how-public-spaces-reflect-americas-past-and-present/\">\u003cspan style=\"font-weight: 400\">Statues, symbols and stories: how public spaces reflect America’s past and present\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://story-maker.org/library/on-our-minds-season-4/\">\u003cspan style=\"font-weight: 400\">Youth mental health\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://story-maker.org/library/climate-change-in-my-community/\">\u003cspan style=\"font-weight: 400\">Climate change in my community\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>More Support + Resources\u003c/b>\u003c/p>\n\u003cp>\u003cb>Student Reporting Labs:\u003c/b>\u003cspan style=\"font-weight: 400\"> f\u003c/span>\u003cspan style=\"font-weight: 400\">ind video and audio journalism resources across topic areas on \u003c/span>\u003ca href=\"https://www.story-maker.org/\">\u003cspan style=\"font-weight: 400\">StoryMaker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, along with a community of practice of thousands of educators doing journalism with young people. To support SRL students and educators throughout the process, producers are available to consult with students on story pitches, script-writing, voice-over narration, rough cuts, and final videos. Contact the team\u003c/span> \u003ca href=\"https://studentreportinglabs.org/contact/\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or book office hours \u003c/span>\u003ca href=\"https://calendly.com/emilyhopedobkin/30min?back=1&month=2022-08\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to get advice or feedback at any point during the reporting or production process.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Check out \u003c/span>\u003ca href=\"https://www.pbs.org/newshour/classroom/\">\u003cspan style=\"font-weight: 400\">PBS Newshour Classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with daily news lessons for students grades 6-12. \u003c/span>\u003c/p>\n\u003cp>\u003cb>KQED Education:\u003c/b>\u003cspan style=\"font-weight: 400\"> Find curriculum in English and Spanish and resources for implementing media projects from idea development to publication on the \u003c/span>\u003ca href=\"https://youthmedia.kqed.org\">\u003cspan style=\"font-weight: 400\">Youth Media Challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> site. KQED’s free \u003c/span>online \u003ca href=\"https://teach.kqed.org/p/events\">PD workshops\u003c/a> support teachers in making and teaching video, audio or image-based media. \u003ca href=\"https://teach.kqed.org\">KQED Teach\u003c/a> offers free self-paced online courses to help students analyze, evaluate and create media.\u003c/p>\n\u003cp>\u003cb>In your neighborhood:\u003c/b>\u003cspan style=\"font-weight: 400\"> Local stories can have the greatest impact locally: share with more people in your school and local community! Here are \u003c/span>\u003ca href=\"https://story-maker.org/library/how-to-publish-your-reporting-and-grow-your-audience/\">\u003cspan style=\"font-weight: 400\">some ideas on publishing locally and growing your audience\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from Student Reporting Labs, and \u003c/span>\u003ca href=\"https://docs.google.com/presentation/d/1YeHtVeSTMM5ZEzIWJYGqDkrjkm7E9WyP2lVMUVhNrt4/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">how to share beyond the showcase\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from KQED.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400;\">Media Literacy Week is almost here! KQED Education is excited to participate in NAMLE’s annual celebration of the skills required to navigate the media landscape. Fully media literate students go beyond consumption and analysis to become active creators. Making media in the classroom empowers students to share their own narratives and perspectives through media, as well as better understand the media they consume on a daily basis. This Media Literacy Week, KQED is focusing on creation. Below, find multiple ways educators can engage in media making to bring the full range of media literacy learning in their classrooms.\u003c/span>\u003c/p>\n\u003cp>You can find all of our professional development and classroom curriculum resources year-round\u003ca href=\"https://youthmedia.kqed.org/resources\"> on our website\u003c/a>.\u003c/p>\n\u003ch3>Join Us Live\u003c/h3>\n\u003cp>Media creation is a vital part of media literacy. At KQED, our core mission is to elevate diverse youth voices, and what better way to do that during Media Literacy Week than with two media-making workshops that center student voice?\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://kqed.zoom.us/meeting/register/tZArfu2qpz4jGNM7vPPOcBEcYAXYb1n5Tdl8#/registration\">Audio Storytelling: Intro to Soundscapes\u003c/a>\u003c/b>\u003cbr>\n\u003cstrong>Wednesday, Oct 25, 4-5pm (K-12)\u003c/strong>\u003c/p>\n\u003cp>Explore audio storytelling and its immersive potential through sound. This workshop will emphasize soundscapes and the use of sound effects to engage listeners. Participants will create sound-rich audio stories and access classroom-ready resources, making it suitable for both beginners and those with prior experience in audio production.\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://kqed.zoom.us/meeting/register/tZAucuuhqzMjEtwSfYcUXaIbAF560a_t8xwf#/registration\">Next Level Audio Storytelling: Engaging Student Voice\u003c/a>\u003c/b>\u003cbr>\n\u003cstrong>Thursday, Oct. 26, 4-5:30pm (K-12)\u003c/strong>\u003cbr>\nEmpower your students to share their voices through podcasts, a powerful tool for building traditional and media literacy skills. Whether you want to integrate podcasting into an existing unit or explore \u003ca href=\"https://youthmedia.kqed.org/informational\">KQED’s Show What You Know Youth Media Challenge\u003c/a>, this workshop offers hands-on experience in scripting and audio production. No prior experience is necessary, making it suitable for educators at all levels.\u003c/p>\n\u003cp>Our Media Literacy Week audio workshops are thematically connected, but can also stand alone. Join us for one or both!\u003c/p>\n\u003ch3>Get Recognized for Your Skills\u003c/h3>\n\u003cp>Already a media literacy teacher leader or looking to become one? The PBS Media Literacy Educator Certification by KQED is designed to give educators the knowledge, resources, and skills necessary to become effective media literacy instructors. It also offers insights into best practices and pedagogical approaches for teaching media literacy. With access to up-to-date resources, including lesson plans, multimedia materials, and information on current media trends, educators can stay current in their field. Certification can also help educators with career development by getting recognized for their commitment to centering media literacy in their classrooms.\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://kqed.zoom.us/meeting/register/tZEpc-CvqD4oG9Yfh8JGtWCJSFxGTM_fxFa0#/registration\">Your Award Awaits: How to Become a PBS Certified Media Literacy Educator\u003c/a>\u003c/b>\u003cbr>\n\u003cstrong>Wednesday, October 18, 4-5pm PDT\u003c/strong>\u003cbr>\nLearn how to become a PBS Certified Media Literacy Educator as part of your existing teaching practice. No expensive training or fees required!\u003c/p>\n\u003ch3>5 Steps to Move Students from Consumers to Creators\u003c/h3>\n\u003cp>Want to grow your media literacy expertise, but short on time? Below are 5 small steps (one for each day of Media Literacy Week!) you can follow to develop your own media literacy skills and start your students on their journey of media creation.\u003c/p>\n\u003cul>\n\u003cli style=\"list-style-type: none;\">\n\u003col>\n\u003cli>\u003cstrong>Browse Student-Made Media Projects\u003c/strong>\u003cbr>\nLooking for inspiration for the types of media your students can make? Look no further than the \u003ca href=\"https://youthmedia.kqed.org/showcase\">Youth Media Showcase\u003c/a>, which is a collection of all the student-made media submitted to the Youth Media Challenge. Use the filters to search for student work by project, media type, or even topic. STEM teachers, jump straight to this playlist of\u003ca href=\"https://youthmedia.kqed.org/playlist/student-voices-in-stem\"> STEM-focused media projects\u003c/a>.\u003c/li>\n\u003cli>\u003cstrong>Sample a FREE Teach Course\u003c/strong>\u003cbr>\nWe’ve got an entire free online PD course on Analyzing Media Messages: Bias, Motivation, and Production Choices. Get a taste for the class by checking out the lesson on “Analyzing Media to Make Media”. \u003ca href=\"https://teach.kqed.org/p/analyzing-media\">Sign up here in minutes!\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>Attend a Workshop (or Two!) on Making Audio\u003c/strong>\u003cbr>\nLearn how to make sound-rich audio stories at our workshop on \u003ca href=\"https://kqed.zoom.us/meeting/register/tZArfu2qpz4jGNM7vPPOcBEcYAXYb1n5Tdl8#/registration\">Wednesday, October 25\u003c/a>. Come back on \u003ca href=\"https://kqed.zoom.us/meeting/register/tZAucuuhqzMjEtwSfYcUXaIbAF560a_t8xwf#/registration\">Thursday, October 26\u003c/a> to find out how you can integrate audio storytelling into your existing classroom curriculum to engage your students’ voices.\u003c/li>\n\u003cli>\u003cstrong>Spark a Classroom Discussion on Media\u003c/strong>\u003cbr>\nGear up for a week of media literacy with a classroom discussion on consuming media. Encourage students to think critically about why media is presented the way it is and the effect this can have on people’s behaviors. Watch the Above the Noise episode on \u003ca href=\"https://ca.pbslearningmedia.org/resource/social-media-design-tricks-video/above-the-noise/\">Mind Control: How Apps Use Design Tricks to Hook You\u003c/a>, which was co-produced by Common Sense Media. The classroom questions in the accompanying \u003ca href=\"https://static.pbslearningmedia.org/media/media_files/a07a4ddb-a126-464b-ac8c-f9bb0da1a284/0f6b2c10-7bc7-4c34-be21-7de6bc986fa1.pdf\">educator guide\u003c/a> will help students reflect on their own consumption before analyzing the components of the apps that keep us there. (Find more videos like this and lessons developed by Common Sense Education and\u003cspan style=\"font-weight: 400;\"> Harvard’s Center for Digital Thriving in the \u003ca href=\"https://www.commonsense.org/education/collections/digital-well-being-high-school-lessons\">Digital Well-Being collection\u003c/a>. )\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>Pick a Youth Media Challenge project\u003c/strong>\u003cbr>\nReady to start your students on their journey to becoming media-savvy creators? Browse the three Youth Media Challenge projects on\u003ca href=\"https://youthmedia.kqed.org/overview\"> our website\u003c/a>. With nine different media types to choose from, it’s never been easier to find the right media project for your classroom. Each project works with multiple subject areas, from ELA to STEM to Economics, and comes with a range of curricular supports in both English and Spanish.\u003c/li>\n\u003c/ol>\n\u003cp>[ad fullwidth]\u003c/p>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">Media Literacy Week is almost here! KQED Education is excited to participate in NAMLE’s annual celebration of the skills required to navigate the media landscape. Fully media literate students go beyond consumption and analysis to become active creators. Making media in the classroom empowers students to share their own narratives and perspectives through media, as well as better understand the media they consume on a daily basis. This Media Literacy Week, KQED is focusing on creation. Below, find multiple ways educators can engage in media making to bring the full range of media literacy learning in their classrooms.\u003c/span>\u003c/p>\n\u003cp>You can find all of our professional development and classroom curriculum resources year-round\u003ca href=\"https://youthmedia.kqed.org/resources\"> on our website\u003c/a>.\u003c/p>\n\u003ch3>Join Us Live\u003c/h3>\n\u003cp>Media creation is a vital part of media literacy. At KQED, our core mission is to elevate diverse youth voices, and what better way to do that during Media Literacy Week than with two media-making workshops that center student voice?\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://kqed.zoom.us/meeting/register/tZArfu2qpz4jGNM7vPPOcBEcYAXYb1n5Tdl8#/registration\">Audio Storytelling: Intro to Soundscapes\u003c/a>\u003c/b>\u003cbr>\n\u003cstrong>Wednesday, Oct 25, 4-5pm (K-12)\u003c/strong>\u003c/p>\n\u003cp>Explore audio storytelling and its immersive potential through sound. This workshop will emphasize soundscapes and the use of sound effects to engage listeners. Participants will create sound-rich audio stories and access classroom-ready resources, making it suitable for both beginners and those with prior experience in audio production.\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://kqed.zoom.us/meeting/register/tZAucuuhqzMjEtwSfYcUXaIbAF560a_t8xwf#/registration\">Next Level Audio Storytelling: Engaging Student Voice\u003c/a>\u003c/b>\u003cbr>\n\u003cstrong>Thursday, Oct. 26, 4-5:30pm (K-12)\u003c/strong>\u003cbr>\nEmpower your students to share their voices through podcasts, a powerful tool for building traditional and media literacy skills. Whether you want to integrate podcasting into an existing unit or explore \u003ca href=\"https://youthmedia.kqed.org/informational\">KQED’s Show What You Know Youth Media Challenge\u003c/a>, this workshop offers hands-on experience in scripting and audio production. No prior experience is necessary, making it suitable for educators at all levels.\u003c/p>\n\u003cp>Our Media Literacy Week audio workshops are thematically connected, but can also stand alone. Join us for one or both!\u003c/p>\n\u003ch3>Get Recognized for Your Skills\u003c/h3>\n\u003cp>Already a media literacy teacher leader or looking to become one? The PBS Media Literacy Educator Certification by KQED is designed to give educators the knowledge, resources, and skills necessary to become effective media literacy instructors. It also offers insights into best practices and pedagogical approaches for teaching media literacy. With access to up-to-date resources, including lesson plans, multimedia materials, and information on current media trends, educators can stay current in their field. Certification can also help educators with career development by getting recognized for their commitment to centering media literacy in their classrooms.\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://kqed.zoom.us/meeting/register/tZEpc-CvqD4oG9Yfh8JGtWCJSFxGTM_fxFa0#/registration\">Your Award Awaits: How to Become a PBS Certified Media Literacy Educator\u003c/a>\u003c/b>\u003cbr>\n\u003cstrong>Wednesday, October 18, 4-5pm PDT\u003c/strong>\u003cbr>\nLearn how to become a PBS Certified Media Literacy Educator as part of your existing teaching practice. No expensive training or fees required!\u003c/p>\n\u003ch3>5 Steps to Move Students from Consumers to Creators\u003c/h3>\n\u003cp>Want to grow your media literacy expertise, but short on time? Below are 5 small steps (one for each day of Media Literacy Week!) you can follow to develop your own media literacy skills and start your students on their journey of media creation.\u003c/p>\n\u003cul>\n\u003cli style=\"list-style-type: none;\">\n\u003col>\n\u003cli>\u003cstrong>Browse Student-Made Media Projects\u003c/strong>\u003cbr>\nLooking for inspiration for the types of media your students can make? Look no further than the \u003ca href=\"https://youthmedia.kqed.org/showcase\">Youth Media Showcase\u003c/a>, which is a collection of all the student-made media submitted to the Youth Media Challenge. Use the filters to search for student work by project, media type, or even topic. STEM teachers, jump straight to this playlist of\u003ca href=\"https://youthmedia.kqed.org/playlist/student-voices-in-stem\"> STEM-focused media projects\u003c/a>.\u003c/li>\n\u003cli>\u003cstrong>Sample a FREE Teach Course\u003c/strong>\u003cbr>\nWe’ve got an entire free online PD course on Analyzing Media Messages: Bias, Motivation, and Production Choices. Get a taste for the class by checking out the lesson on “Analyzing Media to Make Media”. \u003ca href=\"https://teach.kqed.org/p/analyzing-media\">Sign up here in minutes!\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>Attend a Workshop (or Two!) on Making Audio\u003c/strong>\u003cbr>\nLearn how to make sound-rich audio stories at our workshop on \u003ca href=\"https://kqed.zoom.us/meeting/register/tZArfu2qpz4jGNM7vPPOcBEcYAXYb1n5Tdl8#/registration\">Wednesday, October 25\u003c/a>. Come back on \u003ca href=\"https://kqed.zoom.us/meeting/register/tZAucuuhqzMjEtwSfYcUXaIbAF560a_t8xwf#/registration\">Thursday, October 26\u003c/a> to find out how you can integrate audio storytelling into your existing classroom curriculum to engage your students’ voices.\u003c/li>\n\u003cli>\u003cstrong>Spark a Classroom Discussion on Media\u003c/strong>\u003cbr>\nGear up for a week of media literacy with a classroom discussion on consuming media. Encourage students to think critically about why media is presented the way it is and the effect this can have on people’s behaviors. Watch the Above the Noise episode on \u003ca href=\"https://ca.pbslearningmedia.org/resource/social-media-design-tricks-video/above-the-noise/\">Mind Control: How Apps Use Design Tricks to Hook You\u003c/a>, which was co-produced by Common Sense Media. The classroom questions in the accompanying \u003ca href=\"https://static.pbslearningmedia.org/media/media_files/a07a4ddb-a126-464b-ac8c-f9bb0da1a284/0f6b2c10-7bc7-4c34-be21-7de6bc986fa1.pdf\">educator guide\u003c/a> will help students reflect on their own consumption before analyzing the components of the apps that keep us there. (Find more videos like this and lessons developed by Common Sense Education and\u003cspan style=\"font-weight: 400;\"> Harvard’s Center for Digital Thriving in the \u003ca href=\"https://www.commonsense.org/education/collections/digital-well-being-high-school-lessons\">Digital Well-Being collection\u003c/a>. )\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>Pick a Youth Media Challenge project\u003c/strong>\u003cbr>\nReady to start your students on their journey to becoming media-savvy creators? Browse the three Youth Media Challenge projects on\u003ca href=\"https://youthmedia.kqed.org/overview\"> our website\u003c/a>. With nine different media types to choose from, it’s never been easier to find the right media project for your classroom. Each project works with multiple subject areas, from ELA to STEM to Economics, and comes with a range of curricular supports in both English and Spanish.\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\u003c/div>",
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"headTitle": "To Bean or Not to Bean: Should We Be Worried About Caffeine’s Effect on Our Bodies and Society? | KQED",
"content": "\u003cp>Do you need a caffeinated drink like coffee to start your day or meet a big deadline? You’re not alone. About 90% of human beings worldwide consume some form of caffeine. Medically, caffeine isn’t considered addictive. But it can feel that way since caffeine blocks the neurochemicals that make us feel sleepy. And too much caffeine can cause jitteriness and even anxiety attacks. But all that awake time does have benefits. Most historians agree that caffeine played a role in both the American and French revolutions, and it keeps the workforce chugging along to this day. It also may boost heart and brain health. Watch the episode and decide for yourself: should we be worried about caffeine’s effects on our bodies and society?\u003c/p>\n\u003cp>\u003cb>TEACHERS\u003c/b>: Guide your students to practice civil discourse about current topics and get practice writing CER (claim, evidence, reasoning) responses. \u003cstrong>\u003ca href=\"https://ca.pbslearningmedia.org/resource/should-we-be-worried-about-caffeines-effect/above-the-noise/\">Explore lesson supports.\u003c/a> \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003cspan class=\"\">What is caffeine?\u003c/span> \u003c/strong>\u003c/p>\n\u003cp>Caffeine is a psychoactive/psychostimulant drug that is found naturally in many types of plants. Caffeine is typically safe for consumption within appropriate doses. Despite being labeled as a drug, caffeine is generally not considered to be addictive. However, here in the U.S. caffeine use has become ingrained in our work culture, leaving many of us dependent on it.\u003c/p>\n\u003cp>\u003cstrong>\u003cspan class=\"\">How does caffeine affect your brain?\u003c/span> \u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Ever wonder why you feel sleepy? Well, the chemical responsible for that feeling is called adenosine. While you go through your day, your brain is constantly creating it to help promote sleep activity. Caffeine as a chemical actually prevents adenosine receptors from absorbing the adenosine you produce. However, this doesn’t stop you from producing adenosine, which explains the crash many of us get after the effects of caffeine start fading.\u003c/p>\n\u003cp>\u003cstrong>\u003cspan class=\"\">Is coffee healthy for you?\u003c/span> \u003c/strong>\u003c/p>\n\u003cp>Well, that mostly depends on you. As of right now, research shows that, for the most part, coffee is healthy for you. However, as with everything pertaining to diet, this is on a case-by-case basis. Coffee itself is chock-full of polyphenols – a.k.a antioxidants – which can help prevent and repair oxidative stress you receive by living your life. Caffeine is also a polyphenol that has neuroprotective qualities. The trouble that most people have with coffee is with the caffeine content itself. Everybody has different levels of caffeine tolerance, meaning that a healthy dosage of coffee or caffeine is different for everyone. A few clear signs that you have consumed too much caffeine are things like heart palpitations, jitteriness, anxiety, etc.\u003c/p>\n\u003cp>\u003cstrong> \u003cspan class=\"\">What role has caffeine/coffee played in work culture?\u003c/span> \u003c/strong>\u003c/p>\n\u003cp>You could argue that during the industrial revolution, coffee was almost as valuable a resource as coal or oil. It was the fuel to get the common worker through their day without keeling over in the middle of their shift. It wasn’t always like this though. The bean itself has seen a lot of use throughout human history as a form of medicine. In the 1400’s the method of brewing coffee was finally discovered. Literally revolutionizing the world, for better or worse playing a key part in both the American and French revolutions, as well as the Industrial revolution\u003c/p>\n\u003cp>\u003cstrong>SOURCES\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Coffee, The Nutrition Source, Harvard School of Public Health, 2020\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.hsph.harvard.edu/nutritionsource/food-features/coffee/\">\u003cspan style=\"font-weight: 400\">https://www.hsph.harvard.edu/nutritionsource/food-features/coffee/\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Caffeine,” National Library of Medicine, 2022\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.ncbi.nlm.nih.gov/books/NBK519490/#:~:text=Caffeine%20is%20a%20naturally%20occurring,widely%20taken%20psychoactive%20stimulant%20globally\">\u003cspan style=\"font-weight: 400\">https://www.ncbi.nlm.nih.gov/books/NBK519490/#:~:text=Caffeine%20is%20a%20naturally%20occurring,widely%20taken%20psychoactive%20stimulant%20globally\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Childhood Caffeine Exposure May Negatively Affect Cognitive Functioning,” National Institute on Drug Abuse (NIDA), 2021\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://archives.nida.nih.gov/news-events/nida-notes/2021/04/childhood-caffeine-exposure-may-negatively-affect-cognitive-functioning\">\u003cspan style=\"font-weight: 400\">https://archives.nida.nih.gov/news-events/nida-notes/2021/04/childhood-caffeine-exposure-may-negatively-affect-cognitive-functioning\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Caffeine and Children,” American Academy of Child & Adolescent Psychiatry, 2020\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/Caffeine_and_Children-131.aspx#:~:text=At%20this%20time%2C%20pediatricians%20advise,those%2012%2D18%20years%20old\">\u003cspan style=\"font-weight: 400\">https://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/Caffeine_and_Children-131.aspx#:~:text=At%20this%20time%2C%20pediatricians%20advise,those%2012%2D18%20years%20old\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Is caffeine addictive? The most widely used psychoactive substance in the world affects same parts of the brain as cocaine,” National Library of Medicine, 1998\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/9889511/\">\u003cspan style=\"font-weight: 400\">https://pubmed.ncbi.nlm.nih.gov/9889511/\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A historical study of coffee in Japanese and Asian countries: focusing the medicinal uses in Asian traditional medicines,” National Library of Medicine, 2002\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/12412599/\">\u003cspan style=\"font-weight: 400\">https://pubmed.ncbi.nlm.nih.gov/12412599/\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The Invisible Addiction: Is It Time To Give Up Caffeine?” Michael Pollan, The Guardian, 2021\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.theguardian.com/food/2021/jul/06/caffeine-coffee-tea-invisible-addiction-is-it-time-to-give-up\">\u003cspan style=\"font-weight: 400\">https://www.theguardian.com/food/2021/jul/06/caffeine-coffee-tea-invisible-addiction-is-it-time-to-give-up\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Is coffee good for your memory? A Harvard brain expert shares how she gets the most out of its health benefits.” CNBC, 2022\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.cnbc.com/2022/02/15/is-coffee-good-for-your-memory-a-harvard-brain-expert-shares-how-she-maximizes-its-health-benefits.html\">\u003cspan style=\"font-weight: 400\">https://www.cnbc.com/2022/02/15/is-coffee-good-for-your-memory-a-harvard-brain-expert-shares-how-she-maximizes-its-health-benefits.html\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Childhood Caffeine Exposure May Negatively Affect Cognitive Functioning,” National Institute on Drug Abuse (NIDA), 2021 \u003c/span>\u003ca href=\"https://archives.nida.nih.gov/news-events/nida-notes/2021/04/childhood-caffeine-exposure-may-negatively-affect-cognitive-functioning\">\u003cspan style=\"font-weight: 400\">https://archives.nida.nih.gov/news-events/nida-notes/2021/04/childhood-caffeine-exposure-may-negatively-affect-cognitive-functioning\u003c/span>\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Do you need a caffeinated drink like coffee to start your day or meet a big deadline? You’re not alone. About 90% of human beings worldwide consume some form of caffeine. Medically, caffeine isn’t considered addictive. But it can feel that way since caffeine blocks the neurochemicals that make us feel sleepy. And too much caffeine can cause jitteriness and even anxiety attacks. But all that awake time does have benefits. Most historians agree that caffeine played a role in both the American and French revolutions, and it keeps the workforce chugging along to this day. It also may boost heart and brain health. Watch the episode and decide for yourself: should we be worried about caffeine’s effects on our bodies and society?\u003c/p>\n\u003cp>\u003cb>TEACHERS\u003c/b>: Guide your students to practice civil discourse about current topics and get practice writing CER (claim, evidence, reasoning) responses. \u003cstrong>\u003ca href=\"https://ca.pbslearningmedia.org/resource/should-we-be-worried-about-caffeines-effect/above-the-noise/\">Explore lesson supports.\u003c/a> \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003cspan class=\"\">What is caffeine?\u003c/span> \u003c/strong>\u003c/p>\n\u003cp>Caffeine is a psychoactive/psychostimulant drug that is found naturally in many types of plants. Caffeine is typically safe for consumption within appropriate doses. Despite being labeled as a drug, caffeine is generally not considered to be addictive. However, here in the U.S. caffeine use has become ingrained in our work culture, leaving many of us dependent on it.\u003c/p>\n\u003cp>\u003cstrong>\u003cspan class=\"\">How does caffeine affect your brain?\u003c/span> \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Ever wonder why you feel sleepy? Well, the chemical responsible for that feeling is called adenosine. While you go through your day, your brain is constantly creating it to help promote sleep activity. Caffeine as a chemical actually prevents adenosine receptors from absorbing the adenosine you produce. However, this doesn’t stop you from producing adenosine, which explains the crash many of us get after the effects of caffeine start fading.\u003c/p>\n\u003cp>\u003cstrong>\u003cspan class=\"\">Is coffee healthy for you?\u003c/span> \u003c/strong>\u003c/p>\n\u003cp>Well, that mostly depends on you. As of right now, research shows that, for the most part, coffee is healthy for you. However, as with everything pertaining to diet, this is on a case-by-case basis. Coffee itself is chock-full of polyphenols – a.k.a antioxidants – which can help prevent and repair oxidative stress you receive by living your life. Caffeine is also a polyphenol that has neuroprotective qualities. The trouble that most people have with coffee is with the caffeine content itself. Everybody has different levels of caffeine tolerance, meaning that a healthy dosage of coffee or caffeine is different for everyone. A few clear signs that you have consumed too much caffeine are things like heart palpitations, jitteriness, anxiety, etc.\u003c/p>\n\u003cp>\u003cstrong> \u003cspan class=\"\">What role has caffeine/coffee played in work culture?\u003c/span> \u003c/strong>\u003c/p>\n\u003cp>You could argue that during the industrial revolution, coffee was almost as valuable a resource as coal or oil. It was the fuel to get the common worker through their day without keeling over in the middle of their shift. It wasn’t always like this though. The bean itself has seen a lot of use throughout human history as a form of medicine. In the 1400’s the method of brewing coffee was finally discovered. Literally revolutionizing the world, for better or worse playing a key part in both the American and French revolutions, as well as the Industrial revolution\u003c/p>\n\u003cp>\u003cstrong>SOURCES\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Coffee, The Nutrition Source, Harvard School of Public Health, 2020\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.hsph.harvard.edu/nutritionsource/food-features/coffee/\">\u003cspan style=\"font-weight: 400\">https://www.hsph.harvard.edu/nutritionsource/food-features/coffee/\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Caffeine,” National Library of Medicine, 2022\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.ncbi.nlm.nih.gov/books/NBK519490/#:~:text=Caffeine%20is%20a%20naturally%20occurring,widely%20taken%20psychoactive%20stimulant%20globally\">\u003cspan style=\"font-weight: 400\">https://www.ncbi.nlm.nih.gov/books/NBK519490/#:~:text=Caffeine%20is%20a%20naturally%20occurring,widely%20taken%20psychoactive%20stimulant%20globally\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Childhood Caffeine Exposure May Negatively Affect Cognitive Functioning,” National Institute on Drug Abuse (NIDA), 2021\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://archives.nida.nih.gov/news-events/nida-notes/2021/04/childhood-caffeine-exposure-may-negatively-affect-cognitive-functioning\">\u003cspan style=\"font-weight: 400\">https://archives.nida.nih.gov/news-events/nida-notes/2021/04/childhood-caffeine-exposure-may-negatively-affect-cognitive-functioning\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Caffeine and Children,” American Academy of Child & Adolescent Psychiatry, 2020\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/Caffeine_and_Children-131.aspx#:~:text=At%20this%20time%2C%20pediatricians%20advise,those%2012%2D18%20years%20old\">\u003cspan style=\"font-weight: 400\">https://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/Caffeine_and_Children-131.aspx#:~:text=At%20this%20time%2C%20pediatricians%20advise,those%2012%2D18%20years%20old\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Is caffeine addictive? The most widely used psychoactive substance in the world affects same parts of the brain as cocaine,” National Library of Medicine, 1998\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/9889511/\">\u003cspan style=\"font-weight: 400\">https://pubmed.ncbi.nlm.nih.gov/9889511/\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A historical study of coffee in Japanese and Asian countries: focusing the medicinal uses in Asian traditional medicines,” National Library of Medicine, 2002\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/12412599/\">\u003cspan style=\"font-weight: 400\">https://pubmed.ncbi.nlm.nih.gov/12412599/\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The Invisible Addiction: Is It Time To Give Up Caffeine?” Michael Pollan, The Guardian, 2021\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.theguardian.com/food/2021/jul/06/caffeine-coffee-tea-invisible-addiction-is-it-time-to-give-up\">\u003cspan style=\"font-weight: 400\">https://www.theguardian.com/food/2021/jul/06/caffeine-coffee-tea-invisible-addiction-is-it-time-to-give-up\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Is coffee good for your memory? A Harvard brain expert shares how she gets the most out of its health benefits.” CNBC, 2022\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.cnbc.com/2022/02/15/is-coffee-good-for-your-memory-a-harvard-brain-expert-shares-how-she-maximizes-its-health-benefits.html\">\u003cspan style=\"font-weight: 400\">https://www.cnbc.com/2022/02/15/is-coffee-good-for-your-memory-a-harvard-brain-expert-shares-how-she-maximizes-its-health-benefits.html\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Childhood Caffeine Exposure May Negatively Affect Cognitive Functioning,” National Institute on Drug Abuse (NIDA), 2021 \u003c/span>\u003ca href=\"https://archives.nida.nih.gov/news-events/nida-notes/2021/04/childhood-caffeine-exposure-may-negatively-affect-cognitive-functioning\">\u003cspan style=\"font-weight: 400\">https://archives.nida.nih.gov/news-events/nida-notes/2021/04/childhood-caffeine-exposure-may-negatively-affect-cognitive-functioning\u003c/span>\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "How Do Tech Companies Use Design Tricks To Keep You Hooked?",
"headTitle": "How Do Tech Companies Use Design Tricks To Keep You Hooked? | KQED",
"content": "\u003cp>Ever find yourself losing track of time while you’re on your phone? Well, that’s not by accident. Our favorite apps are intentionally designed to keep us on them as long as possible so tech companies can gather data from us about what we like and engage with. This user data is a valuable commodity that they then sell to advertisers and use to improve their algorithms and user features. But what design tricks are these app companies using, and what is the impact on us?\u003c/p>\n\u003cp>This episode of Above the Noise is a special collaboration with \u003ca href=\"https://www.commonsense.org/education\">Common Sense Education\u003c/a> and Harvard’s \u003ca href=\"https://pz.harvard.edu/\">Center for Digital Thriving\u003c/a>.\u003c/p>\n\u003cp>\u003cb>TEACHERS\u003c/b>\u003cspan style=\"font-weight: 400\">: Guide your students to practice civil discourse about current topics and get practice writing CER (claim, evidence, reasoning) responses. \u003cstrong>\u003ca href=\"https://ca.pbslearningmedia.org/collection/above-the-noise-collection/\">Explore lesson supports.\u003c/a> \u003c/strong>\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>What are design tricks?\u003c/strong>\u003c/p>\n\u003cp>Design tricks are the ways tech companies use user interface design features to grab our attention. This can be a number of things such as; infinite scroll (scrolling that never ends)sound notifications, the heart or thumbs-up icon that appears when you like a post, the text bubble that pops up when someone is typing, and many more.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>What is the history of UX design?\u003c/strong>\u003c/p>\n\u003cp>In the 90’s as a graduate student at Stanford, BJ Fogg ran the first-ever series of experiments to discover how computers could change people’s attitudes and behaviors. The idea behind Fogg’s work is that computers can be designed so that they influence the behavior of the people who use them. This is called “User Experience” (UX) or “User Interface” (UI). Around the same time, Google was discovering if they analyzed search history, they could help with spelling errors in searches as they continued to explore this data they realized it had surprising power to predict things about us.\u003c/p>\n\u003cp>\u003cstrong>What’s the impact of these design tricks?\u003c/strong>\u003c/p>\n\u003cp>Design tricks are used to keep people on their devices for as long as possible so tech companies can collect user data that they can sell to third-party companies for profit. It’s a big part of how companies make their money. However, these tricks aren’t just keeping us glued to our devices; they can also heavily influence our thoughts and ideas about ourselves and the way we see the world around us. This can be especially true for younger people who have grown up having so much access to information with social media.\u003c/p>\n\u003cp>\u003cstrong>SOURCES\u003c/strong>\u003c/p>\n\u003cp>\u003cb>Teens and Mental Health: How Girls Really Feel About Social Media\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/research/teens-and-mental-health-how-girls-really-feel-about-social-media\">\u003cspan style=\"font-weight: 400\">report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from Common Sense Media shares key findings and data around the impact of social media on the mental health of teens.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Teens and social media: Key findings from Pew Research Center surveys\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This \u003c/span>\u003ca href=\"https://www.pewresearch.org/short-reads/2023/04/24/teens-and-social-media-key-findings-from-pew-research-center-surveys/\">\u003cspan style=\"font-weight: 400\">article\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from the Pew Research Center summarizes findings from a teen and parent survey around social media usage and thoughts on the impact it has on their lives.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Dark patterns, the tricks websites use to make you say yes, explained\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This \u003c/span>\u003ca href=\"https://www.vox.com/recode/22351108/dark-patterns-ui-web-design-privacy\">\u003cspan style=\"font-weight: 400\">article\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from Vox explores how user design and ‘dark patterns’ can manipulate the behaviors and choices that users make on websites and social media apps.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Psychologists speak out against tech companies that use “persuasive design” to lure in kids\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this \u003c/span>\u003ca href=\"https://www.vox.com/2018/8/8/17664580/persuasive-technology-psychology\">\u003cspan style=\"font-weight: 400\">interview \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">from Vox, a psychologist speaks about the dangers and persuasive technology that apps and games have on kids. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Why We Can’t Just Pick a Movie\u003c/b>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This \u003c/span>\u003ca href=\"https://edu.gcfglobal.org/en/digital-media-literacy/why-we-cant-just-pick-a-movie/1/\">\u003cspan style=\"font-weight: 400\">article and video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from Digital Media Literacy explains the choice paralysis that occurs when we have an abundance of choices when using our apps and technology and fall into scroll rabbit hole rather than making a singular decision.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Ever find yourself losing track of time while you’re on your phone? Well, that’s not by accident. Our favorite apps are intentionally designed to keep us on them as long as possible so tech companies can gather data from us about what we like and engage with. This user data is a valuable commodity that they then sell to advertisers and use to improve their algorithms and user features. But what design tricks are these app companies using, and what is the impact on us?\u003c/p>\n\u003cp>This episode of Above the Noise is a special collaboration with \u003ca href=\"https://www.commonsense.org/education\">Common Sense Education\u003c/a> and Harvard’s \u003ca href=\"https://pz.harvard.edu/\">Center for Digital Thriving\u003c/a>.\u003c/p>\n\u003cp>\u003cb>TEACHERS\u003c/b>\u003cspan style=\"font-weight: 400\">: Guide your students to practice civil discourse about current topics and get practice writing CER (claim, evidence, reasoning) responses. \u003cstrong>\u003ca href=\"https://ca.pbslearningmedia.org/collection/above-the-noise-collection/\">Explore lesson supports.\u003c/a> \u003c/strong>\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>What are design tricks?\u003c/strong>\u003c/p>\n\u003cp>Design tricks are the ways tech companies use user interface design features to grab our attention. This can be a number of things such as; infinite scroll (scrolling that never ends)sound notifications, the heart or thumbs-up icon that appears when you like a post, the text bubble that pops up when someone is typing, and many more.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>What is the history of UX design?\u003c/strong>\u003c/p>\n\u003cp>In the 90’s as a graduate student at Stanford, BJ Fogg ran the first-ever series of experiments to discover how computers could change people’s attitudes and behaviors. The idea behind Fogg’s work is that computers can be designed so that they influence the behavior of the people who use them. This is called “User Experience” (UX) or “User Interface” (UI). Around the same time, Google was discovering if they analyzed search history, they could help with spelling errors in searches as they continued to explore this data they realized it had surprising power to predict things about us.\u003c/p>\n\u003cp>\u003cstrong>What’s the impact of these design tricks?\u003c/strong>\u003c/p>\n\u003cp>Design tricks are used to keep people on their devices for as long as possible so tech companies can collect user data that they can sell to third-party companies for profit. It’s a big part of how companies make their money. However, these tricks aren’t just keeping us glued to our devices; they can also heavily influence our thoughts and ideas about ourselves and the way we see the world around us. This can be especially true for younger people who have grown up having so much access to information with social media.\u003c/p>\n\u003cp>\u003cstrong>SOURCES\u003c/strong>\u003c/p>\n\u003cp>\u003cb>Teens and Mental Health: How Girls Really Feel About Social Media\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/research/teens-and-mental-health-how-girls-really-feel-about-social-media\">\u003cspan style=\"font-weight: 400\">report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from Common Sense Media shares key findings and data around the impact of social media on the mental health of teens.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Teens and social media: Key findings from Pew Research Center surveys\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This \u003c/span>\u003ca href=\"https://www.pewresearch.org/short-reads/2023/04/24/teens-and-social-media-key-findings-from-pew-research-center-surveys/\">\u003cspan style=\"font-weight: 400\">article\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from the Pew Research Center summarizes findings from a teen and parent survey around social media usage and thoughts on the impact it has on their lives.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Dark patterns, the tricks websites use to make you say yes, explained\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This \u003c/span>\u003ca href=\"https://www.vox.com/recode/22351108/dark-patterns-ui-web-design-privacy\">\u003cspan style=\"font-weight: 400\">article\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from Vox explores how user design and ‘dark patterns’ can manipulate the behaviors and choices that users make on websites and social media apps.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Psychologists speak out against tech companies that use “persuasive design” to lure in kids\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this \u003c/span>\u003ca href=\"https://www.vox.com/2018/8/8/17664580/persuasive-technology-psychology\">\u003cspan style=\"font-weight: 400\">interview \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">from Vox, a psychologist speaks about the dangers and persuasive technology that apps and games have on kids. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Why We Can’t Just Pick a Movie\u003c/b>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This \u003c/span>\u003ca href=\"https://edu.gcfglobal.org/en/digital-media-literacy/why-we-cant-just-pick-a-movie/1/\">\u003cspan style=\"font-weight: 400\">article and video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from Digital Media Literacy explains the choice paralysis that occurs when we have an abundance of choices when using our apps and technology and fall into scroll rabbit hole rather than making a singular decision.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>KQED was proud to pilot the Youth Takeover television Interstitials project during the 2023 Youth Takeover Week. Five pieces produced by Bay Area youth were broadcast over KQED 9 and KQED+ a total of 86 times from April 24 to 28. These pieces cover topics spanning responsible pet adoption to gun violence in schools and a personal reflection on growing up mixed-race. You can watch all five stories from these brave and talented young people below:\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Being Mixed Race by SirJell Z.\" width=\"500\" height=\"281\" src=\"https://www.youtube.com/embed/aoarzNo7Wz4?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch3>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.youtube.com/watch?v=aoarzNo7Wz4\">\u003cstrong>Being Mixed Race \u003c/strong>\u003c/a>\u003c/span>by SirJell Z.\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">SirJell discusses his experience as a mixed race teen, embracing the rich blend of cultures and traditions, but also facing a unique set of challenges.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Roe v Wade Overturning by Abigail E.\" width=\"500\" height=\"281\" src=\"https://www.youtube.com/embed/f2EtQpa7k9Y?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch3>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.youtube.com/watch?v=f2EtQpa7k9Y&feature=youtu.be\">\u003cstrong>Roe v Wade Overturning\u003c/strong>\u003c/a>\u003cstrong> by Abigail E.\u003c/strong>\u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Abigail reflects on the sweeping consequences that the overturning of Roe v Wade has had on women in the United States.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Pets in Need by Maya W.\" width=\"500\" height=\"281\" src=\"https://www.youtube.com/embed/HnyPHVBbZcc?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch3>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.youtube.com/watch?v=HnyPHVBbZcc\">\u003cstrong>Pets in Need\u003c/strong>\u003c/a>\u003cstrong> by Maya W.\u003c/strong>\u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Maya interviews the program director at Pets in Need, a Bay Area pet adoption organization, to investigate the growing issue of euthanasia in overcrowded shelters.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"CA Wildfire by Kate O.\" width=\"500\" height=\"281\" src=\"https://www.youtube.com/embed/qCEYuLBaeUM?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch3>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://youtu.be/qCEYuLBaeUM\">\u003cstrong>CA Wildfire \u003c/strong>\u003c/a>\u003cstrong>by Katie O.\u003c/strong>\u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kate urges lawmakers to look for more long-term solutions to wildfires in California, like controlled burns of high fire-risk areas, which research has shown to decrease fire danger.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Mass Shootings by Nora S\" width=\"500\" height=\"281\" src=\"https://www.youtube.com/embed/CnTUNQvLnPQ?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch3>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://youtu.be/CnTUNQvLnPQ\">\u003cstrong>Mass Shootings\u003c/strong>\u003c/a>\u003cstrong> by Nora S.\u003c/strong>\u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nora explores why stricter gun laws are important in order to keep Californians safe and advocates for new regulations on concealed carry permits.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">From bird watching to 3D printing to boxing, students make podcasts to share hobbies and passions with their peers, families and the public.\u003c/span>\u003c/p>\n\u003cp>Have fun in the last few weeks of the school year and hear what students are most passionate about! End-of-year media projects are a great way for students to showcase skills they have developed all school year, from researching, writing and editing to public speaking. The audio essays below demonstrate the power of inviting students to share their enthusiasm, passions and strengths.\u003c/p>\n\u003cp>\u003cstrong>\u003cb>Why Hobbies Matter\u003c/b>\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjA3MGEwODk1NTAzZDc2MjVjMWY0MjQ0\" target=\"_blank\" rel=\"noopener\">\u003cstrong>How Hobbies Affect Your Mental Health\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> Destini explains how having a hobby positively impacts stress, relationships, and feelings of belonging.\u003cbr>\n\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjNlZDJiZGFjZTIzZGY0OGEyYjg1NGI0\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Expressing Creativity\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> Milan shares how participating in technical theater helped him realize that you can express creativity in countless ways, even if you think you’re “bad at art.”\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjQyMzAxY2QyMjkxNzg0YmFlZGNiNTUy\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Boxing Changed My Life\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> Michael details his transformative journey building character and practicing resilience through boxing.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>\u003cb>Quarantine Hobbies Became Passions\u003c/b>\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjI4ODcyOGIwNzQ5ODEwODI3ZDNjMmE2\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Birding: Not Just an “Old Man” Hobby\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> Staring outside her window during endless Zoom classes led Kassia to discover both her passion and her college major.\u003cbr>\n\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjI4YThjODQyOTNjMmI1NDNjMDNmNzU0\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Learning 3D Printing During Quarantine \u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\">The extra spare time during quarantine allowed Clifford to learn a new skill and develop it into a small business.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjA3MGEwODY1NTAzZDc2MjVjMWY0MjQz\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Puzzles and how they have helped me through the COVID-19 Pandemic \u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\">Asher found puzzles to be both a great stress reliever and a way for him to bond with his grandfather.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjNlZDMyMWNjZTIzZGY0OGEyYjg1NGI2\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Nails, Nails, Nails!\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> Rachael finds joy in expressing her creativity and femininity through endless nail art designs.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>\u003cb>What Makes Me ‘Me’ \u003c/b>\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjNlNTY3YzUzZmYyZTg1Y2Y1ZmM3ZDU2\" target=\"_blank\" rel=\"noopener\">\u003cstrong>The Quest for 1,000: The Story of Paper Cranes\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> Presley and Emarie detail the history of origami and how their mission to fold 1,000 paper cranes brought their community together.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjQyNGExOTYyMjkxNzg0YmFlZGNiNTcy\" target=\"_blank\" rel=\"noopener\">\u003cstrong>The Art of Strategy: Mastering the Game of Chess\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> John shares how the thrill and mental challenge of playing chess keeps him coming back.\u003cbr>\n\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjI4NTRkNzMwNzQ5ODEwODI3ZDNjMjZm\" target=\"_blank\" rel=\"noopener\">\u003cstrong>A Journey With Literature\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> Finding a book with characters and themes she could connect with inspired Chelsea’s passion for reading.\u003cbr>\n\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjQxNTAyZTE5NzYxYmI3ODI1ZTUwNzgw\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Rubik’s Cube Journey\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> Jerry has learned that hard work and perseverance can truly lead you to success, even when people around you question your interests.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjNlYmMxMWUzZmYyZTg1Y2Y1ZmM3ZDcx\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Why Tennis?\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> Presley wants others to learn more about her favorite sport and its physical and mental health benefits.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Spotlight your students’ voices in the classroom with KQED’s \u003ca href=\"https://learn.kqed.org/challenges/teachers/perspectives\">Perspectives\u003c/a> or \u003ca href=\"https://learn.kqed.org/challenges/teachers/podcasting\">Podcasting Youth Media Challenges\u003c/a>. They include free, modifiable curriculum that gives students structure and support as they take their writing from page to production. When students are ready to publish, KQED’s \u003ca href=\"https://learn.kqed.org/challenges/\">Youth Media Showcase\u003c/a> accepts submissions from students in grades 6-12 throughout the school year. This isn’t a contest—all youth voices are welcome and published, and some may be featured on KQED’s homepage, digital channels, and \u003ca href=\"https://www.kqed.org/education/collection/youth-media-challenges\">in posts like this one\u003c/a>!\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">From bird watching to 3D printing to boxing, students make podcasts to share hobbies and passions with their peers, families and the public.\u003c/span>\u003c/p>\n\u003cp>Have fun in the last few weeks of the school year and hear what students are most passionate about! End-of-year media projects are a great way for students to showcase skills they have developed all school year, from researching, writing and editing to public speaking. The audio essays below demonstrate the power of inviting students to share their enthusiasm, passions and strengths.\u003c/p>\n\u003cp>\u003cstrong>\u003cb>Why Hobbies Matter\u003c/b>\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjA3MGEwODk1NTAzZDc2MjVjMWY0MjQ0\" target=\"_blank\" rel=\"noopener\">\u003cstrong>How Hobbies Affect Your Mental Health\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> Destini explains how having a hobby positively impacts stress, relationships, and feelings of belonging.\u003cbr>\n\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjNlZDJiZGFjZTIzZGY0OGEyYjg1NGI0\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Expressing Creativity\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> Milan shares how participating in technical theater helped him realize that you can express creativity in countless ways, even if you think you’re “bad at art.”\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjQyMzAxY2QyMjkxNzg0YmFlZGNiNTUy\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Boxing Changed My Life\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> Michael details his transformative journey building character and practicing resilience through boxing.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>\u003cb>Quarantine Hobbies Became Passions\u003c/b>\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjI4ODcyOGIwNzQ5ODEwODI3ZDNjMmE2\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Birding: Not Just an “Old Man” Hobby\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> Staring outside her window during endless Zoom classes led Kassia to discover both her passion and her college major.\u003cbr>\n\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjI4YThjODQyOTNjMmI1NDNjMDNmNzU0\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Learning 3D Printing During Quarantine \u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\">The extra spare time during quarantine allowed Clifford to learn a new skill and develop it into a small business.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjA3MGEwODY1NTAzZDc2MjVjMWY0MjQz\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Puzzles and how they have helped me through the COVID-19 Pandemic \u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\">Asher found puzzles to be both a great stress reliever and a way for him to bond with his grandfather.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjNlZDMyMWNjZTIzZGY0OGEyYjg1NGI2\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Nails, Nails, Nails!\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> Rachael finds joy in expressing her creativity and femininity through endless nail art designs.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>\u003cb>What Makes Me ‘Me’ \u003c/b>\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjNlNTY3YzUzZmYyZTg1Y2Y1ZmM3ZDU2\" target=\"_blank\" rel=\"noopener\">\u003cstrong>The Quest for 1,000: The Story of Paper Cranes\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> Presley and Emarie detail the history of origami and how their mission to fold 1,000 paper cranes brought their community together.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjQyNGExOTYyMjkxNzg0YmFlZGNiNTcy\" target=\"_blank\" rel=\"noopener\">\u003cstrong>The Art of Strategy: Mastering the Game of Chess\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> John shares how the thrill and mental challenge of playing chess keeps him coming back.\u003cbr>\n\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjI4NTRkNzMwNzQ5ODEwODI3ZDNjMjZm\" target=\"_blank\" rel=\"noopener\">\u003cstrong>A Journey With Literature\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> Finding a book with characters and themes she could connect with inspired Chelsea’s passion for reading.\u003cbr>\n\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjQxNTAyZTE5NzYxYmI3ODI1ZTUwNzgw\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Rubik’s Cube Journey\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> Jerry has learned that hard work and perseverance can truly lead you to success, even when people around you question your interests.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjNlYmMxMWUzZmYyZTg1Y2Y1ZmM3ZDcx\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Why Tennis?\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> Presley wants others to learn more about her favorite sport and its physical and mental health benefits.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Spotlight your students’ voices in the classroom with KQED’s \u003ca href=\"https://learn.kqed.org/challenges/teachers/perspectives\">Perspectives\u003c/a> or \u003ca href=\"https://learn.kqed.org/challenges/teachers/podcasting\">Podcasting Youth Media Challenges\u003c/a>. They include free, modifiable curriculum that gives students structure and support as they take their writing from page to production. When students are ready to publish, KQED’s \u003ca href=\"https://learn.kqed.org/challenges/\">Youth Media Showcase\u003c/a> accepts submissions from students in grades 6-12 throughout the school year. This isn’t a contest—all youth voices are welcome and published, and some may be featured on KQED’s homepage, digital channels, and \u003ca href=\"https://www.kqed.org/education/collection/youth-media-challenges\">in posts like this one\u003c/a>!\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Teens Weigh In On Social Media and Conformity",
"headTitle": "Teens Weigh In On Social Media and Conformity | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">We might not want to admit it, but deep in our brains is a desperate desire for social acceptance. And social media takes that desire and cranks it up to 11. So much so, that it’s easy to just conform to what’s already popular and get those likes. And that can spill out into real life. T\u003c/span>\u003cspan style=\"font-weight: 400\">rends have always influenced style and what’s popular, but it seems like social media keeps serving up the same stuff in an endless loop. Whatever happened to being original?\u003c/span>\u003c/p>\n\u003cp>This season of \u003cem>Above the Noise\u003c/em>, three Bay Area students co-produced an episode about how social media impacts social conformity and our sense of individual identity. We collaborated with Zoya S., Asha D., and Jacquelin T. — all members of \u003ca href=\"https://www.kqed.org/education/youth-advisory-board\">KQED’s Youth Advisory Board\u003c/a>— to research, write and produce this episode of our video series.\u003c/p>\n\u003cp>The video publishes on \u003ca href=\"https://www.youtube.com/abovethenoise\">\u003cem>Above the Noise’s\u003c/em> YouTube channel\u003c/a> on Wednesday, May 3, 2023 — be sure to subscribe to our channel so you will be notified when it goes live!\u003c/p>\n\u003cp>We asked our co-creators a few questions about their experience.\u003c/p>\n\u003cfigure id=\"attachment_536536\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-536536 size-large\" src=\"https://ww2.kqed.org/app/uploads/sites/38/2023/04/IMG_8198-1020x765.jpg\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2023/04/IMG_8198-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2023/04/IMG_8198-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2023/04/IMG_8198-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2023/04/IMG_8198-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2023/04/IMG_8198-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/38/2023/04/IMG_8198-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/38/2023/04/IMG_8198-1920x1440.jpg 1920w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Jacqueline and Zoya on the set of Above the Noise. \u003ccite>(Derek Lartaud)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cul>\n\u003cli>\u003cstrong>What made you want to work on an episode of Above the Noise?\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>Zoya: I wanted to work with\u003cem> Above The Noise\u003c/em> because I’ve always loved watching ATN in middle and high school, and I wanted to address different topics that affected the younger generations.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Asha: I really wanted to work on an \u003cem>Above the Noise\u003c/em> episode since I want to share and educate people on different topics and the science behind them. Being a part of the conformity episode was exciting since I got to share a real-life feeling/experience that many other students could relate to.\u003c/p>\n\u003cp>Jacqueline: I wanted to work on an episode with \u003cem>Above the Noise\u003c/em> since I was always interested in YouTube and filmmaking/creating mini skits. I thought it would be very similar to creating an episode.\u003c/p>\n\u003cfigure id=\"attachment_536535\" class=\"wp-caption aligncenter\" style=\"max-width: 374px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-536535\" src=\"https://ww2.kqed.org/app/uploads/sites/38/2023/04/20230419_104435-1020x1812.jpg\" alt=\"\" width=\"374\" height=\"664\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2023/04/20230419_104435-1020x1812.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2023/04/20230419_104435-800x1421.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2023/04/20230419_104435-160x284.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2023/04/20230419_104435-768x1364.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2023/04/20230419_104435-865x1536.jpg 865w, https://cdn.kqed.org/wp-content/uploads/sites/38/2023/04/20230419_104435-1153x2048.jpg 1153w, https://cdn.kqed.org/wp-content/uploads/sites/38/2023/04/20230419_104435-1920x3410.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2023/04/20230419_104435-scaled.jpg 1441w\" sizes=\"(max-width: 374px) 100vw, 374px\">\u003cfigcaption class=\"wp-caption-text\">KQED Youth Advisory Board members Jacqueline and Zoya direct Myles Bess.\u003c/figcaption>\u003c/figure>\n\u003cul>\n\u003cli>\u003cstrong>What did you find most interesting/surprising/challenging about working on the show?\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>Jacqueline: What I found interesting while working on the show was having the opportunity to come in person and help direct and experience the process of making an episode. The most challenging was creating a script and trying to combine all of our ideas into one shared vision.\u003c/p>\n\u003cp>Asha: I think it was how much we had to refine our ideas. It was very challenging to narrow it down to one idea since the whole team came up with multiple great ideas. Even after landing on an idea we had to keep refining our details. The most interesting part was seeing the background of everything and how putting together an episode really works.\u003c/p>\n\u003cp>Zoya: I was surprised that a more minor topic could create a long discussion. (I initially thought social media and conformity were too narrow, but I was quickly proven wrong.)\u003c/p>\n\u003cfigure id=\"attachment_536537\" class=\"wp-caption aligncenter\" style=\"max-width: 392px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-536537 \" src=\"https://ww2.kqed.org/app/uploads/sites/38/2023/04/IMG_8200-scaled-e1682712424223-1020x948.jpg\" alt=\"\" width=\"392\" height=\"365\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2023/04/IMG_8200-scaled-e1682712424223-1020x948.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2023/04/IMG_8200-scaled-e1682712424223-800x744.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2023/04/IMG_8200-scaled-e1682712424223-160x149.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2023/04/IMG_8200-scaled-e1682712424223-768x714.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2023/04/IMG_8200-scaled-e1682712424223-1536x1428.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/38/2023/04/IMG_8200-scaled-e1682712424223.jpg 1920w\" sizes=\"(max-width: 392px) 100vw, 392px\">\u003cfigcaption class=\"wp-caption-text\">Above the Noise host Myles Bess on set with KQED Youth Advisory Board members and co-producers, Jacqueline and Zoya.\u003c/figcaption>\u003c/figure>\n\u003cul>\n\u003cli>\u003cstrong>How and WHY did you choose to cover the topic of social conformity on social media?\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>Asha: I believe that I fall into a spot of confusion and identity crisis on social media, so I felt like many people could connect with this topic since social media is quite universal. I believe that talking about this topic will encourage other people like me to accept having my own uniqueness but also enjoy the fun aspects and trends of social media.\u003c/p>\n\u003cp>Zoya: I believe that since social media is something that my generation uses a lot, we are more susceptible to conformity through social media and social media algorithms.\u003c/p>\n\u003cp>Jacqueline: My teammates and I decided to choose this topic because it was an interest we all really liked and had many ideas to discuss, such as trends.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>What did you learn from this experience?\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>Jacqueline: This experience taught me how to collab and connect media with anything.\u003c/p>\n\u003cp>Asha: I have learned how to think of creative out-of-the-box ideas as well as how to produce media and the process of putting ideas out there for the world.\u003c/p>\n\u003cp>Zoya: I learned many things during this experience, one being that a seed of an idea can grow into a powerful story if it is researched correctly.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Check out more youth media at \u003ca href=\"https://www.kqed.org/youthtakeover\">KQED.org/youthtakeover\u003c/a>\u003c/p>\n\n",
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"excerpt": "Three Bay Area teens co-produced an episode of KQED's \"Above the Noise\" series that investigates how social media impacts our sense of individuality. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">We might not want to admit it, but deep in our brains is a desperate desire for social acceptance. And social media takes that desire and cranks it up to 11. So much so, that it’s easy to just conform to what’s already popular and get those likes. And that can spill out into real life. T\u003c/span>\u003cspan style=\"font-weight: 400\">rends have always influenced style and what’s popular, but it seems like social media keeps serving up the same stuff in an endless loop. Whatever happened to being original?\u003c/span>\u003c/p>\n\u003cp>This season of \u003cem>Above the Noise\u003c/em>, three Bay Area students co-produced an episode about how social media impacts social conformity and our sense of individual identity. We collaborated with Zoya S., Asha D., and Jacquelin T. — all members of \u003ca href=\"https://www.kqed.org/education/youth-advisory-board\">KQED’s Youth Advisory Board\u003c/a>— to research, write and produce this episode of our video series.\u003c/p>\n\u003cp>The video publishes on \u003ca href=\"https://www.youtube.com/abovethenoise\">\u003cem>Above the Noise’s\u003c/em> YouTube channel\u003c/a> on Wednesday, May 3, 2023 — be sure to subscribe to our channel so you will be notified when it goes live!\u003c/p>\n\u003cp>We asked our co-creators a few questions about their experience.\u003c/p>\n\u003cfigure id=\"attachment_536536\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-536536 size-large\" src=\"https://ww2.kqed.org/app/uploads/sites/38/2023/04/IMG_8198-1020x765.jpg\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2023/04/IMG_8198-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2023/04/IMG_8198-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2023/04/IMG_8198-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2023/04/IMG_8198-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2023/04/IMG_8198-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/38/2023/04/IMG_8198-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/38/2023/04/IMG_8198-1920x1440.jpg 1920w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Jacqueline and Zoya on the set of Above the Noise. \u003ccite>(Derek Lartaud)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cul>\n\u003cli>\u003cstrong>What made you want to work on an episode of Above the Noise?\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>Zoya: I wanted to work with\u003cem> Above The Noise\u003c/em> because I’ve always loved watching ATN in middle and high school, and I wanted to address different topics that affected the younger generations.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Asha: I really wanted to work on an \u003cem>Above the Noise\u003c/em> episode since I want to share and educate people on different topics and the science behind them. Being a part of the conformity episode was exciting since I got to share a real-life feeling/experience that many other students could relate to.\u003c/p>\n\u003cp>Jacqueline: I wanted to work on an episode with \u003cem>Above the Noise\u003c/em> since I was always interested in YouTube and filmmaking/creating mini skits. I thought it would be very similar to creating an episode.\u003c/p>\n\u003cfigure id=\"attachment_536535\" class=\"wp-caption aligncenter\" style=\"max-width: 374px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-536535\" src=\"https://ww2.kqed.org/app/uploads/sites/38/2023/04/20230419_104435-1020x1812.jpg\" alt=\"\" width=\"374\" height=\"664\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2023/04/20230419_104435-1020x1812.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2023/04/20230419_104435-800x1421.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2023/04/20230419_104435-160x284.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2023/04/20230419_104435-768x1364.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2023/04/20230419_104435-865x1536.jpg 865w, https://cdn.kqed.org/wp-content/uploads/sites/38/2023/04/20230419_104435-1153x2048.jpg 1153w, https://cdn.kqed.org/wp-content/uploads/sites/38/2023/04/20230419_104435-1920x3410.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2023/04/20230419_104435-scaled.jpg 1441w\" sizes=\"(max-width: 374px) 100vw, 374px\">\u003cfigcaption class=\"wp-caption-text\">KQED Youth Advisory Board members Jacqueline and Zoya direct Myles Bess.\u003c/figcaption>\u003c/figure>\n\u003cul>\n\u003cli>\u003cstrong>What did you find most interesting/surprising/challenging about working on the show?\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>Jacqueline: What I found interesting while working on the show was having the opportunity to come in person and help direct and experience the process of making an episode. The most challenging was creating a script and trying to combine all of our ideas into one shared vision.\u003c/p>\n\u003cp>Asha: I think it was how much we had to refine our ideas. It was very challenging to narrow it down to one idea since the whole team came up with multiple great ideas. Even after landing on an idea we had to keep refining our details. The most interesting part was seeing the background of everything and how putting together an episode really works.\u003c/p>\n\u003cp>Zoya: I was surprised that a more minor topic could create a long discussion. (I initially thought social media and conformity were too narrow, but I was quickly proven wrong.)\u003c/p>\n\u003cfigure id=\"attachment_536537\" class=\"wp-caption aligncenter\" style=\"max-width: 392px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-536537 \" src=\"https://ww2.kqed.org/app/uploads/sites/38/2023/04/IMG_8200-scaled-e1682712424223-1020x948.jpg\" alt=\"\" width=\"392\" height=\"365\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2023/04/IMG_8200-scaled-e1682712424223-1020x948.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2023/04/IMG_8200-scaled-e1682712424223-800x744.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2023/04/IMG_8200-scaled-e1682712424223-160x149.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2023/04/IMG_8200-scaled-e1682712424223-768x714.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2023/04/IMG_8200-scaled-e1682712424223-1536x1428.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/38/2023/04/IMG_8200-scaled-e1682712424223.jpg 1920w\" sizes=\"(max-width: 392px) 100vw, 392px\">\u003cfigcaption class=\"wp-caption-text\">Above the Noise host Myles Bess on set with KQED Youth Advisory Board members and co-producers, Jacqueline and Zoya.\u003c/figcaption>\u003c/figure>\n\u003cul>\n\u003cli>\u003cstrong>How and WHY did you choose to cover the topic of social conformity on social media?\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>Asha: I believe that I fall into a spot of confusion and identity crisis on social media, so I felt like many people could connect with this topic since social media is quite universal. I believe that talking about this topic will encourage other people like me to accept having my own uniqueness but also enjoy the fun aspects and trends of social media.\u003c/p>\n\u003cp>Zoya: I believe that since social media is something that my generation uses a lot, we are more susceptible to conformity through social media and social media algorithms.\u003c/p>\n\u003cp>Jacqueline: My teammates and I decided to choose this topic because it was an interest we all really liked and had many ideas to discuss, such as trends.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>What did you learn from this experience?\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>Jacqueline: This experience taught me how to collab and connect media with anything.\u003c/p>\n\u003cp>Asha: I have learned how to think of creative out-of-the-box ideas as well as how to produce media and the process of putting ideas out there for the world.\u003c/p>\n\u003cp>Zoya: I learned many things during this experience, one being that a seed of an idea can grow into a powerful story if it is researched correctly.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Check out more youth media at \u003ca href=\"https://www.kqed.org/youthtakeover\">KQED.org/youthtakeover\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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}
},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
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"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
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"id": "fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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},
"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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},
"link": "/radio/program/how-i-built-this",
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"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"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. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"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.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"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>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"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?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"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",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
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"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
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"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
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