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I reviewed the concept of digital citizenship using a \u003c/span>\u003ca href=\"https://youtu.be/toK_BAYnjoU\">\u003cspan style=\"font-weight: 400\">video by Common Sense Media\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and shared \u003c/span>\u003ca href=\"https://www.notion.so/KQED-Learn-Code-of-Conduct-29441e0efc954d659b21f30e7a306327\">\u003cspan style=\"font-weight: 400\">KQED Learn’s code of conduct\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003ch4>Our First Make & Share: Go Above the Noise\u003c/h4>\n\u003cp>Our first foray into the KQED Learn platform included responding to a ‘Go Above the Noise’ question – “Should Schools Start Later?” These questions are the perfect entry point to the platform since they already have many resources attached to them, including not only the content itself but documents such as \u003ca href=\"https://docs.google.com/document/d/1Ok-MsCBoX5pBTSUL5VCMg7oD4yZE2rnI3x6XWb6k0yU/edit?usp=sharing\">What Makes an Excellent ‘Go Above the Noise’ Response?\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1fXFK1v2iF1P6GBR2Bzfj2-oB0RFyXqvZIOGDHLIqrDM/edit?usp=sharing\">Sentence Frames for ‘Go Above the Noise’\u003c/a>, and \u003ca href=\"https://docs.google.com/document/d/17mQUolJQB_FZDnZlU3bx-ggGimGxrdtMaswfZQ04PQM/edit?usp=sharing\">Rubric for ‘Go Above the Noise’ Responses\u003c/a>. As I shared all of this with the students, they quickly became engrossed in crafting thoughtful and responsible responses. My fear of students using the platform as a way to communicate negatively was assuaged as they started calling me over to read what they had written before posting, asking “I disagree with ___’s point, but I do not want to sound mean. Is this okay?” That authentic audience that the platform provides created a sense of citizenship and “THINK before you post” in my students!\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[media-credit id=11282 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529540\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/03/Response_KQED-800x361.jpg\" width=\"640\" height=\"289\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED-800x361.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED-160x72.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED-768x347.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED-960x433.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED-240x108.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED-375x169.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED-520x235.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED.jpg 1019w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition, my students became very careful about providing evidence for their answers. They knew that high-schoolers would be reading what they were writing and they wanted to impress. This sense of ownership of their work is hard to encourage in the walled-in environment of many classrooms, which is one of the reasons why KQED Learn becomes such a powerful tool in any environment.\u003c/span>\u003c/p>\n\u003ch4>The Assigned Investigation\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Building on this first round of ‘Go Above the Noise,’ I continued on to the second part of the pilot. KQED Education published an array of questions on a wide variety of topics in the form of “Investigations” that my students could join. Two things were immediately evident as I perused the questions.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">I would need to be the one selecting the questions. This was simply because of the sheer number of questions, which I knew would overwhelm my students. I also needed my students to focus on my content. \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">My students would need to be taught how to find relevant and reliable sources. I found resources to teach this within the Teacher Resources on KQED Learn: (1) \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.notion.so/Investigate-How-Do-I-Search-for-Relevant-Resources-b6329e7c47704aa89d8e4efd54d0fcd2\">Investigate: How do I Search for Relevant Resources?\u003c/a> (2) \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.notion.so/Investigate-What-IS-a-Reliable-Source-Anyway-97b309a685b24aacafd5659d7b200c1f\">Investigate: What is a Reliable Source Anyway\u003c/a>? and (3) \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.notion.so/Investigate-Is-This-Source-Reliable-c7b4bbcbe62548a3a21cfcfb2177e5fe\">Investigate: Is This Source Reliable?\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>Armed with this, I asked my students to choose one of the following Investigations to join:\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">What invention from a science fiction book or television show is a reality now and how has this invention changed our lives?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What is an example of a past technology that has influenced a technology we have today?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Choose a technological invention. How has it changed in response to society’s changing needs?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">My students happily started adding resources as they investigated and did a good job of posting resources that were relevant and reliable. However, I was also expecting them to apply what they had learned about commenting on each other’s work on the first Make & Share, but only a handful of students took the opportunity to comment on the resources they were sharing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What did happen was an increased interest in finding the “most” relevant and reliable source. As Make & Shares from other schools started appearing, a sort of competition developed in my classroom to see whose resource these “foreign” students were citing. Even though this was not the goal, I did find that this bit of competition pushed my students to re-evaluate the sources they had added and being mindful of how relevant new additions were \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> basically practicing their skills at gathering information from a variety of sources and evaluating its relevance and credibility.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11282 align=\"alignnone\" width=\"653\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529541 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/03/Response_KQED2.jpg\" width=\"653\" height=\"543\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED2.jpg 653w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED2-160x133.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED2-240x200.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED2-375x312.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED2-520x432.jpg 520w\" sizes=\"(max-width: 653px) 100vw, 653px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Needless to say, I am incredibly pleased with what my students produced within \u003c/span>\u003ca href=\"https://learn.kqed.org/\">\u003cspan style=\"font-weight: 400\">KQED Learn\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. I invite you to give it a try and let me know what you think. \u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">As a Science teacher, working with both NGSS and CCSS, I’m always looking for ways for my students to develop investigative skills. That is why I was thrilled when last fall I was invited to participate in the \u003ca href=\"https://learn.kqed.org/\">KQED Learn\u003c/a> pilot. \u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">“KQED Learn is a free, online platform that supports student inquiry, investigation and media making. It is a place students can collaborate, interact and share their work with other students on the platform.” – KQED \u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">As you may imagine, I was immediately intrigued by this statement. Having a platform dedicated to investigations was appealing, but the addition of the authentic audience and collaboration is something we do not see very often in education these days. The idea of my students being able to interact with other “investigators” and share their work beyond my little classroom was something I could only dream of, so I began thinking about what specific assignment I would be using as an entry point to KQED Learn.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A couple of years ago my district implemented “Writing Across the Curriculum” (WAC) assignments. This requires that all students write at least three essays per year in all content areas. As it happens with these types of assignments, the students find it quite onerous and do not see the point of writing them. They are often heard complaining about how the only person that reads their essay is the person who grades it. As I thought about the KQED Learn possibilities, it came to me that I could transform that WAC assignment into a KQED Learn assignment and give my eighth graders control of what they wanted to write about. They could use the platform as a place to curate and share their resources, providing them with the authentic audience they desperately wanted. \u003c/span>\u003c/p>\n\u003ch4>Joining\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">The process of joining the KQED Learn community was incredibly easy. I set up my teacher account, created my virtual classroom and simply gave the students the Join Code. Students registered using their school email, completed their profile information, added themselves to my classroom and were ready to go.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once everyone had joined, but before we started participating in the community, I knew that I had to make sure that we all knew that anything that was posted was going to be looked at by students and teachers outside of our own little community. I reviewed the concept of digital citizenship using a \u003c/span>\u003ca href=\"https://youtu.be/toK_BAYnjoU\">\u003cspan style=\"font-weight: 400\">video by Common Sense Media\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and shared \u003c/span>\u003ca href=\"https://www.notion.so/KQED-Learn-Code-of-Conduct-29441e0efc954d659b21f30e7a306327\">\u003cspan style=\"font-weight: 400\">KQED Learn’s code of conduct\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003ch4>Our First Make & Share: Go Above the Noise\u003c/h4>\n\u003cp>Our first foray into the KQED Learn platform included responding to a ‘Go Above the Noise’ question – “Should Schools Start Later?” These questions are the perfect entry point to the platform since they already have many resources attached to them, including not only the content itself but documents such as \u003ca href=\"https://docs.google.com/document/d/1Ok-MsCBoX5pBTSUL5VCMg7oD4yZE2rnI3x6XWb6k0yU/edit?usp=sharing\">What Makes an Excellent ‘Go Above the Noise’ Response?\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1fXFK1v2iF1P6GBR2Bzfj2-oB0RFyXqvZIOGDHLIqrDM/edit?usp=sharing\">Sentence Frames for ‘Go Above the Noise’\u003c/a>, and \u003ca href=\"https://docs.google.com/document/d/17mQUolJQB_FZDnZlU3bx-ggGimGxrdtMaswfZQ04PQM/edit?usp=sharing\">Rubric for ‘Go Above the Noise’ Responses\u003c/a>. As I shared all of this with the students, they quickly became engrossed in crafting thoughtful and responsible responses. My fear of students using the platform as a way to communicate negatively was assuaged as they started calling me over to read what they had written before posting, asking “I disagree with ___’s point, but I do not want to sound mean. Is this okay?” That authentic audience that the platform provides created a sense of citizenship and “THINK before you post” in my students!\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>[media-credit id=11282 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529540\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/03/Response_KQED-800x361.jpg\" width=\"640\" height=\"289\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED-800x361.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED-160x72.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED-768x347.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED-960x433.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED-240x108.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED-375x169.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED-520x235.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED.jpg 1019w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition, my students became very careful about providing evidence for their answers. They knew that high-schoolers would be reading what they were writing and they wanted to impress. This sense of ownership of their work is hard to encourage in the walled-in environment of many classrooms, which is one of the reasons why KQED Learn becomes such a powerful tool in any environment.\u003c/span>\u003c/p>\n\u003ch4>The Assigned Investigation\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Building on this first round of ‘Go Above the Noise,’ I continued on to the second part of the pilot. KQED Education published an array of questions on a wide variety of topics in the form of “Investigations” that my students could join. Two things were immediately evident as I perused the questions.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">I would need to be the one selecting the questions. This was simply because of the sheer number of questions, which I knew would overwhelm my students. I also needed my students to focus on my content. \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">My students would need to be taught how to find relevant and reliable sources. I found resources to teach this within the Teacher Resources on KQED Learn: (1) \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.notion.so/Investigate-How-Do-I-Search-for-Relevant-Resources-b6329e7c47704aa89d8e4efd54d0fcd2\">Investigate: How do I Search for Relevant Resources?\u003c/a> (2) \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.notion.so/Investigate-What-IS-a-Reliable-Source-Anyway-97b309a685b24aacafd5659d7b200c1f\">Investigate: What is a Reliable Source Anyway\u003c/a>? and (3) \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.notion.so/Investigate-Is-This-Source-Reliable-c7b4bbcbe62548a3a21cfcfb2177e5fe\">Investigate: Is This Source Reliable?\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>Armed with this, I asked my students to choose one of the following Investigations to join:\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">What invention from a science fiction book or television show is a reality now and how has this invention changed our lives?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What is an example of a past technology that has influenced a technology we have today?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Choose a technological invention. How has it changed in response to society’s changing needs?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">My students happily started adding resources as they investigated and did a good job of posting resources that were relevant and reliable. However, I was also expecting them to apply what they had learned about commenting on each other’s work on the first Make & Share, but only a handful of students took the opportunity to comment on the resources they were sharing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What did happen was an increased interest in finding the “most” relevant and reliable source. As Make & Shares from other schools started appearing, a sort of competition developed in my classroom to see whose resource these “foreign” students were citing. Even though this was not the goal, I did find that this bit of competition pushed my students to re-evaluate the sources they had added and being mindful of how relevant new additions were \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> basically practicing their skills at gathering information from a variety of sources and evaluating its relevance and credibility.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11282 align=\"alignnone\" width=\"653\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529541 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/03/Response_KQED2.jpg\" width=\"653\" height=\"543\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED2.jpg 653w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED2-160x133.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED2-240x200.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED2-375x312.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED2-520x432.jpg 520w\" sizes=\"(max-width: 653px) 100vw, 653px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Needless to say, I am incredibly pleased with what my students produced within \u003c/span>\u003ca href=\"https://learn.kqed.org/\">\u003cspan style=\"font-weight: 400\">KQED Learn\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. I invite you to give it a try and let me know what you think. \u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Ten Tips for a Successful Class Blog",
"headTitle": "Ten Tips for a Successful Class Blog | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">If you’re looking to take your students’ work to the next level, creating a class blog is a great way to motivate students to produce their best work — precisely because with a class blog, your students, who are usually limited to an audience of peers, parents and teachers, are now exposed (and strategically marketed) to an entire world of potential viewers! \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, a blog is not merely a collection of written articles. Any assignment or project that can be digitized, filmed or photographed is perfect for an exciting, interactive educational experience that honors the input of every student and utilizes the skills taught in all content areas.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I recently took KQED Teach’s free online course \u003c/span>\u003ca href=\"https://teach.kqed.org/course/developing-a-blog\">\u003cspan style=\"font-weight: 400\">Developing a Blog\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It offers invaluable advice and practice sessions to begin your own class blog. Through seven self-paced lessons, teachers identify their students’ potential audience and explore other \u003c/span>\u003ca href=\"https://www.theedublogger.com/2018/01/03/10-great-class-blogs/\">\u003cspan style=\"font-weight: 400\">successful class blogs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to gain inspiration for content and structure. I also recommend the class blog suggestions and examples of \u003c/span>\u003ca href=\"https://teach.kqed.org/2018/blogging-at-adventure\">\u003cspan style=\"font-weight: 400\">Maria Garcia Serrato\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2016/09/13/how-to-inspire-a-new-generation-of-writers-through-blogging/\">\u003cspan style=\"font-weight: 400\">Alice Chen\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">and\u003c/span> \u003ca href=\"https://laurabradley.me/category/blogging/\">\u003cspan style=\"font-weight: 400\">Laura Bradley\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After reflecting upon what has made my own professional blog a success, I have compiled 10 tenets that extend the lessons learned in the KQED course and can be readily applied to any blog to expand its audience and reach. Share these strategies with your students for a class blog that actually gets read and gains a following.\u003c/span>\u003c/p>\n\u003ch4 style=\"text-align: center\">#1\u003cbr>\n\u003cb>Quality Content\u003c/b>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Polished, practical articles and informative, artistic multimedia presentations garner views and shares. Therefore, a thorough editing process that includes peer and teacher feedback is crucial. Team with English and media teachers to make this an interdisciplinary project. Word and content limits are also a great way to encourage students to focus and refine their ideas.\u003c/span>\u003c/p>\n\u003ch4 style=\"text-align: center\">#2\u003cbr>\n\u003cstrong>Blogging Platforms\u003c/strong>\u003c/h4>\n\u003cp>There are many\u003ca href=\"https://www.creativebloq.com/web-design/best-blogging-platforms-121413634\"> free blog sites\u003c/a> to choose from, and most provide analytics to visitors and views — broken down by what countries your audience is coming from, how they found you, which posts they viewed and what links they clicked on. Students will marvel at hits from diverse locales. Team with social studies and math teachers to plot the blog’s reach on a world map and to graph its weekly results.\u003c/p>\n\u003ch4 style=\"text-align: center\">#3\u003cbr>\n\u003cb>Links\u003c/b>\u003c/h4>\n\u003cp>In every post, embed\u003ca href=\"https://moz.com/learn/seo/internal-link\"> internal links\u003c/a> that take the viewer to related posts within your blog site. Work toward getting multiple views per visit to your blog.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Also, embed\u003ca href=\"https://moz.com/learn/seo/external-link\"> external links\u003c/a> to reputable related posts and websites. According to\u003ca href=\"https://www.searchenginejournal.com/study-shows-outgoing-links-have-positive-effects-on-seo/157431/\"> Search Engine Journal\u003c/a>, “There is a positive correlation between a page’s outgoing links and its search rankings … Google determines a website’s authority based on what other sources it links to.” Searching for appropriate external links is a great way for the entire class to engage in quality research on the net.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Be sure all links\u003c/span>\u003ca href=\"http://www.wpbeginner.com/plugins/how-to-open-external-links-in-a-new-window-in-wordpress/\"> \u003cspan style=\"font-weight: 400\">open in a new window\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, rather than causing the viewer completely leave your blog site.\u003c/span>\u003c/p>\n\u003ch4 style=\"text-align: center\">#4\u003cbr>\n\u003cb>Titles and Listicles\u003c/b>\u003c/h4>\n\u003cp>\u003ca href=\"https://rewardingeducation.wordpress.com/2016/06/17/12-ways-to-teach-engaging-titles-effective-conclusions/\">Titles\u003c/a> should hook your reader by being dramatic, interesting, mysterious, challenging or clever. Alliteration is another way to craft a catchy title. Enlist the whole class to suggest and vote on titles for upcoming published student posts.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A\u003c/span>\u003ca href=\"https://www.bustle.com/articles/134854-8-tips-for-writing-a-listicle-that-will-get-published\"> \u003cspan style=\"font-weight: 400\">listicle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a compelling way to title and format a post (“The Top Ten…” “Six Ways to…”). Use listicles as a way to brainstorm new topics, as well as to force students to synthesize their most salient points. Also be sure that titles contain relevant\u003c/span>\u003ca href=\"https://www.lifewire.com/tricks-to-use-keywords-in-blog-posts-3476654\"> \u003cspan style=\"font-weight: 400\">keywords\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> so the article appears in related web searches.\u003c/span>\u003c/p>\n\u003ch4 style=\"text-align: center\">#5\u003cbr>\n\u003cb>Images and Headings\u003c/b>\u003c/h4>\n\u003cp>\u003cb> \u003c/b>Include an appropriate featured image with each post. Along with the title, this image will draw readers in. Also, use lots of headers and short paragraphs to break up large chunks of text. Add images above each header to make posts more visual. Get all students involved in finding or designing the most effective images. Team with an art or photography teacher if possible. \u003ca href=\"https://mashable.com/2017/05/23/where-to-find-royalty-free-images/#b6C1yH.I.OqL\">Royalty-free images\u003c/a> are also readily available on the web.\u003c/p>\n\u003ch4 style=\"text-align: center\">#6\u003cbr>\n\u003cb>Share Buttons\u003c/b>\u003c/h4>\n\u003cp>Include social media share buttons with every post so visitors can easily pass it on to their followers (who hopefully, in turn, will share your article with their followers as well!). Twitter, Facebook, Pinterest, Google+, Tumblr and LinkedIn are some of the most popular share buttons.\u003c/p>\n\u003ch4 style=\"text-align: center\">#7\u003cbr>\n\u003cb>Promote\u003c/b>\u003c/h4>\n\u003cp>Create a student marketing team responsible for the \u003ca href=\"https://www.socialmediaexaminer.com/how-to-promote-blog-posts-using-social-media-guide-for-marketers/\">promotion\u003c/a> of each blog post. \u003ca href=\"https://thrivehive.com/how-to-tag-someone-on-facebook-twitter/\">Tag\u003c/a> loyal followers and include a few relevant \u003ca href=\"https://www.oberlo.com/blog/best-instagram-hashtags-for-likes\">hashtags\u003c/a> in social media posts.\u003c/p>\n\u003ch4 style=\"text-align: center\">#8\u003cbr>\n\u003cb>Guest Blog\u003c/b>\u003c/h4>\n\u003cp>Submit the best student posts to guest blog on other sites, especially on other school’s blogs. This could be the catalyst for continued collaboration between schools from all over the world.\u003c/p>\n\u003ch4 style=\"text-align: center\">#9\u003cbr>\n\u003cb>Invite Guest Bloggers\u003c/b>\u003c/h4>\n\u003cp>Ask others to guest blog on your site. Your class can act as an editorial team as they review submissions. Actively promote these guest posts on social media as you would your own. Collaboration exponentially increases both bloggers’ potential audiences and is a great way to find dependable supporters.\u003c/p>\n\u003ch4 style=\"text-align: center\">#10\u003cbr>\n\u003cb>Share, Recommend and Comment\u003c/b>\u003c/h4>\n\u003cp>Have students share and sincerely respond to other bloggers’ posts they admire in order to establish mutual goodwill. Once they begin blogging, students will fully appreciate comments on their posts and be more willing than ever to take the time to write a few lines about posts they respect.\u003c/p>\n\u003ch4>Model the Blogging Process for Students\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most teachers have a class website, but an increasing number of educators are eager to share their experiences, insights, advice and lessons with their colleagues around the globe through blogging. While the teacher will act as executive editor of their class blog, there are several benefits of a teacher creating a personal professional blog. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is important for teachers of every subject to walk their talk in terms of modeling lifelong learning, exemplifying global citizenship and being creators who share their work and opinions with others. Whether you begin your own blog to gain practice before starting a class blog to feature student work or you want to become an edu-influencer in your own right, blogging is a satisfying way to tell your teaching story.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to incorporate blogging in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/developing-a-blog?utm_source=ITC&utm_medium=blog\">Developing a Blog\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">If you’re looking to take your students’ work to the next level, creating a class blog is a great way to motivate students to produce their best work — precisely because with a class blog, your students, who are usually limited to an audience of peers, parents and teachers, are now exposed (and strategically marketed) to an entire world of potential viewers! \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, a blog is not merely a collection of written articles. Any assignment or project that can be digitized, filmed or photographed is perfect for an exciting, interactive educational experience that honors the input of every student and utilizes the skills taught in all content areas.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I recently took KQED Teach’s free online course \u003c/span>\u003ca href=\"https://teach.kqed.org/course/developing-a-blog\">\u003cspan style=\"font-weight: 400\">Developing a Blog\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It offers invaluable advice and practice sessions to begin your own class blog. Through seven self-paced lessons, teachers identify their students’ potential audience and explore other \u003c/span>\u003ca href=\"https://www.theedublogger.com/2018/01/03/10-great-class-blogs/\">\u003cspan style=\"font-weight: 400\">successful class blogs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to gain inspiration for content and structure. I also recommend the class blog suggestions and examples of \u003c/span>\u003ca href=\"https://teach.kqed.org/2018/blogging-at-adventure\">\u003cspan style=\"font-weight: 400\">Maria Garcia Serrato\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2016/09/13/how-to-inspire-a-new-generation-of-writers-through-blogging/\">\u003cspan style=\"font-weight: 400\">Alice Chen\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">and\u003c/span> \u003ca href=\"https://laurabradley.me/category/blogging/\">\u003cspan style=\"font-weight: 400\">Laura Bradley\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After reflecting upon what has made my own professional blog a success, I have compiled 10 tenets that extend the lessons learned in the KQED course and can be readily applied to any blog to expand its audience and reach. Share these strategies with your students for a class blog that actually gets read and gains a following.\u003c/span>\u003c/p>\n\u003ch4 style=\"text-align: center\">#1\u003cbr>\n\u003cb>Quality Content\u003c/b>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Polished, practical articles and informative, artistic multimedia presentations garner views and shares. Therefore, a thorough editing process that includes peer and teacher feedback is crucial. Team with English and media teachers to make this an interdisciplinary project. Word and content limits are also a great way to encourage students to focus and refine their ideas.\u003c/span>\u003c/p>\n\u003ch4 style=\"text-align: center\">#2\u003cbr>\n\u003cstrong>Blogging Platforms\u003c/strong>\u003c/h4>\n\u003cp>There are many\u003ca href=\"https://www.creativebloq.com/web-design/best-blogging-platforms-121413634\"> free blog sites\u003c/a> to choose from, and most provide analytics to visitors and views — broken down by what countries your audience is coming from, how they found you, which posts they viewed and what links they clicked on. Students will marvel at hits from diverse locales. Team with social studies and math teachers to plot the blog’s reach on a world map and to graph its weekly results.\u003c/p>\n\u003ch4 style=\"text-align: center\">#3\u003cbr>\n\u003cb>Links\u003c/b>\u003c/h4>\n\u003cp>In every post, embed\u003ca href=\"https://moz.com/learn/seo/internal-link\"> internal links\u003c/a> that take the viewer to related posts within your blog site. Work toward getting multiple views per visit to your blog.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Also, embed\u003ca href=\"https://moz.com/learn/seo/external-link\"> external links\u003c/a> to reputable related posts and websites. According to\u003ca href=\"https://www.searchenginejournal.com/study-shows-outgoing-links-have-positive-effects-on-seo/157431/\"> Search Engine Journal\u003c/a>, “There is a positive correlation between a page’s outgoing links and its search rankings … Google determines a website’s authority based on what other sources it links to.” Searching for appropriate external links is a great way for the entire class to engage in quality research on the net.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Be sure all links\u003c/span>\u003ca href=\"http://www.wpbeginner.com/plugins/how-to-open-external-links-in-a-new-window-in-wordpress/\"> \u003cspan style=\"font-weight: 400\">open in a new window\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, rather than causing the viewer completely leave your blog site.\u003c/span>\u003c/p>\n\u003ch4 style=\"text-align: center\">#4\u003cbr>\n\u003cb>Titles and Listicles\u003c/b>\u003c/h4>\n\u003cp>\u003ca href=\"https://rewardingeducation.wordpress.com/2016/06/17/12-ways-to-teach-engaging-titles-effective-conclusions/\">Titles\u003c/a> should hook your reader by being dramatic, interesting, mysterious, challenging or clever. Alliteration is another way to craft a catchy title. Enlist the whole class to suggest and vote on titles for upcoming published student posts.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A\u003c/span>\u003ca href=\"https://www.bustle.com/articles/134854-8-tips-for-writing-a-listicle-that-will-get-published\"> \u003cspan style=\"font-weight: 400\">listicle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a compelling way to title and format a post (“The Top Ten…” “Six Ways to…”). Use listicles as a way to brainstorm new topics, as well as to force students to synthesize their most salient points. Also be sure that titles contain relevant\u003c/span>\u003ca href=\"https://www.lifewire.com/tricks-to-use-keywords-in-blog-posts-3476654\"> \u003cspan style=\"font-weight: 400\">keywords\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> so the article appears in related web searches.\u003c/span>\u003c/p>\n\u003ch4 style=\"text-align: center\">#5\u003cbr>\n\u003cb>Images and Headings\u003c/b>\u003c/h4>\n\u003cp>\u003cb> \u003c/b>Include an appropriate featured image with each post. Along with the title, this image will draw readers in. Also, use lots of headers and short paragraphs to break up large chunks of text. Add images above each header to make posts more visual. Get all students involved in finding or designing the most effective images. Team with an art or photography teacher if possible. \u003ca href=\"https://mashable.com/2017/05/23/where-to-find-royalty-free-images/#b6C1yH.I.OqL\">Royalty-free images\u003c/a> are also readily available on the web.\u003c/p>\n\u003ch4 style=\"text-align: center\">#6\u003cbr>\n\u003cb>Share Buttons\u003c/b>\u003c/h4>\n\u003cp>Include social media share buttons with every post so visitors can easily pass it on to their followers (who hopefully, in turn, will share your article with their followers as well!). Twitter, Facebook, Pinterest, Google+, Tumblr and LinkedIn are some of the most popular share buttons.\u003c/p>\n\u003ch4 style=\"text-align: center\">#7\u003cbr>\n\u003cb>Promote\u003c/b>\u003c/h4>\n\u003cp>Create a student marketing team responsible for the \u003ca href=\"https://www.socialmediaexaminer.com/how-to-promote-blog-posts-using-social-media-guide-for-marketers/\">promotion\u003c/a> of each blog post. \u003ca href=\"https://thrivehive.com/how-to-tag-someone-on-facebook-twitter/\">Tag\u003c/a> loyal followers and include a few relevant \u003ca href=\"https://www.oberlo.com/blog/best-instagram-hashtags-for-likes\">hashtags\u003c/a> in social media posts.\u003c/p>\n\u003ch4 style=\"text-align: center\">#8\u003cbr>\n\u003cb>Guest Blog\u003c/b>\u003c/h4>\n\u003cp>Submit the best student posts to guest blog on other sites, especially on other school’s blogs. This could be the catalyst for continued collaboration between schools from all over the world.\u003c/p>\n\u003ch4 style=\"text-align: center\">#9\u003cbr>\n\u003cb>Invite Guest Bloggers\u003c/b>\u003c/h4>\n\u003cp>Ask others to guest blog on your site. Your class can act as an editorial team as they review submissions. Actively promote these guest posts on social media as you would your own. Collaboration exponentially increases both bloggers’ potential audiences and is a great way to find dependable supporters.\u003c/p>\n\u003ch4 style=\"text-align: center\">#10\u003cbr>\n\u003cb>Share, Recommend and Comment\u003c/b>\u003c/h4>\n\u003cp>Have students share and sincerely respond to other bloggers’ posts they admire in order to establish mutual goodwill. Once they begin blogging, students will fully appreciate comments on their posts and be more willing than ever to take the time to write a few lines about posts they respect.\u003c/p>\n\u003ch4>Model the Blogging Process for Students\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most teachers have a class website, but an increasing number of educators are eager to share their experiences, insights, advice and lessons with their colleagues around the globe through blogging. While the teacher will act as executive editor of their class blog, there are several benefits of a teacher creating a personal professional blog. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is important for teachers of every subject to walk their talk in terms of modeling lifelong learning, exemplifying global citizenship and being creators who share their work and opinions with others. Whether you begin your own blog to gain practice before starting a class blog to feature student work or you want to become an edu-influencer in your own right, blogging is a satisfying way to tell your teaching story.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to incorporate blogging in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/developing-a-blog?utm_source=ITC&utm_medium=blog\">Developing a Blog\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cblockquote>\u003cp>TEACHERS: Guide your students to practice civil discourse about current topics and get practice writing CER (claim, evidence, reasoning) responses. \u003ca href=\"https://ca.pbslearningmedia.org/resource/internet-trolls-kqed/are-internet-trolls-born-or-made-above-the-noise/\">Explore lesson supports.\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Trolls are all over the internet, just annoying people to no end. So we were wondering, what makes someone an internet troll? Are some people just destined to be a troll, or do they develop this ability? The science may surprise you.\u003c/p>\n\u003cp>Believe it or not, but there have been numerous scientific studies surrounding trolling behavior. Several have found that internet trolls tend to have personality traits associated with sadism, psychopathy and machiavellianism. But new research out of Stanford and Cornell has found that when the conditions are right, regular old non-sadists can be provoked into trolling too. The researchers found that internet users are more likely to engage in troll-like behavior if they are in a bad mood or on a thread that already contains troll posts.\u003c/p>\n\u003cp>What’s the difference between an internet troll and a cyberbully?\u003cbr>\nSometimes they are one in the same, sometimes they’re not. Trolls tend to antagonize communities in order to amuse themselves and get attention at the expense of others. Rather than seeking attention for themselves, a cyberbully’s goal on the other hand is usually to hurt or damage a specific person.\u003c/p>\n\u003cp>What type of people are Internet trolls? Several research studies have looked at trolling behavior and they have found that Internet trolls tend to have personality traits associated with the dark triad of personality traits, like psychopathy and machiavelianism. One study found the strongest association with sadism.\u003c/p>\n\u003cp>Can anyone become an internet troll? New research suggests that people can be provoked into trolling if they are in bad mood or if there are already troll posts on a comment thread or forum.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003cbr>\n\u003ca href=\"http://www.pewinternet.org/2017/07/11/online-harassment-2017/\">Online Harassment 2017 (Pew Research Center)\u003c/a>\u003cbr>\n\u003ca href=\"https://www.datasociety.net/pubs/oh/Online_Harassment_2016.pdf\">ONLINE HARASSMENT, DIGITAL ABUSE, AND CYBERSTALKING IN AMERICA (Data & Society Research Institute)\u003c/a>\u003cbr>\n\u003ca href=\"https://www.psychologytoday.com/blog/teen-angst/201401/trolling-or-cyberbullying-or-both\">Trolling or Cyberbullying? Or Both?\u003c/a>\u003cbr>\n\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0191886914000324\">Trolls Just Want to Have Fun\u003c/a>\u003cbr>\n\u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0191886917304270\">Constructing the cyber-troll: Psychopathy, sadism, and empathy\u003c/a>\u003cbr>\n\u003ca href=\"https://arxiv.org/pdf/1702.01119.pdf\">Anyone Can Become a Troll: Causes of Trolling Behavior in Online Discussions\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cblockquote>\u003cp>TEACHERS: Guide your students to practice civil discourse about current topics and get practice writing CER (claim, evidence, reasoning) responses. \u003ca href=\"https://ca.pbslearningmedia.org/resource/internet-trolls-kqed/are-internet-trolls-born-or-made-above-the-noise/\">Explore lesson supports.\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Trolls are all over the internet, just annoying people to no end. So we were wondering, what makes someone an internet troll? Are some people just destined to be a troll, or do they develop this ability? The science may surprise you.\u003c/p>\n\u003cp>Believe it or not, but there have been numerous scientific studies surrounding trolling behavior. Several have found that internet trolls tend to have personality traits associated with sadism, psychopathy and machiavellianism. But new research out of Stanford and Cornell has found that when the conditions are right, regular old non-sadists can be provoked into trolling too. The researchers found that internet users are more likely to engage in troll-like behavior if they are in a bad mood or on a thread that already contains troll posts.\u003c/p>\n\u003cp>What’s the difference between an internet troll and a cyberbully?\u003cbr>\nSometimes they are one in the same, sometimes they’re not. Trolls tend to antagonize communities in order to amuse themselves and get attention at the expense of others. Rather than seeking attention for themselves, a cyberbully’s goal on the other hand is usually to hurt or damage a specific person.\u003c/p>\n\u003cp>What type of people are Internet trolls? Several research studies have looked at trolling behavior and they have found that Internet trolls tend to have personality traits associated with the dark triad of personality traits, like psychopathy and machiavelianism. One study found the strongest association with sadism.\u003c/p>\n\u003cp>Can anyone become an internet troll? New research suggests that people can be provoked into trolling if they are in bad mood or if there are already troll posts on a comment thread or forum.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">On January 30, Bay Area students joined KQED staff for a State of the Union Address Break-a-Thon at the San Francisco Library’s The Mix. Students fact-checked, played \u003c/span>\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2018/01/SOTU-2016-Bingo.pdf\">\u003cspan style=\"font-weight: 400\">SoTU Bingo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and created Flipgrid video responses while watching and critically responding to the speech.\u003c/span>\u003c/p>\n\u003caside class=\"alignright noborder\">\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"375\" height=\"495\" frameborder=\"0\" src=\"https://flipgrid.com/embed/response/fda976\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n\u003c/aside>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Break-a-Thon was one of seven national events around the State of the Union address in partnership with \u003c/span>\u003ca href=\"http://thelamp.org/\">\u003cspan style=\"font-weight: 400\">The Lamp \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">and the \u003c/span>\u003ca href=\"https://www.22x20.org/\">\u003cspan style=\"font-weight: 400\">22×20 Campaign\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a national campaign to activate and facilitate youth voice and leadership in the democratic process. The initiative aims to strengthen civic skills and restore trust among teens, 22 million of whom will be eligible to vote by 2020.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students like 17-year-old Faith M., a senior at El Cerrito High School who attended the event.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It really made you pay attention to the issues he was talking about.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She said that being around other teens made the experience engaging, despite her opposing stance to many policies of the Trump Administration.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I liked being around like-minded people, but just watching the speech was a little hard because he talked about issues that I didn’t agree with.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When staff facilitators paused the speech to allow for discussion, other student attendees chimed in with candid responses to the president’s remarks. Some called out inaccuracies based on their fact-checking.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This felt like a waste of time,” one student said at the end of the speech, noting the inaccuracies and misleading statements. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This sparked a discussion on the importance of paying attention to national events like the State of the Union Address even when what’s said doesn’t align with personal politics.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Overall t\u003c/span>\u003cspan style=\"font-weight: 400\">he event, which sought to spur interest in national events like the State of the Union Address, most certainly inspired more critical thinking for students like Faith,\u003c/span>\u003cspan style=\"font-weight: 400\"> who says that she will stay engaged moving forward.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’ll stay aware of what’s going on. I kind of have to because these issues are going to affect me. Some of them already do.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">On January 30, Bay Area students joined KQED staff for a State of the Union Address Break-a-Thon at the San Francisco Library’s The Mix. Students fact-checked, played \u003c/span>\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2018/01/SOTU-2016-Bingo.pdf\">\u003cspan style=\"font-weight: 400\">SoTU Bingo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and created Flipgrid video responses while watching and critically responding to the speech.\u003c/span>\u003c/p>\n\u003caside class=\"alignright noborder\">\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"375\" height=\"495\" frameborder=\"0\" src=\"https://flipgrid.com/embed/response/fda976\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n\u003c/aside>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Break-a-Thon was one of seven national events around the State of the Union address in partnership with \u003c/span>\u003ca href=\"http://thelamp.org/\">\u003cspan style=\"font-weight: 400\">The Lamp \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">and the \u003c/span>\u003ca href=\"https://www.22x20.org/\">\u003cspan style=\"font-weight: 400\">22×20 Campaign\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a national campaign to activate and facilitate youth voice and leadership in the democratic process. The initiative aims to strengthen civic skills and restore trust among teens, 22 million of whom will be eligible to vote by 2020.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students like 17-year-old Faith M., a senior at El Cerrito High School who attended the event.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It really made you pay attention to the issues he was talking about.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She said that being around other teens made the experience engaging, despite her opposing stance to many policies of the Trump Administration.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I liked being around like-minded people, but just watching the speech was a little hard because he talked about issues that I didn’t agree with.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When staff facilitators paused the speech to allow for discussion, other student attendees chimed in with candid responses to the president’s remarks. Some called out inaccuracies based on their fact-checking.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This felt like a waste of time,” one student said at the end of the speech, noting the inaccuracies and misleading statements. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This sparked a discussion on the importance of paying attention to national events like the State of the Union Address even when what’s said doesn’t align with personal politics.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Overall t\u003c/span>\u003cspan style=\"font-weight: 400\">he event, which sought to spur interest in national events like the State of the Union Address, most certainly inspired more critical thinking for students like Faith,\u003c/span>\u003cspan style=\"font-weight: 400\"> who says that she will stay engaged moving forward.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’ll stay aware of what’s going on. I kind of have to because these issues are going to affect me. Some of them already do.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Can Genetically Engineered Mosquitoes Help Fight Disease?",
"headTitle": "Can Genetically Engineered Mosquitoes Help Fight Disease? | KQED",
"content": "\u003cp>Mosquitoes aren’t just annoying– they are big time killers spreading terrible diseases. Remember the Zika outbreak last year? That was spread primarily by the mosquito species—Aedes aegypti. And this species is pretty nasty it also transmits dengue fever and chikungunya. And to top it all off– it’s really hard to control their populations– they thrive in residential areas and can breed in super small amounts of water. So any still water sitting in your yard can act as a breeding ground for these bugs. Traditional control methods include using pesticides, larvicides and reducing breeding grounds– which often means eliminating any small puddles of water that have accumulated like on buckets left outdoors, play structures, and other items found around a yard.\u003c/p>\n\u003cp>In an effort to control these mosquito populations and reduce the spread of mosquito-borne diseases some scientists at the British company OXITEC have turned to genetic engineering. They have engineered the mosquitoes to over-produce a certain protein which in turn causes the mosquitoes to die. Here’s how it works. The modified male mosquitoes are released into the wild since the males don’t bite. They then mate with the wild female mosquitoes and pass their killer genetics onto their offspring. Once their offspring hatch they die young, before they are able to reproduce and bite you. As their offspring die off, the population decreases. And as for the genetically modified male that was released into the wild, he dies in a couple of days after being released.\u003c/p>\n\u003cp>These modified mosquitoes have been released in Brazil, Cayman Islands, and Panama– and they have indeed ended up reducing the mosquito populations there. And now OXITEC and the mosquito control board in the Florida Keys wants to do a trial release in Florida to see if it’ll work there. But there’s a vocal group of residents there that are opposed to this idea. Check out the video to explore the science and policy around the release of these mosquitoes in Florida.\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.fda.gov/downloads/AnimalVeterinary/DevelopmentApprovalProcess/GeneticEngineering/GeneticallyEngineeredAnimals/UCM514698.pdf\">FDA’s Environmental Assessment for the Investigational Use of Aedes aegypti OX513A\u003c/a>\u003cbr>\n\u003ca href=\"https://www.fda.gov/downloads/AnimalVeterinary/DevelopmentApprovalProcess/GeneticEngineering/GeneticallyEngineeredAnimals/UCM514699.pdf\">FDA’s Findings of No Significant Impact\u003c/a>\u003cbr>\n\u003ca href=\"http://www.centerforfoodsafety.org/files/60-day-notice-of-intent-for-mosquito-suit_38745.pdf\">Letter of Intent to Sue\u003c/a>\u003cbr>\n\u003ca href=\"http://www.oxitec.com/our-solution/technology/the-science/\">OXITEC’s explains the science\u003c/a>\u003cbr>\n\u003ca href=\"http://journals.plos.org/plosntds/article/file?id=10.1371/journal.pntd.0003864&type=printable\">Field Trial In Brazil\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Mosquitoes aren’t just annoying– they are big time killers spreading terrible diseases. Remember the Zika outbreak last year? That was spread primarily by the mosquito species—Aedes aegypti. And this species is pretty nasty it also transmits dengue fever and chikungunya. And to top it all off– it’s really hard to control their populations– they thrive in residential areas and can breed in super small amounts of water. So any still water sitting in your yard can act as a breeding ground for these bugs. Traditional control methods include using pesticides, larvicides and reducing breeding grounds– which often means eliminating any small puddles of water that have accumulated like on buckets left outdoors, play structures, and other items found around a yard.\u003c/p>\n\u003cp>In an effort to control these mosquito populations and reduce the spread of mosquito-borne diseases some scientists at the British company OXITEC have turned to genetic engineering. They have engineered the mosquitoes to over-produce a certain protein which in turn causes the mosquitoes to die. Here’s how it works. The modified male mosquitoes are released into the wild since the males don’t bite. They then mate with the wild female mosquitoes and pass their killer genetics onto their offspring. Once their offspring hatch they die young, before they are able to reproduce and bite you. As their offspring die off, the population decreases. And as for the genetically modified male that was released into the wild, he dies in a couple of days after being released.\u003c/p>\n\u003cp>These modified mosquitoes have been released in Brazil, Cayman Islands, and Panama– and they have indeed ended up reducing the mosquito populations there. And now OXITEC and the mosquito control board in the Florida Keys wants to do a trial release in Florida to see if it’ll work there. But there’s a vocal group of residents there that are opposed to this idea. Check out the video to explore the science and policy around the release of these mosquitoes in Florida.\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.fda.gov/downloads/AnimalVeterinary/DevelopmentApprovalProcess/GeneticEngineering/GeneticallyEngineeredAnimals/UCM514698.pdf\">FDA’s Environmental Assessment for the Investigational Use of Aedes aegypti OX513A\u003c/a>\u003cbr>\n\u003ca href=\"https://www.fda.gov/downloads/AnimalVeterinary/DevelopmentApprovalProcess/GeneticEngineering/GeneticallyEngineeredAnimals/UCM514699.pdf\">FDA’s Findings of No Significant Impact\u003c/a>\u003cbr>\n\u003ca href=\"http://www.centerforfoodsafety.org/files/60-day-notice-of-intent-for-mosquito-suit_38745.pdf\">Letter of Intent to Sue\u003c/a>\u003cbr>\n\u003ca href=\"http://www.oxitec.com/our-solution/technology/the-science/\">OXITEC’s explains the science\u003c/a>\u003cbr>\n\u003ca href=\"http://journals.plos.org/plosntds/article/file?id=10.1371/journal.pntd.0003864&type=printable\">Field Trial In Brazil\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>In the United States, the gun debate has been raging for decades. Gun rights advocates think there are enough — or maybe too many — laws restricting their second amendment right to bear arms. Those wanting more gun control believe that to protect people’s safety, we need the government to regulate who can have a gun.\u003c/p>\n\u003cp>But what happens when technology is one step ahead of the laws? That’s the case with 3-D printed guns. It’s always been legal for adults to make their own guns at home, but traditionally, that required specialized tools and a lot of skill. 3-D printing, however, is changing that, making it significantly easier to make a gun from scratch. This has sparked both interest from gun enthusiasts and concerns about public safety.\u003c/p>\n\u003cp>Do gun laws need to change to keep up with this new technology?\u003c/p>\n\u003cp>For more information about the history of the debate surrounding gun control in the United States, check out \u003ca href=\"https://ww2.kqed.org/lowdown/2017/07/26/americas-loaded-history-with-guns/\">this article\u003c/a> from KQED’s The Lowdown.\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.forbes.com/sites/andygreenberg/2013/05/05/meet-the-liberator-test-firing-the-worlds-first-fully-3d-printed-gun/#32752a24511e\">Meet The ‘Liberator’: Test-Firing The World’s First Fully 3D-Printed Gun\u003c/a>\u003cbr>\n\u003ca href=\"https://ww2.kqed.org/lowdown/2016/06/24/americas-loaded-history-with-guns/\">A Brief History of Gun Control In America\u003c/a>\u003cbr>\n\u003ca href=\"http://3dprinting.com/what-is-3d-printing/\">What is 3D printing?\u003c/a>\u003cbr>\n\u003ca href=\"https://phila.legistar.com/LegislationDetail.aspx?ID=1479457&GUID=8BFF8519-E1D9-4626-A9A1-02C930028F5F&Options=ID%7cText%7c&Search=printer\">Philadelphia Bans 3D Printed Guns\u003c/a>\u003cbr>\n\u003ca href=\"http://www.sacbee.com/news/politics-government/capitol-alert/article91330022.html\">Jerry Brown signs bill to restrict, register homemade guns\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In the United States, the gun debate has been raging for decades. Gun rights advocates think there are enough — or maybe too many — laws restricting their second amendment right to bear arms. Those wanting more gun control believe that to protect people’s safety, we need the government to regulate who can have a gun.\u003c/p>\n\u003cp>But what happens when technology is one step ahead of the laws? That’s the case with 3-D printed guns. It’s always been legal for adults to make their own guns at home, but traditionally, that required specialized tools and a lot of skill. 3-D printing, however, is changing that, making it significantly easier to make a gun from scratch. This has sparked both interest from gun enthusiasts and concerns about public safety.\u003c/p>\n\u003cp>Do gun laws need to change to keep up with this new technology?\u003c/p>\n\u003cp>For more information about the history of the debate surrounding gun control in the United States, check out \u003ca href=\"https://ww2.kqed.org/lowdown/2017/07/26/americas-loaded-history-with-guns/\">this article\u003c/a> from KQED’s The Lowdown.\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Out with the old, in with the young—young blood that is. Blood transfusions from young donors are gaining hype as an anti-aging treatment, but what does the research say about it?\u003c/p>\n\u003cp>New anti-aging fads continually pop up all over the place: anti-aging supplements, wrinkle creams, face-lifts, juice cleanses, brain exercises, and intermittent fasting to name a few. And the latest endeavor in the fight against aging is teen blood. For a fee of $8000, one company is running a clinical trial where they are injecting adults over the age of 35 with blood plasma from people 25 and younger to see if this young blood has any anti-aging benefits. Other researchers are beginning clinical trials to see if young blood could help treat serious diseases like Alzheimers or Parkinsons. If you’re like us, you might be wondering– what does the data say about all this?\u003c/p>\n\u003cp>A lot of the research around the benefits of young blood come from parabiosis studies in rodents– where two rodents are stitched together so that they share blood. Data from this research indicates that in some cases there are anti-aging benefits. But what works in rodents doesn’t always work in humans, and we are still waiting for results from human trials that are under way.\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003cbr>\n\u003ca href=\"https://www.nature.com/news/ageing-research-blood-to-blood-1.16762\">Nature: Ageing research: Blood to blood\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.sciencemag.org/news/2016/08/young-blood-antiaging-trial-raises-questions\">Science: Young blood anti-aging trial raises questions\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/futureofyou/2017/06/30/blood-from-young-people-may-be-a-secret-to-fighting-aging/\">Future of You: Blood From Young People May Be a Secret to Fighting Aging\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://clinicaltrials.gov/ct2/show/NCT02968433\">The Stanford Parkinson’s Disease Plasma Study (SPDP)\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://clinicaltrials.gov/ct2/show/NCT02256306?term=Plasma&cond=Alzheimer+Disease&cntry1=NA%3AUS&draw=1&rank=1%20Efficacy%20and%20Safety%20of%20Young%20Health%20Plasma%20on%20Acute%20Stroke%20https://clinicaltrials.gov/ct2/show/NCT02913183%20Young%20Donor%20Plasma%20Transfusion%20and%20Age-Related%20Biomarkers%20https://clinicaltrials.gov/ct2/show/NCT02803554\">The Plasma for Alzheimer SymptoM Amelioration (PLASMA) Study \u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Out with the old, in with the young—young blood that is. Blood transfusions from young donors are gaining hype as an anti-aging treatment, but what does the research say about it?\u003c/p>\n\u003cp>New anti-aging fads continually pop up all over the place: anti-aging supplements, wrinkle creams, face-lifts, juice cleanses, brain exercises, and intermittent fasting to name a few. And the latest endeavor in the fight against aging is teen blood. For a fee of $8000, one company is running a clinical trial where they are injecting adults over the age of 35 with blood plasma from people 25 and younger to see if this young blood has any anti-aging benefits. Other researchers are beginning clinical trials to see if young blood could help treat serious diseases like Alzheimers or Parkinsons. If you’re like us, you might be wondering– what does the data say about all this?\u003c/p>\n\u003cp>A lot of the research around the benefits of young blood come from parabiosis studies in rodents– where two rodents are stitched together so that they share blood. Data from this research indicates that in some cases there are anti-aging benefits. But what works in rodents doesn’t always work in humans, and we are still waiting for results from human trials that are under way.\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003cbr>\n\u003ca href=\"https://www.nature.com/news/ageing-research-blood-to-blood-1.16762\">Nature: Ageing research: Blood to blood\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.sciencemag.org/news/2016/08/young-blood-antiaging-trial-raises-questions\">Science: Young blood anti-aging trial raises questions\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Is Facial Recognition Invading Your Privacy?",
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"content": "\u003cp>In today’s digital world, privacy is something that is getting harder and harder to protect. But what if simply scanning your face provides enough information to track you and learn your habits?\u003c/p>\n\u003cp>What is facial recognition? It is a biometric method of identifying an individual by comparing a digital image data with the stored record for that person. And it is creeping more and more into our daily lives. Facebook and Google use it for auto-tagging photos. Snapchat uses it to create hilarious filters. And Apple’s new iPhone will allow you to use your face to unlock your phone. But this same technology can be used by governments and companies to learn as much as they can about you.\u003c/p>\n\u003cp>Governments and law enforcement are using facial recognition right now. In the US, there are an estimated 60 million surveillance cameras, meaning there’s a pretty good chance that our faces are being digitally captured every day. In US airports, facial scans are checked against photos stored in police databases. In fact, if you’re an adult in the US, there is a 50/50 chance that your photo is stored in a police database, even if you’ve never been arrested or charged with a crime.\u003c/p>\n\u003cp>Facial recognition is also about making money. When you and your friends are auto-tagged when you upload a photo to Google or Facebook, that’s one more data point that companies can use to track what you do online, what you like, and what you buy. Companies are willing to pay BIG money for this info.\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Get your students in the discussion on \u003ca href=\"https://learn.kqed.org?utm_source=kqed-edu&utm_medium=blog&utm_campaign=atn\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Learn\u003c/a>, a safe place for middle and high school students to investigate controversial topics and share their voices.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.salon.com/2017/04/22/facial-recognition-is-increasingly-common-but-how-does-it-work_partner/\">Facial recognition is increasingly common, but how does it work?\u003c/a>\u003cbr>\n\u003ca href=\"https://www.npr.org/sections/alltechconsidered/2017/06/26/534131967/facial-recognition-may-boost-airport-security-but-raises-privacy-worries\">Facial Recognition May Boost Airport Security But Raises Privacy Worries\u003c/a>\u003cbr>\n\u003ca href=\"https://www.law.georgetown.edu/news/press-releases/half-of-all-american-adults-are-in-a-police-face-recognition-database-new-report-finds.cfm\">Half of All American Adults are in a Police Face Recognition Database\u003c/a>\u003cbr>\n\u003ca href=\"https://phys.org/news/2017-06-china-shames-jaywalkers-facial-recognition.html\">China Shames Jaywalkers Through Facial Recognition\u003c/a>\u003cbr>\n\u003ca href=\"https://www.bloomberg.com/news/articles/2017-09-28/moscow-deploys-facial-recognition-to-spy-on-citizens-in-streets\">Moscow Deploys Facial Recognition to Spy on Citizens in Streets\u003c/a>\u003cbr>\n\u003ca href=\"https://arxiv.org/pdf/1708.09317v1.pdf\">Disguised Face Identification (DFI) with Facial KeyPoints using Spatial Fusion Convolutional Network\u003c/a>\u003cbr>\n\u003ca href=\"https://www.cnbc.com/2017/03/21/facebook-and-google-ad-youtube-make-advertising-in-2017.html\">Facebook and Google predicted to make $106 billion from advertising\u003c/a>\u003cbr>\n\u003ca href=\"https://www.forbes.com/sites/retailwire/2017/07/27/walmarts-facial-recognition-tech-would-overstep-boundaries/#473627c745f8\">Walmart’s Facial Recognition Tech Would Overstep Boundaries\u003c/a>\u003cbr>\n\u003ca href=\"https://news.vice.com/article/facial-recognition-technology-is-big-business-and-its-coming-for-you\">Facial Recognition Technology Is Big Business — And It’s Coming For You\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In today’s digital world, privacy is something that is getting harder and harder to protect. But what if simply scanning your face provides enough information to track you and learn your habits?\u003c/p>\n\u003cp>What is facial recognition? It is a biometric method of identifying an individual by comparing a digital image data with the stored record for that person. And it is creeping more and more into our daily lives. Facebook and Google use it for auto-tagging photos. Snapchat uses it to create hilarious filters. And Apple’s new iPhone will allow you to use your face to unlock your phone. But this same technology can be used by governments and companies to learn as much as they can about you.\u003c/p>\n\u003cp>Governments and law enforcement are using facial recognition right now. In the US, there are an estimated 60 million surveillance cameras, meaning there’s a pretty good chance that our faces are being digitally captured every day. In US airports, facial scans are checked against photos stored in police databases. In fact, if you’re an adult in the US, there is a 50/50 chance that your photo is stored in a police database, even if you’ve never been arrested or charged with a crime.\u003c/p>\n\u003cp>Facial recognition is also about making money. When you and your friends are auto-tagged when you upload a photo to Google or Facebook, that’s one more data point that companies can use to track what you do online, what you like, and what you buy. Companies are willing to pay BIG money for this info.\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Get your students in the discussion on \u003ca href=\"https://learn.kqed.org?utm_source=kqed-edu&utm_medium=blog&utm_campaign=atn\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Learn\u003c/a>, a safe place for middle and high school students to investigate controversial topics and share their voices.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.salon.com/2017/04/22/facial-recognition-is-increasingly-common-but-how-does-it-work_partner/\">Facial recognition is increasingly common, but how does it work?\u003c/a>\u003cbr>\n\u003ca href=\"https://www.npr.org/sections/alltechconsidered/2017/06/26/534131967/facial-recognition-may-boost-airport-security-but-raises-privacy-worries\">Facial Recognition May Boost Airport Security But Raises Privacy Worries\u003c/a>\u003cbr>\n\u003ca href=\"https://www.law.georgetown.edu/news/press-releases/half-of-all-american-adults-are-in-a-police-face-recognition-database-new-report-finds.cfm\">Half of All American Adults are in a Police Face Recognition Database\u003c/a>\u003cbr>\n\u003ca href=\"https://phys.org/news/2017-06-china-shames-jaywalkers-facial-recognition.html\">China Shames Jaywalkers Through Facial Recognition\u003c/a>\u003cbr>\n\u003ca href=\"https://www.bloomberg.com/news/articles/2017-09-28/moscow-deploys-facial-recognition-to-spy-on-citizens-in-streets\">Moscow Deploys Facial Recognition to Spy on Citizens in Streets\u003c/a>\u003cbr>\n\u003ca href=\"https://arxiv.org/pdf/1708.09317v1.pdf\">Disguised Face Identification (DFI) with Facial KeyPoints using Spatial Fusion Convolutional Network\u003c/a>\u003cbr>\n\u003ca href=\"https://www.cnbc.com/2017/03/21/facebook-and-google-ad-youtube-make-advertising-in-2017.html\">Facebook and Google predicted to make $106 billion from advertising\u003c/a>\u003cbr>\n\u003ca href=\"https://www.forbes.com/sites/retailwire/2017/07/27/walmarts-facial-recognition-tech-would-overstep-boundaries/#473627c745f8\">Walmart’s Facial Recognition Tech Would Overstep Boundaries\u003c/a>\u003cbr>\n\u003ca href=\"https://news.vice.com/article/facial-recognition-technology-is-big-business-and-its-coming-for-you\">Facial Recognition Technology Is Big Business — And It’s Coming For You\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Living in a digital world can certainly make life super convenient– like the ability to easily keep up with distant friends and relatives– but it also makes it super easy for other people to know your stuff. Even stuff you don’t want them to know about. So can we protect our privacy online?\u003c/p>\n\u003cp>With recent reports of high profile data breaches, ransomware attacks and the prevalence of online trackers– it’s hard to know how best to protect your privacy online. In this video we met up with the cybersecurity experts at Electronic Frontier Foundation to learn more about who’s snooping on us online and what we can do to protect ourselves. To help you decide how to protect the things you really want to keep private from people you are most concerned about, they recommend something called “Threat Modelling” which consists of 5 questions you should ask yourself:\u003c/p>\n\u003col>\n\u003cli>What do I want to protect?\u003c/li>\n\u003cli>Who do I want to protect it from?\u003c/li>\n\u003cli>How likely is it that you will need to protect it?\u003c/li>\n\u003cli>How bad are the consequences if you fail?\u003c/li>\n\u003cli>How much trouble are you willing to go through in order to avoid those consequences?\u003c/li>\n\u003c/ol>\n\u003cp>From online data trackers to surveillance at school to open wifi networks, this video dives into a some threats you could potentially face online and how you could protect yourself against those threats.\u003c/p>\n\u003cp>For an in-depth backgrounder on technology and privacy (with lesson plan), check out this article from KQED’s The Lowdown:\u003cbr>\nhttps://wp.me/p681tQ-7zQ\u003c/p>\n\u003cp>\u003cstrong>ADDITIONAL SOURCES:\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://ideas.ted.com/why-online-privacy-matters-and-how-to-protect-yours/\">Why Online Privacy Matters and How to Protect Yours (TED)\u003c/a>\u003cbr>\n\u003ca href=\"https://ssd.eff.org/en\">Surveillance Self Defense (EFF)\u003c/a>\u003cbr>\n\u003ca href=\"https://www.eff.org/privacybadger\">Privacy Badger (EFF)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.propublica.org/article/privacy-tools-how-to-block-online-tracking\">Privacy Tools: How to Block Online Trackers \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.ftc.gov/system/files/documents/reports/data-brokers-call-transparency-accountability-report-federal-trade-commission-may-2014/140527databrokerreport.pdf\">Data Brokers: A Call for Transparency and Accountability (FTC) \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.eff.org/files/2017/04/13/student-privacy-report.pdf\">Spying on Students: School Issued Devices and Student Privacy (EFF)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsensemedia.org/blog/ask-your-kids-school-these-essential-student-privacy-and-safety-questions\">Essential Student Privacy and Safety Questions (Common Sense Media)\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pcmag.com/article2/0,2817,2403388,00.asp\">Best VPN Service of 2017 (PC Mag)\u003c/a>\u003cbr>\n\u003ca href=\"https://www.npr.org/sections/ed/2017/06/06/531591202/harvard-rescinds-admission-of-10-students-over-obscene-facebook-messages\">Harvard Rescinds Admission of 10 Students over Obscene Facebook Messages (NPR)\u003c/a>\u003cbr>\n\u003ca href=\"https://www.careerbuilder.com/advice/social-media-survey-2017\">70% of Employers are Snooping Candidates’ Social Media Profiles (CareerBuilder)\u003c/a>\u003cbr>\n\u003ca href=\"https://www.theatlantic.com/technology/archive/2017/04/amazon-is-making-it-easier-for-companies-to-track-you/522999/\">Amazon is Making it Easier for Companies to Track You (The Atlantic)\u003c/a>\u003cbr>\n\u003ca href=\"http://fieldguide.gizmodo.com/all-the-ways-facebook-tracks-you-that-you-might-not-kno-1795604150\">You Probably Don’t Know all the Ways Facebook Tracks You (Gizmodo)\u003c/a>\u003cbr>\n\u003ca href=\"https://www.cbsnews.com/news/legal-loopholes-could-let-nsa-surveillance-circumvent-fourth-amendment-researchers-say/\">Legal Loopholes Could Allow Wider NSA Surveillance, Researchers Say (CBS News)\u003c/a>\u003c/p>\n\n",
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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.",
"airtime": "THU 10pm, FRI 1am",
"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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},
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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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"id": "freakonomics-radio",
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"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"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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},
"fresh-air": {
"id": "fresh-air",
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"link": "/radio/program/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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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "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.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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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
},
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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)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"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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"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"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",
"subscribe": {
"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/",
"meta": {
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
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"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
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},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/M4f5",
"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
"tuneIn": "https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/",
"rss": "https://feeds.npr.org/510289/podcast.xml"
}
},
"politicalbreakdown": {
"id": "politicalbreakdown",
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