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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": "\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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"content": "\u003cdiv class=\"post-body\">\u003cp>\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>\u003c/p>\u003c/div>",
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"content": "\u003cp>Plastic pollution has been a problem for decades. But new research shines the spotlight on a new plastic pollution menace—microfibers.\u003c/p>\n\u003cp>By 2050, the World Economic Forum predicts that the amount of plastic in the oceans will outweigh ALL the fish. When you hear “plastic” pollution, you might picture six-pack rings wrapped around seagulls or beaches littered with plastic bottles. But now, researchers are discovering a new menace — microfibers. They’re tiny strands of synthetic fibers.\u003c/p>\n\u003cp>Microfibers are a type of plastic pollution known as microplastics. Microplastics are teeny tiny bits of plastic that are smaller than 5 mm — which is about the size of a grain of rice. They typically come from larger pieces of plastic that have been broken down over time, or from plastic microbeads found in exfoliating face washes.\u003c/p>\n\u003cp>Most microfiber pollution comes from the synthetic clothing that many of us LOVE to wear — think fleece jackets and yoga pants. But this comfort and fashion has a cost. Each time synthetic fabrics are washed, those tiny microfibers shed. Washing a typical polyester fleece can release thousands of microfibers that can travel from the washing machine to the local water treatment plant, where they can slip by filters and enter rivers, lakes, and oceans. And from there, fish and other marine life are eating the microfibers, which may leach harmful toxins.\u003c/p>\n\u003cp>Microfiber research is pretty new. It didn’t really start until 2011. But since then, researchers have been finding microfibers EVERYWHERE. They’ve been found in tap water in dozens of countries, including the U.S. A German study found microfibers in all 24 beer brands they tested. Researchers in Paris even discovered microfibers falling from the air, meaning we could be BREATHING them in on a daily basis.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>What are microplastics?\u003c/strong>\u003cbr>\nSmall plastic pieces less than five millimeters long which can be harmful to our ocean and aquatic life.\u003c/p>\n\u003cp>\u003cstrong>What is plastic made of?\u003c/strong>\u003cbr>\nPlastics are made from oil. Oil is a carbon-rich raw material, and plastics are large carbon-containing compounds. They’re large molecules called polymers, which are composed of repeating units of shorter carbon-containing compounds called monomers.\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/sections/thesalt/2017/02/06/511843443/are-we-eating-our-fleece-jackets-microfibers-are-migrating-into-field-and-food\">Microfibers are migrating into field and food\u003c/a>\u003cbr>\n\u003ca href=\"https://www.theguardian.com/sustainable-business/2014/oct/27/toxic-plastic-synthetic-microscopic-oceans-microbeads-microfibers-food-chain\">The biggest environmental problem you’ve never heard of\u003c/a>\u003cbr>\n\u003ca href=\"http://www3.weforum.org/docs/WEF_The_New_Plastics_Economy.pdf\">Plastic will outweigh fish in the oceans by 2050\u003c/a>\u003cbr>\n\u003ca href=\"https://www.nature.com/articles/srep14340.pdf\">Microfibers found in 25% of fish examined in California\u003c/a>\u003cbr>\n\u003ca href=\"https://www.congress.gov/114/plaws/publ114/PLAW-114publ114.pdf\">Microbeads banned in the United States\u003c/a>\u003cbr>\n\u003ca href=\"http://admin.indiaenvironmentportal.org.in/files/file/Synthetic%20particles%20as%20contaminants.pdf\">German beer contaminated with microfibers\u003c/a>\u003cbr>\n\u003ca href=\"https://orbmedia.org/stories/Invisibles_plastics\">Tap water in multiple countries contains microfibers\u003c/a>\u003cbr>\n\u003ca href=\"http://www.publish.csiro.au/en/en14167\">Microfibers in the air in Paris\u003c/a>\u003cbr>\n\u003ca href=\"http://pubs.rsc.org/-/content/articlepdf/2016/ew/c6ew00207b\">Water treatment plants filter out 95 to 99 percent of microplastics\u003c/a>\u003cbr>\n\u003ca href=\"https://www.patagonia.com/blog/2017/02/an-update-on-microfiber-pollution/\">Patagonia: An update on microfiber pollution\u003c/a>\u003cbr>\n\u003ca href=\"https://www.fastcompany.com/40476430/the-shirt-of-the-future-is-made-from-polyester-thats-been-created-by-methane-eating-bacteria\">The shirt of the future will be made by methane-eating bacteria\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Plastic pollution has been a problem for decades. But new research shines the spotlight on a new plastic pollution menace—microfibers.\u003c/p>\n\u003cp>By 2050, the World Economic Forum predicts that the amount of plastic in the oceans will outweigh ALL the fish. When you hear “plastic” pollution, you might picture six-pack rings wrapped around seagulls or beaches littered with plastic bottles. But now, researchers are discovering a new menace — microfibers. They’re tiny strands of synthetic fibers.\u003c/p>\n\u003cp>Microfibers are a type of plastic pollution known as microplastics. Microplastics are teeny tiny bits of plastic that are smaller than 5 mm — which is about the size of a grain of rice. They typically come from larger pieces of plastic that have been broken down over time, or from plastic microbeads found in exfoliating face washes.\u003c/p>\n\u003cp>Most microfiber pollution comes from the synthetic clothing that many of us LOVE to wear — think fleece jackets and yoga pants. But this comfort and fashion has a cost. Each time synthetic fabrics are washed, those tiny microfibers shed. Washing a typical polyester fleece can release thousands of microfibers that can travel from the washing machine to the local water treatment plant, where they can slip by filters and enter rivers, lakes, and oceans. And from there, fish and other marine life are eating the microfibers, which may leach harmful toxins.\u003c/p>\n\u003cp>Microfiber research is pretty new. It didn’t really start until 2011. But since then, researchers have been finding microfibers EVERYWHERE. They’ve been found in tap water in dozens of countries, including the U.S. A German study found microfibers in all 24 beer brands they tested. Researchers in Paris even discovered microfibers falling from the air, meaning we could be BREATHING them in on a daily basis.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>What are microplastics?\u003c/strong>\u003cbr>\nSmall plastic pieces less than five millimeters long which can be harmful to our ocean and aquatic life.\u003c/p>\n\u003cp>\u003cstrong>What is plastic made of?\u003c/strong>\u003cbr>\nPlastics are made from oil. Oil is a carbon-rich raw material, and plastics are large carbon-containing compounds. They’re large molecules called polymers, which are composed of repeating units of shorter carbon-containing compounds called monomers.\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/sections/thesalt/2017/02/06/511843443/are-we-eating-our-fleece-jackets-microfibers-are-migrating-into-field-and-food\">Microfibers are migrating into field and food\u003c/a>\u003cbr>\n\u003ca href=\"https://www.theguardian.com/sustainable-business/2014/oct/27/toxic-plastic-synthetic-microscopic-oceans-microbeads-microfibers-food-chain\">The biggest environmental problem you’ve never heard of\u003c/a>\u003cbr>\n\u003ca href=\"http://www3.weforum.org/docs/WEF_The_New_Plastics_Economy.pdf\">Plastic will outweigh fish in the oceans by 2050\u003c/a>\u003cbr>\n\u003ca href=\"https://www.nature.com/articles/srep14340.pdf\">Microfibers found in 25% of fish examined in California\u003c/a>\u003cbr>\n\u003ca href=\"https://www.congress.gov/114/plaws/publ114/PLAW-114publ114.pdf\">Microbeads banned in the United States\u003c/a>\u003cbr>\n\u003ca href=\"http://admin.indiaenvironmentportal.org.in/files/file/Synthetic%20particles%20as%20contaminants.pdf\">German beer contaminated with microfibers\u003c/a>\u003cbr>\n\u003ca href=\"https://orbmedia.org/stories/Invisibles_plastics\">Tap water in multiple countries contains microfibers\u003c/a>\u003cbr>\n\u003ca href=\"http://www.publish.csiro.au/en/en14167\">Microfibers in the air in Paris\u003c/a>\u003cbr>\n\u003ca href=\"http://pubs.rsc.org/-/content/articlepdf/2016/ew/c6ew00207b\">Water treatment plants filter out 95 to 99 percent of microplastics\u003c/a>\u003cbr>\n\u003ca href=\"https://www.patagonia.com/blog/2017/02/an-update-on-microfiber-pollution/\">Patagonia: An update on microfiber pollution\u003c/a>\u003cbr>\n\u003ca href=\"https://www.fastcompany.com/40476430/the-shirt-of-the-future-is-made-from-polyester-thats-been-created-by-methane-eating-bacteria\">The shirt of the future will be made by methane-eating bacteria\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>When you’re in high school, it can seem like being popular is the most important thing in the world. But what happens to people who are popular in high school after they graduate? What we found out might not be what you would expect.\u003c/p>\n\u003cp>Being popular in high school tends to have adverse outcomes once someone enters early adulthood. But it all depends on what type of popularity someone has because it turns out there are two types. They are status and likability.\u003c/p>\n\u003cp>\u003cstrong>What is status?\u003c/strong>\u003cbr>\nStatus refers to people who have a lot of power and influence over others. People who have status tend to have a lot of admirers and loose friendships. It’s the kind of popularity you have likely seen in classic teen movies like Mean Girls and High School Musical.\u003c/p>\n\u003cp>People who have a lot “status” in high school actually face more social anxiety later in life. They are also more likely to suffer from depression or addiction and have problems with the law.\u003c/p>\n\u003cp>\u003cstrong>What is likability?\u003c/strong>\u003cbr>\nLikability refers to, unsurprisingly, how well liked someone is. People who are likable tend to have a handful of strong, close friendships. It is this type of popularity that tends to serve people well later in life. Psychologists believe that people who have a few strong friendships in high school have the ability to maintain similar patterns in adulthood, which results in a higher sense of self worth and better professional, social, and romantic relationships.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Therefore, it’s not the quantity of your friendships in high school that seems to matter later in life. It’s the quality. So having a few, strong friendships in high school will benefit you more later in life than having a ton of acquaintances.\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/28913676\">The Cost of Being Cool: How Adolescent Pseudomature Behavior Maps onto Adult Adjustment\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.scientificamerican.com/article/cracking-the-popularity-code/\">Cracking the Popularity Code\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.cnn.com/2017/09/12/health/high-school-friends-health-study/index.html\">A downside to being popular in high school, study says\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.sciencedaily.com/releases/2014/06/140612085341.htm\">What happens to ‘cool’ kids? New study sheds light\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.psychologytoday.com/blog/the-athletes-way/201708/high-school-popularity-might-backfire-later-in-life\">High School Popularity Might Backfire Later in Life\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When you’re in high school, it can seem like being popular is the most important thing in the world. But what happens to people who are popular in high school after they graduate? What we found out might not be what you would expect.\u003c/p>\n\u003cp>Being popular in high school tends to have adverse outcomes once someone enters early adulthood. But it all depends on what type of popularity someone has because it turns out there are two types. They are status and likability.\u003c/p>\n\u003cp>\u003cstrong>What is status?\u003c/strong>\u003cbr>\nStatus refers to people who have a lot of power and influence over others. People who have status tend to have a lot of admirers and loose friendships. It’s the kind of popularity you have likely seen in classic teen movies like Mean Girls and High School Musical.\u003c/p>\n\u003cp>People who have a lot “status” in high school actually face more social anxiety later in life. They are also more likely to suffer from depression or addiction and have problems with the law.\u003c/p>\n\u003cp>\u003cstrong>What is likability?\u003c/strong>\u003cbr>\nLikability refers to, unsurprisingly, how well liked someone is. People who are likable tend to have a handful of strong, close friendships. It is this type of popularity that tends to serve people well later in life. Psychologists believe that people who have a few strong friendships in high school have the ability to maintain similar patterns in adulthood, which results in a higher sense of self worth and better professional, social, and romantic relationships.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Therefore, it’s not the quantity of your friendships in high school that seems to matter later in life. It’s the quality. So having a few, strong friendships in high school will benefit you more later in life than having a ton of acquaintances.\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/28913676\">The Cost of Being Cool: How Adolescent Pseudomature Behavior Maps onto Adult Adjustment\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.scientificamerican.com/article/cracking-the-popularity-code/\">Cracking the Popularity Code\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.cnn.com/2017/09/12/health/high-school-friends-health-study/index.html\">A downside to being popular in high school, study says\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.sciencedaily.com/releases/2014/06/140612085341.htm\">What happens to ‘cool’ kids? New study sheds light\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.psychologytoday.com/blog/the-athletes-way/201708/high-school-popularity-might-backfire-later-in-life\">High School Popularity Might Backfire Later in Life\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">I’m a high school social studies teacher who believes that when students learn how to ask good questions, they take greater ownership of their learning, deepen comprehension, and are more inclined to make new connections and meaningful discoveries. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help my students learn how to ask good questions, I recently provided them with an opportunity to produce a Kahoot.\u003c/span>\u003c/p>\n\u003ch4>What is Kahoot?\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">A Kahoot is a multiple-choice quiz created with the help of the web-based application program known as \u003c/span>\u003ca href=\"https://kahoot.com/\">\u003cspan style=\"font-weight: 400\">Kahoot\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. When completed, Kahoot quiz questions are projected onto a screen typically located at the front of the classroom, and the students in the class are then given an opportunity to individually answer the questions in real time from their smartphone, tablet or computer. The students’ answers are revealed on the screen as soon as they are submitted.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=PlXpKHH5kh0\u003c/p>\n\u003ch4>My Honors US History Course and their Kahoots\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">I teach at San Marino High School, one of the better public high school in the state of California, and even though the school doesn’t offer an AP U.S. History course, it offers five sections of Honors U.S. History. I teach all five sections and the 140 juniors annually admitted into that course are generally considered San Marino’s best and brightest. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some weeks ago, I asked all 140 students to either work alone, or in groups of 2-3, to produce a 15-question, multiple choice Kahoot quiz, with each Kahoot quiz relating to a particular chapter of the text. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Click \u003ca href=\"https://www.youtube.com/watch?v=x5R_s-3Yn7Q&feature=youtu.be\">below\u003c/a> to view a 2:02-minute video filmed, edited and uploaded to YouTube by junior Hanna Von, showing not only the steps my students took to produce their Kahoots but also what it looked like when my 3rd-period class took a Kahoot quiz produced by a student in my 2nd-period class.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=x5R_s-3Yn7Q&feature=youtu.be\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you are a high school U.S. History teacher and would like to present any one of my student-produced Kahoots to the students in your class, click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1VihLphkPRKYo7p28bmZ0cDG9bFzY6HEqOT84Syol44o/edit\">\u003cspan style=\"font-weight: 400\">here.\u003c/span>\u003c/a>\u003c/p>\n\u003ch4>\u003cb>Process and Procedure\u003c/b>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before asking my students to produce a Kahoot of their own, I asked junior Wesley Huang to field test the concept. Needless to say, I was quite impressed with his work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With a successful field test behind me, I decided to have all of my students make a quiz of their own. I let each student choose whether or not he/she wanted to work alone, or in a group of 2-3 students. I then directed my students to do the following:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Create a Google Doc (so that they could collaborate, in real time, at school or from home).\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">Write 15 multiple-choice questions in the Google Doc, making sure that all questions (a) pertain to the most important content covered in their assigned chapter, and (b) steer clear of Kahoot’s 95-question character limit. (I wanted each quiz question to be brief and to the point, rather than wordy and complicated).\u003c/li>\n\u003cli style=\"font-weight: 400\">Find an image online that relates to each question.\u003c/li>\n\u003cli style=\"font-weight: 400\">Find an image online that relates to the title of the chapter assigned.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students were then given two class periods to produce their Kahoot. During this period of time, the students also received some “teacher advice” on how to write good quiz questions. “No trivial pursuit questions. No silly or ridiculous answer choices. Both questions and answers should be worded in a way that can be deemed neither vague nor ambiguous. No grammar or punctuation errors, etc.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Looking back, I wish I had also directed the students to read the following:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://cft.vanderbilt.edu/guides-sub-pages/writing-good-multiple-choice-test-questions/\">\u003cspan style=\"font-weight: 400\">Writing Good Multiple Choice Test Questions\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://theelearningcoach.com/elearning_design/rules-for-multiple-choice-questions/\">\u003cspan style=\"font-weight: 400\">10 Rules for Writing Multiple Choice Questions\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://testing.byu.edu/handbooks/14%20Rules%20for%20Writing%20Multiple-Choice%20Questions.pdf\">\u003cspan style=\"font-weight: 400\">14 Rules for Writing Multiple Choice Questions\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students were then given two more class periods to engage in peer reviews of their various Google Doc/Kahoot quiz Q&A drafts. My hope was that incorporating peer reviews into the process would help my students become better writers, readers and collaborators. In this regard, I wish I had looked to \u003c/span>\u003ca href=\"http://teachingcenter.wustl.edu/resources/writing-assignments-feedback/planning-and-guiding-in-class-peer-review/\">\u003cspan style=\"font-weight: 400\">Planning and Guiding In-Class Peer Reviews\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Next time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Upon completion of the peer reviews, I asked a number of my students whether the peer reviews had led them to produce better-worded questions and answers. Unanimously, the students said yes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students were then given one more period to score the quizzes produced by their classmates. \u003c/span>\u003c/p>\n\u003ch4>The Scoring Rubric\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1I7AFbjxTuZksiXyzurdMdW0tngdOHxyZIFdZUaZHZko/edit\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view a simple yet effective 16-point rubric that I created for the purpose of scoring the student-produced Kahoots.\u003c/span>\u003c/p>\n\u003ch4>The Student-Produced Kahoot and the Common Core\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">For teachers wondering to what extent a project like this can be justified given the amount of time needed to complete it, teachers need only look to the Common Core Standards. There, teachers are expressly called upon to provide their students with a chance to write for “a range of discipline-specific tasks, purposes and audiences.”\u003c/span>\u003c/p>\n\u003ch4>Alternatives to Kahoot\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s a lot to like about Kahoot: it’s free, capable of working on tablets, smartphones, and computers, and (as your students will surely agree), it’s a super engaging, user-friendly way to check for understanding. But there are also many great Kahoot alternatives \u003c/span>\u003ca href=\"http://appinformers.com/four-games-like-kahoot/9100/\">\u003cspan style=\"font-weight: 400\">(Alternative’s to Kahoot – 2018)\u003c/span>\u003c/a>\u003c/p>\n\u003ch4>Final Thoughts\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">When all was said and done, I asked some of my students to answer the following question: “On a scale of 1 to 10, to what extent did you find this project interesting, informative and engaging (with a 10 being very interesting, informative and engaging, and a 1 being not at all interesting, informative and engaging)?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On average, the students scored it a 7 and I was satisfied with this response, though I would have found something less than a 7 to be troubling.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In any event, I think Kahoot would have earned a higher average score if the students hadn’t bucked up against either the 95 character per question limit or the 65 character per answer limit. Both of these character limits forced the students to create questions/answers that weren’t “challenging enough,” to some.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, I also heard from my students that the character limits not only forced them to keep their Q&As short and sweet, but that they also forced them to produce a quiz that their fellow classmates would not perceive as unfairly complex. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In any event, from my vantage point, the students as a whole appeared to get into this project. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I was particularly impressed with how they worked to come up with such well-thought-out and well-worded questions. I was even more impressed to hear them justify, in response to peer review questions, why they asked the questions that they did. And they all seemed to thoroughly enjoy playing the games produced by their fellow classmates.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given the above, I will therefore provide my students with a chance to produce a Kahoot of their own in the years to come.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you do the same, please let me know how it goes via Twitter \u003c/span>\u003ca href=\"https://twitter.com/PeterPaccone?lang=en\">\u003cspan style=\"font-weight: 400\">@PeterPaccone\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">I’m a high school social studies teacher who believes that when students learn how to ask good questions, they take greater ownership of their learning, deepen comprehension, and are more inclined to make new connections and meaningful discoveries. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help my students learn how to ask good questions, I recently provided them with an opportunity to produce a Kahoot.\u003c/span>\u003c/p>\n\u003ch4>What is Kahoot?\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">A Kahoot is a multiple-choice quiz created with the help of the web-based application program known as \u003c/span>\u003ca href=\"https://kahoot.com/\">\u003cspan style=\"font-weight: 400\">Kahoot\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. When completed, Kahoot quiz questions are projected onto a screen typically located at the front of the classroom, and the students in the class are then given an opportunity to individually answer the questions in real time from their smartphone, tablet or computer. The students’ answers are revealed on the screen as soon as they are submitted.\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/PlXpKHH5kh0'\n title='//www.youtube.com/embed/PlXpKHH5kh0'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch4>My Honors US History Course and their Kahoots\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">I teach at San Marino High School, one of the better public high school in the state of California, and even though the school doesn’t offer an AP U.S. History course, it offers five sections of Honors U.S. History. I teach all five sections and the 140 juniors annually admitted into that course are generally considered San Marino’s best and brightest. \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\">Some weeks ago, I asked all 140 students to either work alone, or in groups of 2-3, to produce a 15-question, multiple choice Kahoot quiz, with each Kahoot quiz relating to a particular chapter of the text. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Click \u003ca href=\"https://www.youtube.com/watch?v=x5R_s-3Yn7Q&feature=youtu.be\">below\u003c/a> to view a 2:02-minute video filmed, edited and uploaded to YouTube by junior Hanna Von, showing not only the steps my students took to produce their Kahoots but also what it looked like when my 3rd-period class took a Kahoot quiz produced by a student in my 2nd-period class.\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/x5R_s-3Yn7Q'\n title='//www.youtube.com/embed/x5R_s-3Yn7Q'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">If you are a high school U.S. History teacher and would like to present any one of my student-produced Kahoots to the students in your class, click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1VihLphkPRKYo7p28bmZ0cDG9bFzY6HEqOT84Syol44o/edit\">\u003cspan style=\"font-weight: 400\">here.\u003c/span>\u003c/a>\u003c/p>\n\u003ch4>\u003cb>Process and Procedure\u003c/b>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before asking my students to produce a Kahoot of their own, I asked junior Wesley Huang to field test the concept. Needless to say, I was quite impressed with his work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With a successful field test behind me, I decided to have all of my students make a quiz of their own. I let each student choose whether or not he/she wanted to work alone, or in a group of 2-3 students. I then directed my students to do the following:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Create a Google Doc (so that they could collaborate, in real time, at school or from home).\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">Write 15 multiple-choice questions in the Google Doc, making sure that all questions (a) pertain to the most important content covered in their assigned chapter, and (b) steer clear of Kahoot’s 95-question character limit. (I wanted each quiz question to be brief and to the point, rather than wordy and complicated).\u003c/li>\n\u003cli style=\"font-weight: 400\">Find an image online that relates to each question.\u003c/li>\n\u003cli style=\"font-weight: 400\">Find an image online that relates to the title of the chapter assigned.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students were then given two class periods to produce their Kahoot. During this period of time, the students also received some “teacher advice” on how to write good quiz questions. “No trivial pursuit questions. No silly or ridiculous answer choices. Both questions and answers should be worded in a way that can be deemed neither vague nor ambiguous. No grammar or punctuation errors, etc.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Looking back, I wish I had also directed the students to read the following:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://cft.vanderbilt.edu/guides-sub-pages/writing-good-multiple-choice-test-questions/\">\u003cspan style=\"font-weight: 400\">Writing Good Multiple Choice Test Questions\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://theelearningcoach.com/elearning_design/rules-for-multiple-choice-questions/\">\u003cspan style=\"font-weight: 400\">10 Rules for Writing Multiple Choice Questions\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://testing.byu.edu/handbooks/14%20Rules%20for%20Writing%20Multiple-Choice%20Questions.pdf\">\u003cspan style=\"font-weight: 400\">14 Rules for Writing Multiple Choice Questions\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students were then given two more class periods to engage in peer reviews of their various Google Doc/Kahoot quiz Q&A drafts. My hope was that incorporating peer reviews into the process would help my students become better writers, readers and collaborators. In this regard, I wish I had looked to \u003c/span>\u003ca href=\"http://teachingcenter.wustl.edu/resources/writing-assignments-feedback/planning-and-guiding-in-class-peer-review/\">\u003cspan style=\"font-weight: 400\">Planning and Guiding In-Class Peer Reviews\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Next time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Upon completion of the peer reviews, I asked a number of my students whether the peer reviews had led them to produce better-worded questions and answers. Unanimously, the students said yes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students were then given one more period to score the quizzes produced by their classmates. \u003c/span>\u003c/p>\n\u003ch4>The Scoring Rubric\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1I7AFbjxTuZksiXyzurdMdW0tngdOHxyZIFdZUaZHZko/edit\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view a simple yet effective 16-point rubric that I created for the purpose of scoring the student-produced Kahoots.\u003c/span>\u003c/p>\n\u003ch4>The Student-Produced Kahoot and the Common Core\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">For teachers wondering to what extent a project like this can be justified given the amount of time needed to complete it, teachers need only look to the Common Core Standards. There, teachers are expressly called upon to provide their students with a chance to write for “a range of discipline-specific tasks, purposes and audiences.”\u003c/span>\u003c/p>\n\u003ch4>Alternatives to Kahoot\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s a lot to like about Kahoot: it’s free, capable of working on tablets, smartphones, and computers, and (as your students will surely agree), it’s a super engaging, user-friendly way to check for understanding. But there are also many great Kahoot alternatives \u003c/span>\u003ca href=\"http://appinformers.com/four-games-like-kahoot/9100/\">\u003cspan style=\"font-weight: 400\">(Alternative’s to Kahoot – 2018)\u003c/span>\u003c/a>\u003c/p>\n\u003ch4>Final Thoughts\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">When all was said and done, I asked some of my students to answer the following question: “On a scale of 1 to 10, to what extent did you find this project interesting, informative and engaging (with a 10 being very interesting, informative and engaging, and a 1 being not at all interesting, informative and engaging)?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On average, the students scored it a 7 and I was satisfied with this response, though I would have found something less than a 7 to be troubling.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In any event, I think Kahoot would have earned a higher average score if the students hadn’t bucked up against either the 95 character per question limit or the 65 character per answer limit. Both of these character limits forced the students to create questions/answers that weren’t “challenging enough,” to some.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, I also heard from my students that the character limits not only forced them to keep their Q&As short and sweet, but that they also forced them to produce a quiz that their fellow classmates would not perceive as unfairly complex. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In any event, from my vantage point, the students as a whole appeared to get into this project. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I was particularly impressed with how they worked to come up with such well-thought-out and well-worded questions. I was even more impressed to hear them justify, in response to peer review questions, why they asked the questions that they did. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you do the same, please let me know how it goes via Twitter \u003c/span>\u003ca href=\"https://twitter.com/PeterPaccone?lang=en\">\u003cspan style=\"font-weight: 400\">@PeterPaccone\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Snapchat Worthy Science Lessons Connect and Engage an Entire Class",
"headTitle": "Snapchat Worthy Science Lessons Connect and Engage an Entire Class | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">As an instructional coach and former teacher at a large urban high school, I am in classrooms every day observing lessons, modeling skills and collaborating with teachers. The part of my job that I like the best is listening to teachers connect with their students in a variety of creative ways. We know the significance of those connections and know that without them, our classrooms would not be the community we work so hard to achieve.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers are creating deeper connections between students and complex subject matter through creative uses of technology — often ones that are already popular with students and readily available on their smartphones. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shortly after the start of the school year, I visited a sophomore Chemistry class. A day-one survey the teacher had administered revealed that many students had an overall disdain for Science, had not been successful in previous Science classes, already had preconceived notions of Science being boring and pointless, viewed themselves as “stupid” or “dumb” when it came to Science and were not looking forward to the class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given the survey findings, the teacher immediately realized the need to create enthusiasm for the course. One of her first lessons was a demonstration of how various chemicals, when mixed, can set off different reactions. This lesson was exciting enough, but to leave her students feeling even more connected and engaged, she decided to make her lesson “Snapchat-worthy.”\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=meYfSApnyPQ\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She did this by first encouraging her students to gather around as she lit the Bunsen burner, waiting for the inevitable poof from the match. Then, as she explained the chemicals and what she was about to do, she commented, “Get ready with those phones, everybody. This is gonna be Snapchat worthy!”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students quickly took out their phones and waited for the moment. As she struck the match and lit the fluid, a whitish cloud arose from the beaker causing students to “ohhh,” “ahhh,” and snap. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Very cool!” said one student. “Can you do that again?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Wait, I wanna post it!” another student added.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She proceeded to do the demonstration two more times. The second time, she explained the steps in far greater detail, sharing the whys and hows of the chemical reactions. Students listened, nodded and were eager to see the demonstration again.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the teacher set up to do the demonstration a final time, she encouraged students to get their phones ready once again. Students felt empowered and innovative as they prepared to snap. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Adding to their excitement may have been the fact that our school does not allow phone use unless approved by the teacher, making Snapchatting in the classroom a special treat. In addition, social media is especially frowned upon, unless once again, authorized by the classroom teacher. As you can imagine, not many teachers allow social media opportunities in their classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But that day, the use of social media proved to be integral in helping to create the classroom community. As students watched each demonstration, they believed they, too, could create experiments of interest and importance. They asked questions — why did the mixed chemicals create that color? Why did they create that sound? 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The students’ initial expectations of boring, stupid, or dull Chemistry classroom lessons were quickly changed as they took their Snapchat photos. In contrast, the questions they asked showed their curiosity and wonder — two vital characteristics of every scientist.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Giving students the permission to record the moment and snap it meant that the lesson was meant to be shared; that it was interesting and stimulating enough \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">to\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> be shared. The snapping created an action for the students and made them more engaged because they felt like they were participating. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After the lesson, I shared my enthusiasm with the teacher about her use of Snapchat. She smiled and said, “Students really like taking pictures and posting them about the experiments and demonstrations we do in class. I always tell them to take pictures of the demos and never of other students. I want students to know that our work is important enough and serious enough to be posted.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“After all,” she continued, “by posting our Chemistry experiments and demonstrations, students are telling me they like what we’re doing and want to share it with others, even if it is just a simple chem experiment.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And yet, we know there is nothing simple about engagement or building a sense of community. The teacher had created an environment where students were encouraged, even empowered to share their learning in a format most comfortable for them. How “very cool” is that?\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">As an instructional coach and former teacher at a large urban high school, I am in classrooms every day observing lessons, modeling skills and collaborating with teachers. The part of my job that I like the best is listening to teachers connect with their students in a variety of creative ways. We know the significance of those connections and know that without them, our classrooms would not be the community we work so hard to achieve.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers are creating deeper connections between students and complex subject matter through creative uses of technology — often ones that are already popular with students and readily available on their smartphones. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shortly after the start of the school year, I visited a sophomore Chemistry class. A day-one survey the teacher had administered revealed that many students had an overall disdain for Science, had not been successful in previous Science classes, already had preconceived notions of Science being boring and pointless, viewed themselves as “stupid” or “dumb” when it came to Science and were not looking forward to the class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given the survey findings, the teacher immediately realized the need to create enthusiasm for the course. One of her first lessons was a demonstration of how various chemicals, when mixed, can set off different reactions. This lesson was exciting enough, but to leave her students feeling even more connected and engaged, she decided to make her lesson “Snapchat-worthy.”\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/meYfSApnyPQ'\n title='//www.youtube.com/embed/meYfSApnyPQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She did this by first encouraging her students to gather around as she lit the Bunsen burner, waiting for the inevitable poof from the match. Then, as she explained the chemicals and what she was about to do, she commented, “Get ready with those phones, everybody. This is gonna be Snapchat worthy!”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students quickly took out their phones and waited for the moment. As she struck the match and lit the fluid, a whitish cloud arose from the beaker causing students to “ohhh,” “ahhh,” and snap. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Very cool!” said one student. “Can you do that again?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Wait, I wanna post it!” another student added.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She proceeded to do the demonstration two more times. The second time, she explained the steps in far greater detail, sharing the whys and hows of the chemical reactions. Students listened, nodded and were eager to see the demonstration again.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the teacher set up to do the demonstration a final time, she encouraged students to get their phones ready once again. Students felt empowered and innovative as they prepared to snap. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Adding to their excitement may have been the fact that our school does not allow phone use unless approved by the teacher, making Snapchatting in the classroom a special treat. In addition, social media is especially frowned upon, unless once again, authorized by the classroom teacher. As you can imagine, not many teachers allow social media opportunities in their classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But that day, the use of social media proved to be integral in helping to create the classroom community. As students watched each demonstration, they believed they, too, could create experiments of interest and importance. They asked questions — why did the mixed chemicals create that color? Why did they create that sound? What happens if you add more of this chemical or that chemical?\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11486 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529383 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-21-at-11.16.38-AM-1-1020x574.png\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-21-at-11.16.38-AM-1-1020x574.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-21-at-11.16.38-AM-1-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-21-at-11.16.38-AM-1-800x450.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-21-at-11.16.38-AM-1-768x432.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-21-at-11.16.38-AM-1-1180x664.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-21-at-11.16.38-AM-1-960x540.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-21-at-11.16.38-AM-1-240x135.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-21-at-11.16.38-AM-1-375x211.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-21-at-11.16.38-AM-1-520x292.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-21-at-11.16.38-AM-1.png 1193w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What might have been the routine chemistry demonstration turned into something much more engaging. The students’ initial expectations of boring, stupid, or dull Chemistry classroom lessons were quickly changed as they took their Snapchat photos. In contrast, the questions they asked showed their curiosity and wonder — two vital characteristics of every scientist.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Giving students the permission to record the moment and snap it meant that the lesson was meant to be shared; that it was interesting and stimulating enough \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">to\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> be shared. The snapping created an action for the students and made them more engaged because they felt like they were participating. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After the lesson, I shared my enthusiasm with the teacher about her use of Snapchat. She smiled and said, “Students really like taking pictures and posting them about the experiments and demonstrations we do in class. I always tell them to take pictures of the demos and never of other students. I want students to know that our work is important enough and serious enough to be posted.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“After all,” she continued, “by posting our Chemistry experiments and demonstrations, students are telling me they like what we’re doing and want to share it with others, even if it is just a simple chem experiment.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And yet, we know there is nothing simple about engagement or building a sense of community. The teacher had created an environment where students were encouraged, even empowered to share their learning in a format most comfortable for them. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Discover new innovations in teaching and learning at the eighth annual \u003ca href=\"https://www.sxswedu.com/\">SXSW EDU\u003c/a> from March 5th through 8th in Austin. SXSW EDU is part of \u003ca href=\"https://www.sxsw.com/\">South By Southwest\u003c/a>, a program of conferences and festivals dedicated to inspiring collaboration among creative professionals. The conference provides administrators, teachers, and students with opportunities for professional networking and personal growth through speaker sessions, workshops, film screenings, discussions, and other events. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Make sure to catch a screening of the new PBS documentary \u003c/span>\u003ca href=\"http://www.pbs.org/program/american-creed/\">\u003ci>\u003cspan style=\"font-weight: 400\">American Creed\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, followed by a Q&A with director Sam Ball. Later, learn about empowering student learning through public media with KQED Education’s Executive Producer Annelise Wunderlich. If you need a break, come visit KQED in the PBS Teacher’s Lounge to connect with fellow educators over a cup of coffee. \u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ci>American Creed \u003c/i>\u003c/b>\u003cb>Film Screening and Q&A\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">Wednesday, March 7th\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">11:00 am – 1:00 pm\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Austin Convention Center Room 15\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Watch the new PBS documentary \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">American Creed\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, followed by a Q&A with director Sam Ball and members of the cast about what it means to be an American. The documentary features former Secretary of State Condoleezza Rice and historian David Kennedy as they unite across party lines to explore American ideals. By highlighting stories from a diverse group of Americans, the film examines how Americans can come together across cultural and political differences. \u003c/span>\u003c/p>\n\u003cp>\u003cb>KQED Session: Empowering Student Creators Through Public Media\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">Wednesday, March 7th\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">2:00 – 3:00 pm\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Austin Convention Center Room 17B\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Explore how new technologies can enhance student learning at the \u003ca href=\"http://spring.cue.org/\">Cue National Conference\u003c/a> in Palm Springs from March 14th through 17th. Founded in 1978, \u003ca href=\"http://www.cue.org/about\">CUE\u003c/a> is an organization dedicated to inspiring student learning through digital media. The annual CUE conference is California’s premier education technology event, and provides educators, administrators, and students with opportunities to learn about innovative technologies and network with other education professionals. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Visit KQED in the Exhibit Hall to explore our new service for inquiry -based learning and stop by our concurrent sessions to learn more about the role of technology in enhancing education.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>KQED Session Info:\u003c/b>\u003c/h3>\n\u003cp>\u003cb>Collaborative Inquiry in the Connected Classroom\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">Thursday, March 15th\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">12:30 – 1:30 pm\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Renaissance Palm Springs Hotel\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Discover how to use multimedia methods and resources to enhance student participation both in and beyond the classroom. Join KQED Science Education Manager Andrea Aust and News Education Manager Rachel Roberson as they explore how to use technology to connect classrooms. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Critical Thinkers and Media Makers\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">Friday, March 16th\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">9:00 am – 12:00 pm\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Hilton Palm Springs Hotel\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learn how to create media projects in this workshop hosted by Andrea Aust and Rachel Roberson. This workshop centers on the role of digital media in helping students conduct science and humanities research. \u003c/span>\u003c/p>\n\u003cp>\u003cb>The Stories that Numbers Tell: Data Visualization in the Classroom\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">Friday, March 16th\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">2:00 – 3:00 pm\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Hilton Palm Springs Hotel\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Engage with data visualization tools in this session with Rachel Roberson. Discover how students can share their data collection and analysis using digital methods. \u003c/span>\u003c/p>\n\u003cp>\u003cb>The Multimedia Response: Arguing from Evidence in an Online World\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">Friday, March 16th\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">3:30 – 4:30 pm\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Renaissance Palm Springs Hotel\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Join Andrea Aust and Rachel Roberson to learn about free digital tools and techniques that allow students to use technology in the classroom. \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Explore how new technologies can enhance student learning at the \u003ca href=\"http://spring.cue.org/\">Cue National Conference\u003c/a> in Palm Springs from March 14th through 17th. Founded in 1978, \u003ca href=\"http://www.cue.org/about\">CUE\u003c/a> is an organization dedicated to inspiring student learning through digital media. The annual CUE conference is California’s premier education technology event, and provides educators, administrators, and students with opportunities to learn about innovative technologies and network with other education professionals. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Visit KQED in the Exhibit Hall to explore our new service for inquiry -based learning and stop by our concurrent sessions to learn more about the role of technology in enhancing education.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>KQED Session Info:\u003c/b>\u003c/h3>\n\u003cp>\u003cb>Collaborative Inquiry in the Connected Classroom\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">Thursday, March 15th\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">12:30 – 1:30 pm\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Renaissance Palm Springs Hotel\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Discover how to use multimedia methods and resources to enhance student participation both in and beyond the classroom. Join KQED Science Education Manager Andrea Aust and News Education Manager Rachel Roberson as they explore how to use technology to connect classrooms. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Critical Thinkers and Media Makers\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">Friday, March 16th\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">9:00 am – 12:00 pm\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Hilton Palm Springs Hotel\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\">Learn how to create media projects in this workshop hosted by Andrea Aust and Rachel Roberson. This workshop centers on the role of digital media in helping students conduct science and humanities research. \u003c/span>\u003c/p>\n\u003cp>\u003cb>The Stories that Numbers Tell: Data Visualization in the Classroom\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">Friday, March 16th\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">2:00 – 3:00 pm\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Hilton Palm Springs Hotel\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Engage with data visualization tools in this session with Rachel Roberson. Discover how students can share their data collection and analysis using digital methods. \u003c/span>\u003c/p>\n\u003cp>\u003cb>The Multimedia Response: Arguing from Evidence in an Online World\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">Friday, March 16th\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">3:30 – 4:30 pm\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Renaissance Palm Springs Hotel\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Join Andrea Aust and Rachel Roberson to learn about free digital tools and techniques that allow students to use technology in the classroom. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "The Student Online Branding and Social Media Marketing Project",
"headTitle": "The Student Online Branding and Social Media Marketing Project | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">My niece Nina, a high school senior, recently showed me her new\u003c/span>\u003ca href=\"https://classicnina.weebly.com/\"> \u003cspan style=\"font-weight: 400\">website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and\u003c/span>\u003ca href=\"https://www.youtube.com/c/ninaward\"> \u003cspan style=\"font-weight: 400\">YouTube channel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offering tips about makeup. Her homepage alone boasts more than 50 photos of creative ways to apply eyeshadow!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I discovered this was all part of her AP English Literature assignment, however, I began to ask more questions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nina’s teacher had explained to the class how his cousin had been laid off and couldn’t find employment for over a year. The cousin eventually took to the web and began to brand himself on social media. His efforts finally paid off when an employer reached out and offered him a good job. This inspired Nina’s teacher to prepare his students for the competition of the 21\u003c/span>\u003cspan style=\"font-weight: 400\">st\u003c/span>\u003cspan style=\"font-weight: 400\"> century work world and to teach them how to market themselves on the internet.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">All of which made me think: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Should children of any age be promoting themselves on the world wide web? \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Although my initial response was no, I wanted more details and to know what Nina herself thought about its benefits.\u003c/span>\u003c/p>\n\u003ch4>The Student Online Branding and Social Media Marketing Project\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">This project-based assignment requires students to choose one aspect about themselves they wish to brand. The emphasis doesn’t have to be academic or a serious life goal; it can merely be a personal interest, talent, or hobby the student wishes to actively promote on the web. Popular subjects in Nina’s class include comedy sketches, cooking, music, pets, fashion, sports, art, social justice and the environment. The objective is for students to gain experience with making themselves appealing so that future employers and contacts come to them.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students must create a website and YouTube channel for their brand, as well as use four types of social media (Twitter, Instagram, Pinterest, Facebook, Snapchat, SoundCloud, etc.) to promote it. During this ongoing assignment, students are required to upload two new videos per month, to show growth in followers and views and to do monthly class presentations using Google Slides explaining the techniques they’ve used to expand their brand and to engage with the online community they represent.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">(A similar student branding project could be justified through the\u003c/span>\u003ca href=\"https://namleboard.files.wordpress.com/2015/04/namlemleccssguide.pdf\"> \u003cspan style=\"font-weight: 400\">Media Literacy Education & The Common Core State Standards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: Expanding the Concept of Literacy; Empowering Students as Critical Thinkers through Media Production and Analysis.)\u003c/span>\u003c/p>\n\u003ch4>Lessons Learned\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even though this project is a large time commitment, Nina enjoys updating her social media platforms and interacting with her global audience. She often goes well beyond what is required because the subject she has chosen is intrinsically motivating to her and because she doesn’t want to disappoint her followers. In fact, Nina wishes she began this project as a freshman because she sees how the experience can be applied to her future chosen profession, most likely in finance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When asked what advice she would give to students beginning a similar self-marketing project, Nina recommends personally reaching out to people you admire in your online community, as opposed to waiting around for others to find you. She sagely states that quality is always better than quantity and advises students to be genuine, not phony or halfhearted.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For my part, I suggested she explore\u003c/span>\u003ca href=\"https://rewardingeducation.wordpress.com/2017/09/15/twitter-education-chats-expanding-your-personalized-learning-network-edutopia/\"> \u003cspan style=\"font-weight: 400\">Twitter chats\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and to perhaps create a chat of her own. To show off and refine her literary skills, I also recommended that she start her own blog.\u003c/span>\u003c/p>\n\u003ch4>Assessing Advantages\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">I know sincere self-promotion works in the adult world because the reason I am now a KQED \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">In the Classroom\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> blogger is due to the articles I have written and shared online. Although I have only been on social media for two years, I have been offered several professional opportunities, garnered many accolades and formed supportive friendships with colleagues from all over the globe — all directly stemming from my online presence.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When one diligently shares their passion, wisdom and experience in an online forum where others in your field gather and connect, tangible and emotional benefits follow.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet I come back to my original question: Is it right for us to encourage children to market themselves online? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nina certainly thinks so, and she even asked me, “Uncle Robbie, don’t you wish you had begun your social media platforms way earlier?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I do, and I know it would’ve been much easier to promote my first two books if I had the online following and recognition I have now.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In cyberspace, I have defined my professional brand. I write about meeting the needs of the whole child and how teachers and parents must be allies in education. In fact, my friend Rita Platt, who I met on social media, wrote a compelling article on\u003c/span>\u003ca href=\"https://www.middleweb.com/36637/branding-can-strengthen-your-classroom-culture/\"> \u003cspan style=\"font-weight: 400\">why teachers themselves should define their own brand\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch4>Balancing Branding With Benefit\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">When creating their own social media student project, I strongly suggest that teachers avoid these possibly pejorative terms: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">branding, marketing \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">promoting\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. Students can still gain valuable experience with those very real aspects of the work world while using words that instead emphasize contribution over consumption.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Encourage your students to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">share\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> a part of themselves with the world that brings them joy. Embolden students to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">define\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> what is important to them, to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">learn\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> more about it and to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">interact\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> with others of like minds. Ask students to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">pay homage\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to works and people who inspire them, so they can in turn \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">inspire\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> others. With children, make the measure of success less about followers and likes and more about \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">message and meaning\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before launching straight onto the web, students can first present their passions to the class.\u003c/span>\u003ca href=\"https://rewardingeducation.wordpress.com/2017/12/04/the-super-ordinary-hero-project-matching-growth-mindset-with-benefit-mindset/\"> \u003cspan style=\"font-weight: 400\">The Super-Ordinary Hero Project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an assignment that serves this purpose. By beginning small, by having the opportunity to view other projects that balance altruism with ambition, and by gaining formative feedback from classmates, teachers, and parents, our students will be better prepared to create online content worthy of deeper exploration and exposure.\u003c/span>\u003c/p>\n\u003ch4>Related Articles\u003c/h4>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.huffingtonpost.com/stacey-cohen/personal-branding-a-must-for-the-college-bound-ceo-and-everyone-in-between_b_8039674.html\">\u003cb>Personal Branding: A Must for the College-Bound, CEO and Everyone in Between\u003c/b>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.huffingtonpost.com/stacey-cohen/why-every-personal-brand-_b_11285702.html\">\u003cb>Why Every Personal Brand Deserves an Early Start\u003c/b>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.seenmagazine.us/Articles/Article-Detail/ArticleId/5994/Developing-A-Personal-Brand-The-Younger-The-Better-Challenge\">\u003cb>Developing A Personal Brand: The Younger, The Better Challenge\u003c/b>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.slideshare.net/lizjostes1/memphis-prep-programliz\">\u003cb>Social Media & Personal Branding Tips for High School Students\u003c/b>\u003c/a>\u003c/li>\n\u003c/ul>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">My niece Nina, a high school senior, recently showed me her new\u003c/span>\u003ca href=\"https://classicnina.weebly.com/\"> \u003cspan style=\"font-weight: 400\">website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and\u003c/span>\u003ca href=\"https://www.youtube.com/c/ninaward\"> \u003cspan style=\"font-weight: 400\">YouTube channel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offering tips about makeup. Her homepage alone boasts more than 50 photos of creative ways to apply eyeshadow!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I discovered this was all part of her AP English Literature assignment, however, I began to ask more questions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nina’s teacher had explained to the class how his cousin had been laid off and couldn’t find employment for over a year. The cousin eventually took to the web and began to brand himself on social media. His efforts finally paid off when an employer reached out and offered him a good job. This inspired Nina’s teacher to prepare his students for the competition of the 21\u003c/span>\u003cspan style=\"font-weight: 400\">st\u003c/span>\u003cspan style=\"font-weight: 400\"> century work world and to teach them how to market themselves on the internet.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">All of which made me think: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Should children of any age be promoting themselves on the world wide web? \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Although my initial response was no, I wanted more details and to know what Nina herself thought about its benefits.\u003c/span>\u003c/p>\n\u003ch4>The Student Online Branding and Social Media Marketing Project\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">This project-based assignment requires students to choose one aspect about themselves they wish to brand. The emphasis doesn’t have to be academic or a serious life goal; it can merely be a personal interest, talent, or hobby the student wishes to actively promote on the web. Popular subjects in Nina’s class include comedy sketches, cooking, music, pets, fashion, sports, art, social justice and the environment. The objective is for students to gain experience with making themselves appealing so that future employers and contacts come to them.\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\">Students must create a website and YouTube channel for their brand, as well as use four types of social media (Twitter, Instagram, Pinterest, Facebook, Snapchat, SoundCloud, etc.) to promote it. During this ongoing assignment, students are required to upload two new videos per month, to show growth in followers and views and to do monthly class presentations using Google Slides explaining the techniques they’ve used to expand their brand and to engage with the online community they represent.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">(A similar student branding project could be justified through the\u003c/span>\u003ca href=\"https://namleboard.files.wordpress.com/2015/04/namlemleccssguide.pdf\"> \u003cspan style=\"font-weight: 400\">Media Literacy Education & The Common Core State Standards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: Expanding the Concept of Literacy; Empowering Students as Critical Thinkers through Media Production and Analysis.)\u003c/span>\u003c/p>\n\u003ch4>Lessons Learned\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even though this project is a large time commitment, Nina enjoys updating her social media platforms and interacting with her global audience. She often goes well beyond what is required because the subject she has chosen is intrinsically motivating to her and because she doesn’t want to disappoint her followers. In fact, Nina wishes she began this project as a freshman because she sees how the experience can be applied to her future chosen profession, most likely in finance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When asked what advice she would give to students beginning a similar self-marketing project, Nina recommends personally reaching out to people you admire in your online community, as opposed to waiting around for others to find you. She sagely states that quality is always better than quantity and advises students to be genuine, not phony or halfhearted.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For my part, I suggested she explore\u003c/span>\u003ca href=\"https://rewardingeducation.wordpress.com/2017/09/15/twitter-education-chats-expanding-your-personalized-learning-network-edutopia/\"> \u003cspan style=\"font-weight: 400\">Twitter chats\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and to perhaps create a chat of her own. To show off and refine her literary skills, I also recommended that she start her own blog.\u003c/span>\u003c/p>\n\u003ch4>Assessing Advantages\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">I know sincere self-promotion works in the adult world because the reason I am now a KQED \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">In the Classroom\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> blogger is due to the articles I have written and shared online. Although I have only been on social media for two years, I have been offered several professional opportunities, garnered many accolades and formed supportive friendships with colleagues from all over the globe — all directly stemming from my online presence.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When one diligently shares their passion, wisdom and experience in an online forum where others in your field gather and connect, tangible and emotional benefits follow.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet I come back to my original question: Is it right for us to encourage children to market themselves online? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nina certainly thinks so, and she even asked me, “Uncle Robbie, don’t you wish you had begun your social media platforms way earlier?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I do, and I know it would’ve been much easier to promote my first two books if I had the online following and recognition I have now.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In cyberspace, I have defined my professional brand. I write about meeting the needs of the whole child and how teachers and parents must be allies in education. In fact, my friend Rita Platt, who I met on social media, wrote a compelling article on\u003c/span>\u003ca href=\"https://www.middleweb.com/36637/branding-can-strengthen-your-classroom-culture/\"> \u003cspan style=\"font-weight: 400\">why teachers themselves should define their own brand\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch4>Balancing Branding With Benefit\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">When creating their own social media student project, I strongly suggest that teachers avoid these possibly pejorative terms: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">branding, marketing \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">promoting\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. Students can still gain valuable experience with those very real aspects of the work world while using words that instead emphasize contribution over consumption.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Encourage your students to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">share\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> a part of themselves with the world that brings them joy. Embolden students to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">define\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> what is important to them, to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">learn\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> more about it and to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">interact\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> with others of like minds. Ask students to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">pay homage\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to works and people who inspire them, so they can in turn \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">inspire\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> others. With children, make the measure of success less about followers and likes and more about \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">message and meaning\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">.\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\">Before launching straight onto the web, students can first present their passions to the class.\u003c/span>\u003ca href=\"https://rewardingeducation.wordpress.com/2017/12/04/the-super-ordinary-hero-project-matching-growth-mindset-with-benefit-mindset/\"> \u003cspan style=\"font-weight: 400\">The Super-Ordinary Hero Project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an assignment that serves this purpose. By beginning small, by having the opportunity to view other projects that balance altruism with ambition, and by gaining formative feedback from classmates, teachers, and parents, our students will be better prepared to create online content worthy of deeper exploration and exposure.\u003c/span>\u003c/p>\n\u003ch4>Related Articles\u003c/h4>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.huffingtonpost.com/stacey-cohen/personal-branding-a-must-for-the-college-bound-ceo-and-everyone-in-between_b_8039674.html\">\u003cb>Personal Branding: A Must for the College-Bound, CEO and Everyone in Between\u003c/b>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.huffingtonpost.com/stacey-cohen/why-every-personal-brand-_b_11285702.html\">\u003cb>Why Every Personal Brand Deserves an Early Start\u003c/b>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.seenmagazine.us/Articles/Article-Detail/ArticleId/5994/Developing-A-Personal-Brand-The-Younger-The-Better-Challenge\">\u003cb>Developing A Personal Brand: The Younger, The Better Challenge\u003c/b>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.slideshare.net/lizjostes1/memphis-prep-programliz\">\u003cb>Social Media & Personal Branding Tips for High School Students\u003c/b>\u003c/a>\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"politicalbreakdown": {
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
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"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
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"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"order": 16
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},
"science-friday": {
"id": "science-friday",
"title": "Science Friday",
"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
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