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Do you think the benefits of cloud computing outweighs the risks? \u003cstrong>#DoNowUCloud\u003c/strong>\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>How to Do Now\u003c/strong>\u003c/h2>\n\u003cp>To respond to the Do Now U, you can comment below or post your response on Twitter. \u003cstrong>Just be sure to include \u003cem>#DoNowUCloud\u003c/em> and \u003cem>@KQEDedspace\u003c/em> in your posts.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>Learn More about the Opportunities and Challenges of Cloud Computing in Health Care\u003c/h2>\n\u003cp>[media-credit name=\"Πrate/Wikimedia Commons\" align=\"alignright\" width=\"400\"]\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/1000px-Cloud_computing_icon.svg_.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-38040\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/1000px-Cloud_computing_icon.svg_-400x280.png\" alt=\"1000px-Cloud_computing_icon.svg\" width=\"400\" height=\"280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/1000px-Cloud_computing_icon.svg_-400x280.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/1000px-Cloud_computing_icon.svg_-800x559.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/1000px-Cloud_computing_icon.svg_-960x671.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/1000px-Cloud_computing_icon.svg_.png 1000w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Did you know that 90 percent of data today was produced in just two years? Almost every day, approximately \u003c/span>\u003ca href=\"http://cloudtweaks.com/2015/03/surprising-facts-and-stats-about-the-big-data-industry/\">\u003cspan style=\"font-weight: 400\">two quintillion bytes of data\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are generated. And the amount of data being produced is growing exponentially. Because of this, more and more companies — including those in the field of health care — are in need of servers. Instead of every company owning and maintaining physical servers, cloud computing has become a popular alternative. Cloud computing refers to an on-demand, self-service Internet infrastructure that enables users to access computing resources anytime from anywhere. So instead of buying servers to store data, online servers are rented from various providers.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/anatomy-high-tech.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft size-thumbnail wp-image-39823\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/anatomy-high-tech-400x224.jpg\" alt=\"anatomy-high-tech\" width=\"400\" height=\"224\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/anatomy-high-tech-400x224.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/anatomy-high-tech.jpg 615w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Health care, as with any other service operation, requires continuous and systematic innovation in order to remain cost effective, efficient and timely, and to provide high-quality services. Many managers and experts believe that cloud computing can improve health care by reducing electronic health record startup expenses, such as hardware, software, networking, personnel, and licensing fees, and therefore will encourage its adoption.\u003c/span> \u003cspan style=\"font-weight: 400\">One example of a cloud-based healthcare service is a \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3222190/\" target=\"_blank\" rel=\"noopener noreferrer\">proposed system\u003c/a> that automates the process of collecting patients’ vital data via a network of sensors connected to legacy medical devices, and to deliver the data to a medical center’s “cloud” for storage, processing and distribution. Another example is the \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=vD1vxmR7Rno\">\u003cspan style=\"font-weight: 400\">Sphere of Care by Aossia Healthcare\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which launched earlier this year. These cloud-based systems’ main benefits are that they provide users with real-time data collecting seven days per week, and reduce or eliminate manual collection work, which also eases the deployment process.\u003c/span>\u003c/p>\n\u003cp>[media-credit name=\"bykst/Pixabay\" align=\"alignright\" width=\"400\"]\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/fingerprint.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-39827\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/fingerprint-400x283.jpg\" alt=\"fingerprint\" width=\"400\" height=\"283\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/fingerprint-400x283.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/fingerprint.jpg 640w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, there challenges facing health-care providers in moving all their data to the cloud. The biggest issues are those regarding \u003c/span>\u003ca href=\"http://www.techrepublic.com/article/cloud-security-10-things-you-need-to-know/\">\u003cspan style=\"font-weight: 400\">security\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"http://www.cepis.org/index.jsp?p=641&n=825&a=4758\">\u003cspan style=\"font-weight: 400\">privacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of information. For example, if medical data is stored on the cloud, then health-care services no longer have complete control over the security of their patients’ information. There is some risk of the data possibly being exposed or lost. Additionally, there are different regulations that can vary from region to region regarding patient information, making compliance with these various regulations potentially complicated. And, if there are online server outages, availability to the data is severed during that time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What do you think? Is cloud computing the future of health care? Do you think the benefits of cloud computing outweighs the risks?\u003c/span>\u003c/p>\n\u003cp>[media-credit name=\"jeferrb/Pixabay\" align=\"aligncenter\" width=\"400\"]\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/network-782707_640.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-39825\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/network-782707_640-400x260.png\" alt=\"network-782707_640\" width=\"400\" height=\"260\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/network-782707_640-400x260.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/network-782707_640.png 640w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>[/media-credit]\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>ARTICLE: KQED\u003cbr>\n\u003ca href=\"http://ww2.kqed.org/futureofyou/broken-medical-records\">Critical Condition: How a Broken Medical Records System is Endangering America’s Health\u003c/a>\u003c/strong>\u003cbr>\nDigital medical records are scattered across dozens of systems that don’t talk with each other, putting patients’ lives in danger. Learn about the issue and view an interactive timeline about the quest for electronic medical records.\u003c/p>\n\u003cp>\u003cstrong>AUDIO: NPR\u003cbr>\n\u003ca href=\"http://www.npr.org/sections/health-shots/2015/03/06/388999602/sharing-patient-records-is-still-a-digital-dilemma-for-doctors\">Sharing Patient Records Is Still A Digital Dilemma For Doctors\u003c/a>\u003c/strong>\u003cbr>\nIn an time when most industries cam easily share large digital files, the health-care industry still relies on paper. Since 2009, $30 billion from taxes has gone to install electronic records systems in hospitals and doctors’ offices, though most of them can’t talk communicate with each other.\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: KQED\u003cbr>\n\u003ca href=\"http://ww2.kqed.org/futureofyou/2015/03/13/startups-entrepreneurs-try-to-solve-medical-records-debacle/\">Startups, Entrepreneurs Try to Solve Medical Records Debacle\u003c/a>\u003c/strong>\u003cbr>\nElectronic health records have a long road ahead before medical information can be reliably and securely delivered between hospitals and other care providers. While the government works to solve these problems, some entrepreneurs are hard at work trying to find solutions.\u003c/p>\n\u003cp>Go here for\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> best practices \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>This post was written by Idris Hanafi, a student at Southern Connecticut State University.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>KQED Do Now U is a bi-weekly activity in collaboration with \u003ca href=\"http://sencer.net/\" target=\"_blank\" rel=\"noopener noreferrer\">SENCER\u003c/a>. SENCER is a community of transformation that consists of educators and administrators in the higher and informal education sectors. SENCER aims to create an intelligent, educated, and empowered citizenry through advancing knowledge in the STEM fields and beyond. SENCER courses show students the direct connections between subject content and the real world issues they care about, and invite students to use these connections to solve today’s most pressing problems.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>Featured Media Resource: VIDEO: \u003ca href=\"https://www.youtube.com/watch?v=-KNk-y0j8ao\">Benefits of Cloud Computing in the Healthcare Sector?\u003c/a> (Sucre)\u003c/strong>\u003cbr>\nHear how cloud computing can benefit health-care services. (Note: This video does not address the challenges of storing health-care data in the cloud.)\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now U\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Is cloud computing the future of health care? Do you think the benefits of cloud computing outweighs the risks? \u003cstrong>#DoNowUCloud\u003c/strong>\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>How to Do Now\u003c/strong>\u003c/h2>\n\u003cp>To respond to the Do Now U, you can comment below or post your response on Twitter. \u003cstrong>Just be sure to include \u003cem>#DoNowUCloud\u003c/em> and \u003cem>@KQEDedspace\u003c/em> in your posts.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>Learn More about the Opportunities and Challenges of Cloud Computing in Health Care\u003c/h2>\n\u003cp>[media-credit name=\"Πrate/Wikimedia Commons\" align=\"alignright\" width=\"400\"]\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/1000px-Cloud_computing_icon.svg_.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-38040\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/1000px-Cloud_computing_icon.svg_-400x280.png\" alt=\"1000px-Cloud_computing_icon.svg\" width=\"400\" height=\"280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/1000px-Cloud_computing_icon.svg_-400x280.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/1000px-Cloud_computing_icon.svg_-800x559.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/1000px-Cloud_computing_icon.svg_-960x671.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/1000px-Cloud_computing_icon.svg_.png 1000w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Did you know that 90 percent of data today was produced in just two years? Almost every day, approximately \u003c/span>\u003ca href=\"http://cloudtweaks.com/2015/03/surprising-facts-and-stats-about-the-big-data-industry/\">\u003cspan style=\"font-weight: 400\">two quintillion bytes of data\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are generated. And the amount of data being produced is growing exponentially. Because of this, more and more companies — including those in the field of health care — are in need of servers. Instead of every company owning and maintaining physical servers, cloud computing has become a popular alternative. Cloud computing refers to an on-demand, self-service Internet infrastructure that enables users to access computing resources anytime from anywhere. So instead of buying servers to store data, online servers are rented from various providers.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/anatomy-high-tech.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft size-thumbnail wp-image-39823\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/anatomy-high-tech-400x224.jpg\" alt=\"anatomy-high-tech\" width=\"400\" height=\"224\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/anatomy-high-tech-400x224.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/anatomy-high-tech.jpg 615w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Health care, as with any other service operation, requires continuous and systematic innovation in order to remain cost effective, efficient and timely, and to provide high-quality services. Many managers and experts believe that cloud computing can improve health care by reducing electronic health record startup expenses, such as hardware, software, networking, personnel, and licensing fees, and therefore will encourage its adoption.\u003c/span> \u003cspan style=\"font-weight: 400\">One example of a cloud-based healthcare service is a \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3222190/\" target=\"_blank\" rel=\"noopener noreferrer\">proposed system\u003c/a> that automates the process of collecting patients’ vital data via a network of sensors connected to legacy medical devices, and to deliver the data to a medical center’s “cloud” for storage, processing and distribution. Another example is the \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=vD1vxmR7Rno\">\u003cspan style=\"font-weight: 400\">Sphere of Care by Aossia Healthcare\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which launched earlier this year. These cloud-based systems’ main benefits are that they provide users with real-time data collecting seven days per week, and reduce or eliminate manual collection work, which also eases the deployment process.\u003c/span>\u003c/p>\n\u003cp>[media-credit name=\"bykst/Pixabay\" align=\"alignright\" width=\"400\"]\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/fingerprint.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-39827\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/fingerprint-400x283.jpg\" alt=\"fingerprint\" width=\"400\" height=\"283\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/fingerprint-400x283.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/fingerprint.jpg 640w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, there challenges facing health-care providers in moving all their data to the cloud. The biggest issues are those regarding \u003c/span>\u003ca href=\"http://www.techrepublic.com/article/cloud-security-10-things-you-need-to-know/\">\u003cspan style=\"font-weight: 400\">security\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"http://www.cepis.org/index.jsp?p=641&n=825&a=4758\">\u003cspan style=\"font-weight: 400\">privacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of information. For example, if medical data is stored on the cloud, then health-care services no longer have complete control over the security of their patients’ information. There is some risk of the data possibly being exposed or lost. Additionally, there are different regulations that can vary from region to region regarding patient information, making compliance with these various regulations potentially complicated. And, if there are online server outages, availability to the data is severed during that time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What do you think? Is cloud computing the future of health care? Do you think the benefits of cloud computing outweighs the risks?\u003c/span>\u003c/p>\n\u003cp>[media-credit name=\"jeferrb/Pixabay\" align=\"aligncenter\" width=\"400\"]\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/network-782707_640.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-39825\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/network-782707_640-400x260.png\" alt=\"network-782707_640\" width=\"400\" height=\"260\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/network-782707_640-400x260.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/network-782707_640.png 640w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>[/media-credit]\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>ARTICLE: KQED\u003cbr>\n\u003ca href=\"http://ww2.kqed.org/futureofyou/broken-medical-records\">Critical Condition: How a Broken Medical Records System is Endangering America’s Health\u003c/a>\u003c/strong>\u003cbr>\nDigital medical records are scattered across dozens of systems that don’t talk with each other, putting patients’ lives in danger. Learn about the issue and view an interactive timeline about the quest for electronic medical records.\u003c/p>\n\u003cp>\u003cstrong>AUDIO: NPR\u003cbr>\n\u003ca href=\"http://www.npr.org/sections/health-shots/2015/03/06/388999602/sharing-patient-records-is-still-a-digital-dilemma-for-doctors\">Sharing Patient Records Is Still A Digital Dilemma For Doctors\u003c/a>\u003c/strong>\u003cbr>\nIn an time when most industries cam easily share large digital files, the health-care industry still relies on paper. Since 2009, $30 billion from taxes has gone to install electronic records systems in hospitals and doctors’ offices, though most of them can’t talk communicate with each other.\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: KQED\u003cbr>\n\u003ca href=\"http://ww2.kqed.org/futureofyou/2015/03/13/startups-entrepreneurs-try-to-solve-medical-records-debacle/\">Startups, Entrepreneurs Try to Solve Medical Records Debacle\u003c/a>\u003c/strong>\u003cbr>\nElectronic health records have a long road ahead before medical information can be reliably and securely delivered between hospitals and other care providers. While the government works to solve these problems, some entrepreneurs are hard at work trying to find solutions.\u003c/p>\n\u003cp>Go here for\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> best practices \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>This post was written by Idris Hanafi, a student at Southern Connecticut State University.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>KQED Do Now U is a bi-weekly activity in collaboration with \u003ca href=\"http://sencer.net/\" target=\"_blank\" rel=\"noopener noreferrer\">SENCER\u003c/a>. SENCER is a community of transformation that consists of educators and administrators in the higher and informal education sectors. SENCER aims to create an intelligent, educated, and empowered citizenry through advancing knowledge in the STEM fields and beyond. SENCER courses show students the direct connections between subject content and the real world issues they care about, and invite students to use these connections to solve today’s most pressing problems.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Should We Install Fields of Artificial or Natural Turf? Students Weigh In",
"headTitle": "Should We Install Fields of Artificial or Natural Turf? Students Weigh In | KQED",
"content": "\u003cp style=\"text-align: left\">\u003cstrong>There has been recent concern that artificial turf contains harmful chemicals that may pose potential health risks. KQED asked students this question: \u003cem>Should we continue to install artificial surfaces and turf, knowing potential dangers and health risks, or should we use natural grass\u003c/em>? You can read more about it in the Do Now entitled, \u003ca href=\"http://ww2.kqed.org/education/2015/10/21/should-we-install-fields-of-artificial-or-natural-turf/\">Should We Install Fields of Artificial or Natural Turf?\u003c/a> \u003c/strong>\u003c/p>\n\u003cp>[media-credit id=9606 align=\"aligncenter\" width=\"245\"]\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/Julianna-Cecere.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-37846\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/Julianna-Cecere-400x400.jpg\" alt=\"Julianna Cecere\" width=\"245\" height=\"245\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/Julianna-Cecere-400x400.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/Julianna-Cecere-800x800.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/Julianna-Cecere.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/Julianna-Cecere-32x32.jpg 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/Julianna-Cecere-64x64.jpg 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/Julianna-Cecere-96x96.jpg 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/Julianna-Cecere-128x128.jpg 128w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/Julianna-Cecere-75x75.jpg 75w\" sizes=\"(max-width: 245px) 100vw, 245px\">\u003c/a>[/media-credit]\u003c/p>\n\u003cp>\u003cem>Julianna Cecere is a Digital Media intern for KQED Education. We asked her to weigh in on the recent #DoNowUTurf post. \u003c/em>\u003c/p>\n\u003cp style=\"text-align: left\">There has been a lot of buzz around the claim that artificial or synthetic turf contains harmful chemicals. Many people are concerned that these chemicals can pose long term health risks such as cancer. Turf is composed of “crumb rubber,” a substance made from chopping old recycled tires into thousands of tiny pieces. The crumb rubber used in turf is suspected to carry carcinogens such as lead and mercury. It is scary to think that the turf that people are playing on can potentially cause cancer. However, the fact of the matter is that there is not enough research to confirm or deny such claims.\u003c/p>\n\u003cp style=\"text-align: left\">There has been recent study where the Consumer Product Safety Commission conducted a test on artificial surfaces to address such concerns. The studies showed that although artificial turf contains amounts of lead, it is not enough to be harmful to humans. There has yet to be released research testing the presence of other chemicals. There is no research that confirms that artificial turf is harmful to humans, or that it may lead to health risks.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: left\">Rubber floors don’t have to be scary though, there are many benefits to installing artificial turf. For starters, it saves water! We can save up to a million gallons each year vs. using natural turf. Since California has been experiencing one of the most severe drought sin recorded history, saving water is a big pro! Also, the crumb rubber used to make artificial turf is used from old rubber tires, a substance that would be nearly impossible to recycle otherwise.\u003c/p>\n\u003cp style=\"text-align: left\">I recognize people’s concerns that turf may be potentially harmful to people. I also feel that if CA was not in the middle of a severe drought, that natural grass would be ideal. However, until there is enough research to prove that artificial turf is harmful, I don’t think that we should just start tearing out existing turf fields because the benefits outweigh the potential risks at the moment.\u003c/p>\n\u003cp style=\"text-align: left\">\u003cstrong>MY BIG TAKEAWAYS FROM THE #DONOWUTURF DISCUSSION\u003c/strong>\u003c/p>\n\u003cp style=\"text-align: left\">After joining the student discussion on Artificial vs. Natural Turf, I observed that many students feel differently than I do. Many students believe that artificial turf should be removed for various reasons. There were of coarse, students who felt that artificial turf need not be replaced. Here are their responses!\u003c/p>\n\u003cp style=\"text-align: left\">\u003cstrong>Meaghan Uhl had a very thoughtful response. She shared a link to her blog post where she shared that in all her years of playing on artificial turf as an athlete, she has not seen any negative effects.\u003c/strong>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\" lang=\"en\">\n\u003cp dir=\"ltr\" lang=\"en\">\u003ca href=\"https://twitter.com/KQEDedspace\">@KQEDedspace\u003c/a> Check out my latest blog post! Really interesting view on artificial turf! \u003ca href=\"https://t.co/5iPvpiKciZ\">https://t.co/5iPvpiKciZ\u003c/a> \u003ca href=\"https://twitter.com/hashtag/donowuturf?src=hash\">#donowuturf\u003c/a> \u003ca href=\"https://twitter.com/hashtag/smed7?src=hash\">#smed7\u003c/a>\u003c/p>\n\u003cp>— Meaghan uhl (@megsuhl16) \u003ca href=\"https://twitter.com/megsuhl16/status/659249129042776064\">October 28, 2015\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Juliana Barranti also shared a link to her blog post on why she thinks artificial turf should not be used. She believes that people should not take the risk.\u003c/strong>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\" lang=\"en\">\u003cp>\u003ca href=\"https://twitter.com/KQEDedspace\">@KQEDedspace\u003c/a> we should not take the risks, lets get rid of the turf! \u003ca href=\"https://t.co/S0vzgFPHYH\">https://t.co/S0vzgFPHYH\u003c/a> \u003ca href=\"https://twitter.com/hashtag/DoNowUTurf?src=hash\">#DoNowUTurf\u003c/a> \u003ca href=\"https://twitter.com/hashtag/SMed7?src=hash\">#SMed7\u003c/a>\u003c/p>\n\u003cp>— Juliana (@julianabarranti) \u003ca href=\"https://twitter.com/julianabarranti/status/657373869724991488\">October 23, 2015\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp style=\"text-align: left\">\u003cstrong>Brian Goodzey says turf fields are a great substitute, but would prefer his sports muddy.\u003c/strong>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\" lang=\"en\">\n\u003cp dir=\"ltr\" lang=\"en\">\u003ca href=\"https://twitter.com/hashtag/DoNowUTurf?src=hash\">#DoNowUTurf\u003c/a> Turf fields are a great substitute, but in my opinion, turf fields take the fun out of the sport. Football should be muddy.\u003c/p>\n\u003cp>— BG (@Brian_Goodzey) \u003ca href=\"https://twitter.com/Brian_Goodzey/status/657212154794393600\">October 22, 2015\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Maguire Mathis shared that there is no reason to worry as long as there is no proof that turf is harmful.\u003c/strong>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\" lang=\"en\">\u003cp>Until there is solid proof and a case of turf causing cancer there is no reason to worry. \u003ca href=\"https://twitter.com/hashtag/boydbence?src=hash\">#boydbence\u003c/a> \u003ca href=\"https://twitter.com/hashtag/DoNowUTurf?src=hash\">#DoNowUTurf\u003c/a> \u003ca href=\"https://t.co/2xbwSRFLFT\">pic.twitter.com/2xbwSRFLFT\u003c/a>\u003c/p>\n\u003cp>— Maguire Mathis (@MathisMaguire) \u003ca href=\"https://twitter.com/MathisMaguire/status/659913835600474112\">October 30, 2015\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003c/p>\n\u003cp style=\"text-align: left\">\u003cstrong>Mavis wrote that instead of using grass, there should be an installation of artificial turf that is not harmful.\u003c/strong>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\" lang=\"en\">\n\u003cp dir=\"ltr\" lang=\"en\">\u003ca href=\"https://twitter.com/KQEDedspace\">@KQEDedspace\u003c/a> Although turf has bad chemicals, instead of using grass fields, people should make a turf that isn’t harmful \u003ca href=\"https://twitter.com/hashtag/smed7?src=hash\">#smed7\u003c/a> \u003ca href=\"https://twitter.com/hashtag/donowuturf?src=hash\">#donowuturf\u003c/a>\u003c/p>\n\u003cp>— Mavis (@mlui17) \u003ca href=\"https://twitter.com/mlui17/status/658750861724643328\">October 26, 2015\u003c/a>\u003c/p>\u003c/blockquote>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp style=\"text-align: left\">\u003cstrong>There has been recent concern that artificial turf contains harmful chemicals that may pose potential health risks. KQED asked students this question: \u003cem>Should we continue to install artificial surfaces and turf, knowing potential dangers and health risks, or should we use natural grass\u003c/em>? You can read more about it in the Do Now entitled, \u003ca href=\"http://ww2.kqed.org/education/2015/10/21/should-we-install-fields-of-artificial-or-natural-turf/\">Should We Install Fields of Artificial or Natural Turf?\u003c/a> \u003c/strong>\u003c/p>\n\u003cp>[media-credit id=9606 align=\"aligncenter\" width=\"245\"]\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/Julianna-Cecere.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-37846\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/Julianna-Cecere-400x400.jpg\" alt=\"Julianna Cecere\" width=\"245\" height=\"245\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/Julianna-Cecere-400x400.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/Julianna-Cecere-800x800.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/Julianna-Cecere.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/Julianna-Cecere-32x32.jpg 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/Julianna-Cecere-64x64.jpg 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/Julianna-Cecere-96x96.jpg 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/Julianna-Cecere-128x128.jpg 128w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/Julianna-Cecere-75x75.jpg 75w\" sizes=\"(max-width: 245px) 100vw, 245px\">\u003c/a>[/media-credit]\u003c/p>\n\u003cp>\u003cem>Julianna Cecere is a Digital Media intern for KQED Education. We asked her to weigh in on the recent #DoNowUTurf post. \u003c/em>\u003c/p>\n\u003cp style=\"text-align: left\">There has been a lot of buzz around the claim that artificial or synthetic turf contains harmful chemicals. Many people are concerned that these chemicals can pose long term health risks such as cancer. Turf is composed of “crumb rubber,” a substance made from chopping old recycled tires into thousands of tiny pieces. The crumb rubber used in turf is suspected to carry carcinogens such as lead and mercury. It is scary to think that the turf that people are playing on can potentially cause cancer. However, the fact of the matter is that there is not enough research to confirm or deny such claims.\u003c/p>\n\u003cp style=\"text-align: left\">There has been recent study where the Consumer Product Safety Commission conducted a test on artificial surfaces to address such concerns. The studies showed that although artificial turf contains amounts of lead, it is not enough to be harmful to humans. There has yet to be released research testing the presence of other chemicals. There is no research that confirms that artificial turf is harmful to humans, or that it may lead to health risks.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"text-align: left\">Rubber floors don’t have to be scary though, there are many benefits to installing artificial turf. For starters, it saves water! We can save up to a million gallons each year vs. using natural turf. Since California has been experiencing one of the most severe drought sin recorded history, saving water is a big pro! Also, the crumb rubber used to make artificial turf is used from old rubber tires, a substance that would be nearly impossible to recycle otherwise.\u003c/p>\n\u003cp style=\"text-align: left\">I recognize people’s concerns that turf may be potentially harmful to people. I also feel that if CA was not in the middle of a severe drought, that natural grass would be ideal. However, until there is enough research to prove that artificial turf is harmful, I don’t think that we should just start tearing out existing turf fields because the benefits outweigh the potential risks at the moment.\u003c/p>\n\u003cp style=\"text-align: left\">\u003cstrong>MY BIG TAKEAWAYS FROM THE #DONOWUTURF DISCUSSION\u003c/strong>\u003c/p>\n\u003cp style=\"text-align: left\">After joining the student discussion on Artificial vs. Natural Turf, I observed that many students feel differently than I do. Many students believe that artificial turf should be removed for various reasons. There were of coarse, students who felt that artificial turf need not be replaced. Here are their responses!\u003c/p>\n\u003cp style=\"text-align: left\">\u003cstrong>Meaghan Uhl had a very thoughtful response. She shared a link to her blog post where she shared that in all her years of playing on artificial turf as an athlete, she has not seen any negative effects.\u003c/strong>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\" lang=\"en\">\n\u003cp dir=\"ltr\" lang=\"en\">\u003ca href=\"https://twitter.com/KQEDedspace\">@KQEDedspace\u003c/a> Check out my latest blog post! Really interesting view on artificial turf! \u003ca href=\"https://t.co/5iPvpiKciZ\">https://t.co/5iPvpiKciZ\u003c/a> \u003ca href=\"https://twitter.com/hashtag/donowuturf?src=hash\">#donowuturf\u003c/a> \u003ca href=\"https://twitter.com/hashtag/smed7?src=hash\">#smed7\u003c/a>\u003c/p>\n\u003cp>— Meaghan uhl (@megsuhl16) \u003ca href=\"https://twitter.com/megsuhl16/status/659249129042776064\">October 28, 2015\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Juliana Barranti also shared a link to her blog post on why she thinks artificial turf should not be used. She believes that people should not take the risk.\u003c/strong>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\" lang=\"en\">\u003cp>\u003ca href=\"https://twitter.com/KQEDedspace\">@KQEDedspace\u003c/a> we should not take the risks, lets get rid of the turf! \u003ca href=\"https://t.co/S0vzgFPHYH\">https://t.co/S0vzgFPHYH\u003c/a> \u003ca href=\"https://twitter.com/hashtag/DoNowUTurf?src=hash\">#DoNowUTurf\u003c/a> \u003ca href=\"https://twitter.com/hashtag/SMed7?src=hash\">#SMed7\u003c/a>\u003c/p>\n\u003cp>— Juliana (@julianabarranti) \u003ca href=\"https://twitter.com/julianabarranti/status/657373869724991488\">October 23, 2015\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp style=\"text-align: left\">\u003cstrong>Brian Goodzey says turf fields are a great substitute, but would prefer his sports muddy.\u003c/strong>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\" lang=\"en\">\n\u003cp dir=\"ltr\" lang=\"en\">\u003ca href=\"https://twitter.com/hashtag/DoNowUTurf?src=hash\">#DoNowUTurf\u003c/a> Turf fields are a great substitute, but in my opinion, turf fields take the fun out of the sport. Football should be muddy.\u003c/p>\n\u003cp>— BG (@Brian_Goodzey) \u003ca href=\"https://twitter.com/Brian_Goodzey/status/657212154794393600\">October 22, 2015\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Maguire Mathis shared that there is no reason to worry as long as there is no proof that turf is harmful.\u003c/strong>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\" lang=\"en\">\u003cp>Until there is solid proof and a case of turf causing cancer there is no reason to worry. \u003ca href=\"https://twitter.com/hashtag/boydbence?src=hash\">#boydbence\u003c/a> \u003ca href=\"https://twitter.com/hashtag/DoNowUTurf?src=hash\">#DoNowUTurf\u003c/a> \u003ca href=\"https://t.co/2xbwSRFLFT\">pic.twitter.com/2xbwSRFLFT\u003c/a>\u003c/p>\n\u003cp>— Maguire Mathis (@MathisMaguire) \u003ca href=\"https://twitter.com/MathisMaguire/status/659913835600474112\">October 30, 2015\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003c/p>\n\u003cp style=\"text-align: left\">\u003cstrong>Mavis wrote that instead of using grass, there should be an installation of artificial turf that is not harmful.\u003c/strong>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\" lang=\"en\">\n\u003cp dir=\"ltr\" lang=\"en\">\u003ca href=\"https://twitter.com/KQEDedspace\">@KQEDedspace\u003c/a> Although turf has bad chemicals, instead of using grass fields, people should make a turf that isn’t harmful \u003ca href=\"https://twitter.com/hashtag/smed7?src=hash\">#smed7\u003c/a> \u003ca href=\"https://twitter.com/hashtag/donowuturf?src=hash\">#donowuturf\u003c/a>\u003c/p>\n\u003cp>— Mavis (@mlui17) \u003ca href=\"https://twitter.com/mlui17/status/658750861724643328\">October 26, 2015\u003c/a>\u003c/p>\u003c/blockquote>\n\n\u003c/div>\u003c/p>",
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"title": "Teaching the Art of Civil Dialogue",
"headTitle": "Teaching the Art of Civil Dialogue | KQED",
"content": "\u003cp>A year from now most of the high school students I currently teach will be eligible to vote, and I believe that one of my roles is to help them become part of an informed electorate. However these days it seems like politics and propaganda take precedence over rational discussion, especially when the conversation goes online. One goal I have in my classes is introducing my students to civic (and civil) dialogue.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Essentially, what I’m talking about is teaching argument the way it’s been conceived since Aristotle’s time. Whether it’s the \u003c/span>\u003ca href=\"http://www.corestandards.org/ELA-Literacy/\">\u003cspan style=\"font-weight: 400\">Common Core State Standards for English Language Arts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or the writing standards of the states that have not adopted the CCSS (for example, \u003c/span>\u003ca href=\"http://www.esc20.net/users/gendocs/ELAR/ELAR_TEKS_K-12.pdf\">\u003cspan style=\"font-weight: 400\">Texas’s TEKS\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">), all 50 states have writing standards that include the teaching of argumentative writing supported with appropriate evidence and claims. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It seems that everyone agrees that in order to be “college and career ready” our students need to know how to write argument and back it up with evidence. In reality, this approach falls short when our own assumptions are challenged; however, \u003c/span>\u003ca href=\"http://www.researchgate.net/profile/Celine_Buchs/publication/236135831_Conflict_Elaboration_and_Cognitive_Outcomes/links/00463516488bc750ca000000.pdf\">\u003cspan style=\"font-weight: 400\">research shows\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that learning gains are greatest in these moments of “cognitive dissonance.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A few years ago I started incorporating weekly activities from \u003c/span>\u003ca href=\"http://ww2.kqed.org/education/category/do-now/\">\u003cspan style=\"font-weight: 400\">KQED Do Now\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> into my classroom because it is an effective tool for building civic engagement with my students. One of the things I stress when my students compose online is that claims need to be backed up not only by evidence, but also by providing direct links to that evidence when writing argumentation via social media. Here’s an example from a student’s blog comment summarizing an article supporting her position on a recent \u003c/span>\u003ca href=\"http://ww2.kqed.org/education/2015/09/11/would-you-welcome-refugees-to-your-community/\">\u003cspan style=\"font-weight: 400\">Do Now discussion about refugees\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">:\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/csloan1.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-30543\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/csloan1-800x329.png\" alt=\"csloan1\" width=\"800\" height=\"329\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/csloan1-800x329.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/csloan1-400x165.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/csloan1.png 848w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Do Now also encourages students to participate in online discussions using Twitter. Although there are already a lot of quality \u003c/span>\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\">\u003cspan style=\"font-weight: 400\">KQED resources showing how to use Twitter and other social media in the classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, one of the things I tell my students is to use the blog as a way to explain and support your position, and then use Twitter as a place to state your thesis and link to the evidence. For example, the student’s tweet on the same issue as the blog post above looked like this:\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/csloan2.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-30544\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/csloan2.png\" alt=\"csloan2\" width=\"779\" height=\"199\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/csloan2.png 779w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/csloan2-400x102.png 400w\" sizes=\"(max-width: 779px) 100vw, 779px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the most important points about writing argumentation is that in order to make the best case the writer has to understand and consider the strongest arguments on all sides of an issue. One way to have students understand this process is to use a resource like \u003c/span>\u003ca href=\"http://www.procon.org/\">\u003cspan style=\"font-weight: 400\">procon.org\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to find evidence for opposing sides and then engage in thinking protocols like the \u003c/span>\u003ca href=\"http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03e_FairnessRoutines/CircleViewpoints/CircleViewpoints_Routine.html\">\u003cspan style=\"font-weight: 400\">Circle of Viewpoints\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> so that they will learn to cite compelling evidence not only for what they believe but also for the arguments and evidence of those who think otherwise. Here’s an example of a student who cites both sides of the argument on a recent Do Now over \u003c/span>\u003ca href=\"http://ww2.kqed.org/education/2015/09/25/can-gaming-teach-you-to-be-a-better-citizen/\">\u003cspan style=\"font-weight: 400\">whether gaming can teach youth to be better citizens\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/csloan3.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-30545\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/csloan3-800x389.png\" alt=\"csloan3\" width=\"800\" height=\"389\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/csloan3-800x389.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/csloan3-400x195.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/csloan3.png 830w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003cp>Supporting online arguments with evidence is important, but it becomes essential when students fundamentally disagree on controversial topics. For example in the Do Now discussion about who was at fault for the last government shutdown in 2013, some put the blame on President Obama while others assigned fault to Congress. Discussions that took place on most blogs and discussion boards back then quickly devolved into online shouting matches. But notice the tone of the student response on the KQED blog when the dissenting opinion is backed with some data:\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/csloan4.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-30546\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/csloan4-800x375.png\" alt=\"csloan4\" width=\"800\" height=\"375\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/csloan4-800x375.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/csloan4-400x187.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/csloan4.png 933w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Approaching controversial issues sensibly and substantiating claims with direct evidence is a path toward healthy argumentation. The danger of social media is that we all retreat to our own \u003c/span>\u003ca href=\"http://www.onthemedia.org/story/143347-echo-chamber-revisited/\">\u003cspan style=\"font-weight: 400\">echo chambers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://en.wikipedia.org/wiki/Filter_bubble\">\u003cspan style=\"font-weight: 400\">filter bubbles\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, refusing to acknowledge rational ideas from those who think differently. The promise of social media is that we present our arguments publicly and transparently, remaining open to the fact that those who think differently might actually have better solutions to our shared problems. Learning to participate in and compose online argumentation is an essential skill. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"description": "A year from now most of the high school students I currently teach will be eligible to vote, and I believe that one of my roles is to help them become part of an informed electorate. However these days it seems like politics and propaganda take precedence over rational discussion, especially when the conversation goes",
"title": "Teaching the Art of Civil Dialogue | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A year from now most of the high school students I currently teach will be eligible to vote, and I believe that one of my roles is to help them become part of an informed electorate. However these days it seems like politics and propaganda take precedence over rational discussion, especially when the conversation goes online. One goal I have in my classes is introducing my students to civic (and civil) dialogue.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Essentially, what I’m talking about is teaching argument the way it’s been conceived since Aristotle’s time. Whether it’s the \u003c/span>\u003ca href=\"http://www.corestandards.org/ELA-Literacy/\">\u003cspan style=\"font-weight: 400\">Common Core State Standards for English Language Arts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or the writing standards of the states that have not adopted the CCSS (for example, \u003c/span>\u003ca href=\"http://www.esc20.net/users/gendocs/ELAR/ELAR_TEKS_K-12.pdf\">\u003cspan style=\"font-weight: 400\">Texas’s TEKS\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">), all 50 states have writing standards that include the teaching of argumentative writing supported with appropriate evidence and claims. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It seems that everyone agrees that in order to be “college and career ready” our students need to know how to write argument and back it up with evidence. In reality, this approach falls short when our own assumptions are challenged; however, \u003c/span>\u003ca href=\"http://www.researchgate.net/profile/Celine_Buchs/publication/236135831_Conflict_Elaboration_and_Cognitive_Outcomes/links/00463516488bc750ca000000.pdf\">\u003cspan style=\"font-weight: 400\">research shows\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that learning gains are greatest in these moments of “cognitive dissonance.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A few years ago I started incorporating weekly activities from \u003c/span>\u003ca href=\"http://ww2.kqed.org/education/category/do-now/\">\u003cspan style=\"font-weight: 400\">KQED Do Now\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> into my classroom because it is an effective tool for building civic engagement with my students. One of the things I stress when my students compose online is that claims need to be backed up not only by evidence, but also by providing direct links to that evidence when writing argumentation via social media. Here’s an example from a student’s blog comment summarizing an article supporting her position on a recent \u003c/span>\u003ca href=\"http://ww2.kqed.org/education/2015/09/11/would-you-welcome-refugees-to-your-community/\">\u003cspan style=\"font-weight: 400\">Do Now discussion about refugees\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">:\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/csloan1.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-30543\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/csloan1-800x329.png\" alt=\"csloan1\" width=\"800\" height=\"329\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/csloan1-800x329.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/csloan1-400x165.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/csloan1.png 848w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\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\">Do Now also encourages students to participate in online discussions using Twitter. Although there are already a lot of quality \u003c/span>\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\">\u003cspan style=\"font-weight: 400\">KQED resources showing how to use Twitter and other social media in the classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, one of the things I tell my students is to use the blog as a way to explain and support your position, and then use Twitter as a place to state your thesis and link to the evidence. For example, the student’s tweet on the same issue as the blog post above looked like this:\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/csloan2.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-30544\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/csloan2.png\" alt=\"csloan2\" width=\"779\" height=\"199\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/csloan2.png 779w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/csloan2-400x102.png 400w\" sizes=\"(max-width: 779px) 100vw, 779px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the most important points about writing argumentation is that in order to make the best case the writer has to understand and consider the strongest arguments on all sides of an issue. One way to have students understand this process is to use a resource like \u003c/span>\u003ca href=\"http://www.procon.org/\">\u003cspan style=\"font-weight: 400\">procon.org\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to find evidence for opposing sides and then engage in thinking protocols like the \u003c/span>\u003ca href=\"http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03e_FairnessRoutines/CircleViewpoints/CircleViewpoints_Routine.html\">\u003cspan style=\"font-weight: 400\">Circle of Viewpoints\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> so that they will learn to cite compelling evidence not only for what they believe but also for the arguments and evidence of those who think otherwise. Here’s an example of a student who cites both sides of the argument on a recent Do Now over \u003c/span>\u003ca href=\"http://ww2.kqed.org/education/2015/09/25/can-gaming-teach-you-to-be-a-better-citizen/\">\u003cspan style=\"font-weight: 400\">whether gaming can teach youth to be better citizens\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/csloan3.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-30545\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/csloan3-800x389.png\" alt=\"csloan3\" width=\"800\" height=\"389\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/csloan3-800x389.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/csloan3-400x195.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/csloan3.png 830w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003cp>Supporting online arguments with evidence is important, but it becomes essential when students fundamentally disagree on controversial topics. For example in the Do Now discussion about who was at fault for the last government shutdown in 2013, some put the blame on President Obama while others assigned fault to Congress. Discussions that took place on most blogs and discussion boards back then quickly devolved into online shouting matches. But notice the tone of the student response on the KQED blog when the dissenting opinion is backed with some data:\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/csloan4.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-30546\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/csloan4-800x375.png\" alt=\"csloan4\" width=\"800\" height=\"375\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/csloan4-800x375.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/csloan4-400x187.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/csloan4.png 933w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Approaching controversial issues sensibly and substantiating claims with direct evidence is a path toward healthy argumentation. The danger of social media is that we all retreat to our own \u003c/span>\u003ca href=\"http://www.onthemedia.org/story/143347-echo-chamber-revisited/\">\u003cspan style=\"font-weight: 400\">echo chambers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://en.wikipedia.org/wiki/Filter_bubble\">\u003cspan style=\"font-weight: 400\">filter bubbles\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, refusing to acknowledge rational ideas from those who think differently. The promise of social media is that we present our arguments publicly and transparently, remaining open to the fact that those who think differently might actually have better solutions to our shared problems. Learning to participate in and compose online argumentation is an essential skill. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Is a Gluten-Free Diet Beneficial to Your Health?",
"headTitle": "Is a Gluten-Free Diet Beneficial to Your Health? | KQED",
"content": "\u003cp>\u003cstrong>Featured Media Resource: VIDEO: \u003ca href=\"https://youtu.be/DXjpb7SFi3s\">What the Heck Is Gluten?\u003c/a> (AsapSCIENCE)\u003c/strong>\u003cbr>\nLearn about gluten and its effects on people with celiac disease.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now U\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Do you think a gluten-free diet is beneficial to health, even without celiac disease or a sensitivity to gluten? \u003cstrong>#DoNowUGluten \u003c/strong>\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>How to Do Now \u003c/strong>\u003c/h2>\n\u003cp>To respond to the Do Now U, you can comment below or post your response on social media platforms such as Twitter, Instagram, Tumblr, Vine, Flickr, Google +, etc. \u003cstrong>Just be sure to include \u003cem>#DoNowUGluten\u003c/em> and \u003cem>@KQEDedspace\u003c/em> in your posts.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>Learn More about Gluten\u003c/h2>\n\u003cfigure id=\"attachment_31769\" class=\"wp-caption alignright\" style=\"max-width: 240px\">[media-credit standalone=0 name=\"traaf/Flickr\" align=\"alignright\" width=\"240\"]\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/bread.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-31769\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/bread.jpg\" alt=\"Bread made with wheat contains gluten. \" width=\"240\" height=\"159\">\u003c/a>[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Bread made with wheat contains gluten.\u003c/figcaption>\u003c/figure>\n\u003cp>Do you make a point of eating gluten-free foods? According to the \u003ca href=\"http://www.ift.org/knowledge-center/learn-about-food-science/food-facts/gluten.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">Institute of Food Technologists\u003c/a>, “gluten is a protein that naturally occurs in a number of grains such as wheat, triticale, barley, rye and oats.” Gluten is actually a large protein formed from two smaller proteins, glutenin and gliadin. Gluten is formed when the two smaller proteins are hydrated and join together to form a new protein. It is responsible for giving bread its chewy texture and can be found in a \u003ca href=\"http://www.diabetes.org/food-and-fitness/food/planning-meals/gluten-free-diets/what-foods-have-gluten.html\" target=\"_blank\" rel=\"noopener noreferrer\">wide variety of foods\u003c/a> including everything from salad dressing to beer.\u003c/p>\n\u003cfigure id=\"attachment_31768\" class=\"wp-caption alignright\" style=\"max-width: 180px\">[media-credit standalone=0 name=\"Matt Lavin/Flickr\" align=\"alignright\" width=\"180\"]\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/wheat.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-31768\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/wheat.jpg\" alt=\"Gluten is a protein found in wheat. \" width=\"180\" height=\"240\">\u003c/a>[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Gluten is a protein found in wheat.\u003c/figcaption>\u003c/figure>\n\u003cp>For some people, going gluten-free is an absolute necessity. \u003ca href=\"https://celiac.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Celiac disease\u003c/a> is an autoimmune disorder that affects the body’s ability to process gluten; the body mounts an immune response that attacks and damages the small intestine, preventing it from absorbing nutrients. About \u003ca href=\"http://www.celiaccentral.org/celiac-disease/facts-and-figures/\" target=\"_blank\" rel=\"noopener noreferrer\">1 percent\u003c/a> of the U.S. population has celiac disease. Some people who do not test positive for celiac disease still experience \u003ca href=\"http://www.webmd.com/digestive-disorders/celiac-disease/features/gluten-intolerance-against-grain\" target=\"_blank\" rel=\"noopener noreferrer\">gluten sensitivity\u003c/a>. While not an autoimmune disorder, people with gluten sensitivity may have gastrointestinal symptoms similar to those with celiac disease.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In recent years, a gluten-free diet has become popular among people trying to improve their overall health status without the diagnosis of celiac disease or a sensitivity to gluten. Some first-person testimonials suggest that removing gluten from one’s diet can improve digestion, facial acne and headaches. Like cholesterol in the 1980s and fat in the 1990s, \u003ca href=\"http://www.consumerreports.org/cro/magazine/2015/01/will-a-gluten-free-diet-really-make-you-healthier/index.htm\" target=\"_blank\" rel=\"noopener noreferrer\">gluten has been described\u003c/a> as “latest dietary villain, blamed for everything from forgetfulness to joint pain to weight gain.” Some people argue that it is not the removal of gluten from one’s diet that makes it healthy, but rather that the gluten-free diet promotes an overall conscious awareness of what is being ingested. There are \u003ca href=\"https://www.youtube.com/watch?v=DXjpb7SFi3s\" target=\"_blank\" rel=\"noopener noreferrer\">health risks\u003c/a> associated with a gluten-free diet for people who do not have celiac disease, including a decreased intake of vitamins and minerals, or an increased intake of calories, which can lead to weight gain. The increasing popularity of a gluten-free diet is evident in the number of gluten-free products now available to purchase, but the reasons behind ditching the protein are not quite as clear.\u003c/p>\n\u003cp>Do you think eating little or no gluten is beneficial to one’s health, even without celiac disease or a sensitivity to gluten?\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>ARTICLE: University of Wisconsin- Madison, School of Medicine and Public Health\u003cbr>\n\u003ca href=\"http://www.uwhealth.org/nutrition-diet/the-reality-behind-gluten-free-diets/31084\">The Reality Behind Gluten-Free Diets\u003c/a>\u003c/strong>\u003cbr>\nThis article outlines what celiac disease is, the reality behind gluten-free diet claims, and the risks of a gluten-free diet.\u003c/p>\n\u003cp>\u003cstrong>WEBSITE: National Institute of Diabetes and Digestive and Kidney Diseases\u003cbr>\n\u003ca href=\"http://www.niddk.nih.gov/health-information/health-topics/digestive-diseases/celiac-disease/Pages/facts.aspx\">Celiac Disease\u003c/a>\u003c/strong>\u003cbr>\nThis informational website explains celiac disease, and its symptoms, diagnosis and treatment.\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: NPR\u003cbr>\n\u003ca href=\"http://www.npr.org/sections/thesalt/2014/05/22/314287321/sensitive-to-gluten-a-carb-in-wheat-may-be-the-real-culprit\">Sensitive to Gluten? A Carb in Wheat May Be the Real Culprit\u003c/a>\u003c/strong>\u003cbr>\nGastroenterologists say sensitivity to a group of carbohydrates, called FODMAPs, may be mistaken for gluten sensitivity.\u003c/p>\n\u003cp>Go here for\u003ca href=\"http://staging-blogs.kqed.org/education/about-do-now/\"> best practices \u003c/a>for using Do Now, using \u003ca href=\"http://staging-blogs.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://staging-blogs.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>This post was written by students majoring in nutrition at Lipscomb University.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>KQED Do Now U is a bi-weekly activity in collaboration with \u003ca href=\"http://sencer.net/\" target=\"_blank\" rel=\"noopener noreferrer\">SENCER\u003c/a>. SENCER is a community of transformation that consists of educators and administrators in the higher and informal education sectors. SENCER aims to create an intelligent, educated, and empowered citizenry through advancing knowledge in the STEM fields and beyond. SENCER courses show students the direct connections between subject content and the real world issues they care about, and invite students to use these connections to solve today’s most pressing problems.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>Featured Media Resource: VIDEO: \u003ca href=\"https://youtu.be/DXjpb7SFi3s\">What the Heck Is Gluten?\u003c/a> (AsapSCIENCE)\u003c/strong>\u003cbr>\nLearn about gluten and its effects on people with celiac disease.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now U\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Do you think a gluten-free diet is beneficial to health, even without celiac disease or a sensitivity to gluten? \u003cstrong>#DoNowUGluten \u003c/strong>\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>How to Do Now \u003c/strong>\u003c/h2>\n\u003cp>To respond to the Do Now U, you can comment below or post your response on social media platforms such as Twitter, Instagram, Tumblr, Vine, Flickr, Google +, etc. \u003cstrong>Just be sure to include \u003cem>#DoNowUGluten\u003c/em> and \u003cem>@KQEDedspace\u003c/em> in your posts.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>Learn More about Gluten\u003c/h2>\n\u003cfigure id=\"attachment_31769\" class=\"wp-caption alignright\" style=\"max-width: 240px\">[media-credit standalone=0 name=\"traaf/Flickr\" align=\"alignright\" width=\"240\"]\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/bread.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-31769\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/bread.jpg\" alt=\"Bread made with wheat contains gluten. \" width=\"240\" height=\"159\">\u003c/a>[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Bread made with wheat contains gluten.\u003c/figcaption>\u003c/figure>\n\u003cp>Do you make a point of eating gluten-free foods? According to the \u003ca href=\"http://www.ift.org/knowledge-center/learn-about-food-science/food-facts/gluten.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">Institute of Food Technologists\u003c/a>, “gluten is a protein that naturally occurs in a number of grains such as wheat, triticale, barley, rye and oats.” Gluten is actually a large protein formed from two smaller proteins, glutenin and gliadin. Gluten is formed when the two smaller proteins are hydrated and join together to form a new protein. It is responsible for giving bread its chewy texture and can be found in a \u003ca href=\"http://www.diabetes.org/food-and-fitness/food/planning-meals/gluten-free-diets/what-foods-have-gluten.html\" target=\"_blank\" rel=\"noopener noreferrer\">wide variety of foods\u003c/a> including everything from salad dressing to beer.\u003c/p>\n\u003cfigure id=\"attachment_31768\" class=\"wp-caption alignright\" style=\"max-width: 180px\">[media-credit standalone=0 name=\"Matt Lavin/Flickr\" align=\"alignright\" width=\"180\"]\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/wheat.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-31768\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/wheat.jpg\" alt=\"Gluten is a protein found in wheat. \" width=\"180\" height=\"240\">\u003c/a>[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Gluten is a protein found in wheat.\u003c/figcaption>\u003c/figure>\n\u003cp>For some people, going gluten-free is an absolute necessity. \u003ca href=\"https://celiac.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Celiac disease\u003c/a> is an autoimmune disorder that affects the body’s ability to process gluten; the body mounts an immune response that attacks and damages the small intestine, preventing it from absorbing nutrients. About \u003ca href=\"http://www.celiaccentral.org/celiac-disease/facts-and-figures/\" target=\"_blank\" rel=\"noopener noreferrer\">1 percent\u003c/a> of the U.S. population has celiac disease. Some people who do not test positive for celiac disease still experience \u003ca href=\"http://www.webmd.com/digestive-disorders/celiac-disease/features/gluten-intolerance-against-grain\" target=\"_blank\" rel=\"noopener noreferrer\">gluten sensitivity\u003c/a>. While not an autoimmune disorder, people with gluten sensitivity may have gastrointestinal symptoms similar to those with celiac disease.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In recent years, a gluten-free diet has become popular among people trying to improve their overall health status without the diagnosis of celiac disease or a sensitivity to gluten. Some first-person testimonials suggest that removing gluten from one’s diet can improve digestion, facial acne and headaches. Like cholesterol in the 1980s and fat in the 1990s, \u003ca href=\"http://www.consumerreports.org/cro/magazine/2015/01/will-a-gluten-free-diet-really-make-you-healthier/index.htm\" target=\"_blank\" rel=\"noopener noreferrer\">gluten has been described\u003c/a> as “latest dietary villain, blamed for everything from forgetfulness to joint pain to weight gain.” Some people argue that it is not the removal of gluten from one’s diet that makes it healthy, but rather that the gluten-free diet promotes an overall conscious awareness of what is being ingested. There are \u003ca href=\"https://www.youtube.com/watch?v=DXjpb7SFi3s\" target=\"_blank\" rel=\"noopener noreferrer\">health risks\u003c/a> associated with a gluten-free diet for people who do not have celiac disease, including a decreased intake of vitamins and minerals, or an increased intake of calories, which can lead to weight gain. The increasing popularity of a gluten-free diet is evident in the number of gluten-free products now available to purchase, but the reasons behind ditching the protein are not quite as clear.\u003c/p>\n\u003cp>Do you think eating little or no gluten is beneficial to one’s health, even without celiac disease or a sensitivity to gluten?\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>ARTICLE: University of Wisconsin- Madison, School of Medicine and Public Health\u003cbr>\n\u003ca href=\"http://www.uwhealth.org/nutrition-diet/the-reality-behind-gluten-free-diets/31084\">The Reality Behind Gluten-Free Diets\u003c/a>\u003c/strong>\u003cbr>\nThis article outlines what celiac disease is, the reality behind gluten-free diet claims, and the risks of a gluten-free diet.\u003c/p>\n\u003cp>\u003cstrong>WEBSITE: National Institute of Diabetes and Digestive and Kidney Diseases\u003cbr>\n\u003ca href=\"http://www.niddk.nih.gov/health-information/health-topics/digestive-diseases/celiac-disease/Pages/facts.aspx\">Celiac Disease\u003c/a>\u003c/strong>\u003cbr>\nThis informational website explains celiac disease, and its symptoms, diagnosis and treatment.\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: NPR\u003cbr>\n\u003ca href=\"http://www.npr.org/sections/thesalt/2014/05/22/314287321/sensitive-to-gluten-a-carb-in-wheat-may-be-the-real-culprit\">Sensitive to Gluten? A Carb in Wheat May Be the Real Culprit\u003c/a>\u003c/strong>\u003cbr>\nGastroenterologists say sensitivity to a group of carbohydrates, called FODMAPs, may be mistaken for gluten sensitivity.\u003c/p>\n\u003cp>Go here for\u003ca href=\"http://staging-blogs.kqed.org/education/about-do-now/\"> best practices \u003c/a>for using Do Now, using \u003ca href=\"http://staging-blogs.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://staging-blogs.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>This post was written by students majoring in nutrition at Lipscomb University.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>KQED Do Now U is a bi-weekly activity in collaboration with \u003ca href=\"http://sencer.net/\" target=\"_blank\" rel=\"noopener noreferrer\">SENCER\u003c/a>. SENCER is a community of transformation that consists of educators and administrators in the higher and informal education sectors. SENCER aims to create an intelligent, educated, and empowered citizenry through advancing knowledge in the STEM fields and beyond. SENCER courses show students the direct connections between subject content and the real world issues they care about, and invite students to use these connections to solve today’s most pressing problems.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Social media can be a powerful teaching tool for fostering civic engagement, argumentation skills, and digital literacy — but it requires active teacher involvement to really work. \u003ca href=\"http://www.kqed.org/donow\" target=\"_blank\" rel=\"noopener\">KQED’s Do Now\u003c/a> discussions—weekly social media-driven activities for students– have become a pivotal part of my practice. I have seen my students gain skills in making claims, defending them, questioning other ideas, and discussing topics of tension with respect.\u003c/p>\n\u003cp>It has taken years to understand what works best in my context, and I continue to tweak how this valuable tool fits into my teaching. Here are some important lessons I have learned along the way. Try them out. Make any changes for your own students, and please share your own helpful tips! (These relate specifically to Do Now, but can be applied to any student activity you are conducting on social media).\u003c/p>\n\u003cp>\u003cstrong>10. Don’t waste precious time and attention on negative or obscene posts. \u003c/strong>\u003cspan style=\"font-weight: 400\">You can flag them or send them on to the KQED folks, but stay grounded in the positive experience that is Do Now. When the authors recognize such posts are disregarded, this tends to limit these minimal contributions. Plus, it reinforces norms of having productive, inclusive civic discourse.\u003c/span>\u003c/p>\n\u003cp>\u003cb>9. Don’t try to reply to EVERY student post. \u003c/b>\u003cspan style=\"font-weight: 400\">Choosing perhaps the top 10 every week will not only alleviate the pressure on you but also give learners something else to strive for every week. Plus, it boosts the quality of your interaction to your students.\u003c/span>\u003c/p>\n\u003cp>\u003cb>8. Respond to learners in the media of their post.\u003c/b>\u003cspan style=\"font-weight: 400\"> This helps keep you vigilant of how to use new media tools and lets you have a perspective on possible struggles learners may experience with the particular app or tool. Additionally, learners respect your effort on remaining a media producer like them.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>7. Keep track of stellar student responses\u003c/b>\u003cspan style=\"font-weight: 400\">. Got some particularly strong work you’d like to share? Save links or screenshots to save with the folks at KQED! Who knows? Maybe, they’ll be showcased on the RoundUp!\u003c/span>\u003c/p>\n\u003cp>\u003cb>6. Celebrate student successes. \u003c/b>\u003cspan style=\"font-weight: 400\">If your learner is mentioned by KQED in their \u003ca href=\"http://ww2.kqed.org/education/category/community-created-content/do-now-round-ups/\" target=\"_blank\" rel=\"noopener\">“Roundups” series,\u003c/a> make a big deal of it. Did you know that each Do Now topic gets about 300-600 student responses? Considering this, to be recognized in a Round Up is quite the accomplishment. Treat it as such.\u003c/span>\u003c/p>\n\u003cp>\u003cb>5. Time is of the essence.\u003c/b>\u003cspan style=\"font-weight: 400\"> It’s called Do Now for a reason. Engagement with our learners needs to happen within 24 hours of their posting on the discussion board or other social media. Since there are definite observed opening and closing times of the discussions, there’s a focus on deadlines. Our kids are part of the On Demand generation, and when we delay our recognition of their significant contributions, they are less likely to truly engage in the discourse in the future.\u003c/span>\u003c/p>\n\u003cp>\u003cb>4. Be a cheerleader for your kids!\u003c/b>\u003cspan style=\"font-weight: 400\"> For many, this is the first time they will begin to build and consider what their digital footprint should look like. They may be quite tentative when addressing potentially polarizing issues. They may be sorting through what the events mean to them. They may resist expressing another viewpoint due to seeming too harsh or too critical. How we respond to them, how we approach the topic, how we treat the activity will very much influence their interactions with others and their engagement in the discussion.\u003c/span>\u003c/p>\n\u003cp>\u003cb>3. Be flexible in your approach.\u003c/b>\u003cspan style=\"font-weight: 400\"> There can be as much or as little to Do Now as you make of it. Some weeks, we ask learners to do a lengthy multi-paragraphed post on the discussion board, Tweets, replies, and media production. Other weeks, it could be quite a bit less. We could be focusing on media or counter argumentation or thesis statements. That’s ok. Making Do Now work dynamic keeps the activities fresh. Just make sure to create checklists and rubrics to guide your learners’ work. It not only reminds learners of expectations but also keeps the work tied to academics and standards.\u003c/span>\u003c/p>\n\u003cp>\u003cb>2. Don’t forget to use the right hashtags. \u003c/b>\u003cspan style=\"font-weight: 400\">What a pity it would be if a quality response isn’t recognized or responded to just because of a missing hashtag. Of course, use the current #DoNow one, but it’s also valuable to create a class hashtag to keep track of your own learners. It makes the process of assessing and responding to comments much more efficient and allows you to respond to many more of those meaningful discussions!\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cb>1. Encourage deeper engagement.\u003c/b>\u003cspan style=\"font-weight: 400\"> Respond to learner posts in such a way that they dig deeper into the topic. Many learners will want to jump into the Do Now discussion with their opinions. Many are tempted to offer counter arguments without citing research. \u003c/span>Model the desired behavior for them. Include links to useful sites where either you found evidence to support your claim or a suggested resource to strengthen their argument. Ask them questions that demand more than their opinion. Directly inquire why that is their claim. This will not only encourage revisiting their post but also demonstrate methods of discussing with their peers.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Social media can be a powerful teaching tool for fostering civic engagement, argumentation skills, and digital literacy — but it requires active teacher involvement to really work. \u003ca href=\"http://www.kqed.org/donow\" target=\"_blank\" rel=\"noopener\">KQED’s Do Now\u003c/a> discussions—weekly social media-driven activities for students– have become a pivotal part of my practice. I have seen my students gain skills in making claims, defending them, questioning other ideas, and discussing topics of tension with respect.\u003c/p>\n\u003cp>It has taken years to understand what works best in my context, and I continue to tweak how this valuable tool fits into my teaching. Here are some important lessons I have learned along the way. Try them out. Make any changes for your own students, and please share your own helpful tips! (These relate specifically to Do Now, but can be applied to any student activity you are conducting on social media).\u003c/p>\n\u003cp>\u003cstrong>10. Don’t waste precious time and attention on negative or obscene posts. \u003c/strong>\u003cspan style=\"font-weight: 400\">You can flag them or send them on to the KQED folks, but stay grounded in the positive experience that is Do Now. When the authors recognize such posts are disregarded, this tends to limit these minimal contributions. Plus, it reinforces norms of having productive, inclusive civic discourse.\u003c/span>\u003c/p>\n\u003cp>\u003cb>9. Don’t try to reply to EVERY student post. \u003c/b>\u003cspan style=\"font-weight: 400\">Choosing perhaps the top 10 every week will not only alleviate the pressure on you but also give learners something else to strive for every week. Plus, it boosts the quality of your interaction to your students.\u003c/span>\u003c/p>\n\u003cp>\u003cb>8. Respond to learners in the media of their post.\u003c/b>\u003cspan style=\"font-weight: 400\"> This helps keep you vigilant of how to use new media tools and lets you have a perspective on possible struggles learners may experience with the particular app or tool. Additionally, learners respect your effort on remaining a media producer like 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>\u003cb>7. Keep track of stellar student responses\u003c/b>\u003cspan style=\"font-weight: 400\">. Got some particularly strong work you’d like to share? Save links or screenshots to save with the folks at KQED! Who knows? Maybe, they’ll be showcased on the RoundUp!\u003c/span>\u003c/p>\n\u003cp>\u003cb>6. Celebrate student successes. \u003c/b>\u003cspan style=\"font-weight: 400\">If your learner is mentioned by KQED in their \u003ca href=\"http://ww2.kqed.org/education/category/community-created-content/do-now-round-ups/\" target=\"_blank\" rel=\"noopener\">“Roundups” series,\u003c/a> make a big deal of it. Did you know that each Do Now topic gets about 300-600 student responses? Considering this, to be recognized in a Round Up is quite the accomplishment. Treat it as such.\u003c/span>\u003c/p>\n\u003cp>\u003cb>5. Time is of the essence.\u003c/b>\u003cspan style=\"font-weight: 400\"> It’s called Do Now for a reason. Engagement with our learners needs to happen within 24 hours of their posting on the discussion board or other social media. Since there are definite observed opening and closing times of the discussions, there’s a focus on deadlines. Our kids are part of the On Demand generation, and when we delay our recognition of their significant contributions, they are less likely to truly engage in the discourse in the future.\u003c/span>\u003c/p>\n\u003cp>\u003cb>4. Be a cheerleader for your kids!\u003c/b>\u003cspan style=\"font-weight: 400\"> For many, this is the first time they will begin to build and consider what their digital footprint should look like. They may be quite tentative when addressing potentially polarizing issues. They may be sorting through what the events mean to them. They may resist expressing another viewpoint due to seeming too harsh or too critical. How we respond to them, how we approach the topic, how we treat the activity will very much influence their interactions with others and their engagement in the discussion.\u003c/span>\u003c/p>\n\u003cp>\u003cb>3. Be flexible in your approach.\u003c/b>\u003cspan style=\"font-weight: 400\"> There can be as much or as little to Do Now as you make of it. Some weeks, we ask learners to do a lengthy multi-paragraphed post on the discussion board, Tweets, replies, and media production. Other weeks, it could be quite a bit less. We could be focusing on media or counter argumentation or thesis statements. That’s ok. Making Do Now work dynamic keeps the activities fresh. Just make sure to create checklists and rubrics to guide your learners’ work. It not only reminds learners of expectations but also keeps the work tied to academics and standards.\u003c/span>\u003c/p>\n\u003cp>\u003cb>2. Don’t forget to use the right hashtags. \u003c/b>\u003cspan style=\"font-weight: 400\">What a pity it would be if a quality response isn’t recognized or responded to just because of a missing hashtag. Of course, use the current #DoNow one, but it’s also valuable to create a class hashtag to keep track of your own learners. It makes the process of assessing and responding to comments much more efficient and allows you to respond to many more of those meaningful discussions!\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cb>1. Encourage deeper engagement.\u003c/b>\u003cspan style=\"font-weight: 400\"> Respond to learner posts in such a way that they dig deeper into the topic. Many learners will want to jump into the Do Now discussion with their opinions. Many are tempted to offer counter arguments without citing research. \u003c/span>Model the desired behavior for them. Include links to useful sites where either you found evidence to support your claim or a suggested resource to strengthen their argument. Ask them questions that demand more than their opinion. Directly inquire why that is their claim. This will not only encourage revisiting their post but also demonstrate methods of discussing with their peers.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Create and assign interactive, media rich lessons in three short steps with the \u003ca href=\"http://www.pbslearningmedia.org/tools/lessonbuilder/\">Lesson Builder in PBS LearningMedia\u003c/a>. The Lesson Builder productivity tool provides an easy way to design a customized learning experience for your students. Flip your classroom, create quick assessments or create group assignments in PBS LearningMedia. This video provides a few ideas for using lessons in \u003ca href=\"http://www.pbslearningmedia.org\">PBS LearningMedia\u003c/a>.\u003c/p>\n\u003cp>http://www.youtube.com/watch?v=eqGfpk50v4U\u003c/p>\n\u003cp>\u003cstrong>Flipped Learning\u003c/strong>\u003cbr>\nAdd media to a lesson, and assign to students to individually preview before an activity. Students simply click on the open link and view the media and are ready to participate in the class activity.\u003c/p>\n\u003cp>\u003cstrong>Quick Assessment\u003c/strong>\u003cbr>\nCreate a lesson and include questions to be answered after viewing media to check for understanding. Students watch the video and answer the question or questions that you have included.\u003c/p>\n\u003cp>\u003cstrong>Group Assignments\u003c/strong>\u003cbr>\nCreate several lessons for students to work on in groups to collaborate and communicate about concepts.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Example: (Full example created by Jamie Maratz can be found \u003ca href=\"http://ww2.kqed.org/education/2015/06/18/teacher-feature-water-restrictions-with-pbs-learningmedia/\">here\u003c/a>.) Divide class into groups of 3. Each student is then assigned a specific: Lesson A, B or C.\u003c/p>\n\u003cp>Each student reviews the media within the assigned lesson individually, then come together in a group with others that have been assigned the same lesson. The students then work with their specific group to come to a collective understanding of the media within the lesson and respond to individual prompts within lessons.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And those are a few ways \u003ca href=\"http://www.pbslearningmedia.org/tools/lessonbuilder/\">lessons in PBS LearningMedia\u003c/a> can enhance and personalize learning. How is \u003ca href=\"http://ca.pbslearningmedia.org/\">PBS LearningMedia\u003c/a> supporting your learning goals? Find more ideas for using media to enhance learning at\u003ca href=\"http://www.kqed.org/pbslm\"> kqed.org/pbslm\u003c/a>. Share how you are using media \u003ca href=\"https://twitter.com/kqededspace\">@kqededspace\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Create and assign interactive, media rich lessons in three short steps with the \u003ca href=\"http://www.pbslearningmedia.org/tools/lessonbuilder/\">Lesson Builder in PBS LearningMedia\u003c/a>. The Lesson Builder productivity tool provides an easy way to design a customized learning experience for your students. Flip your classroom, create quick assessments or create group assignments in PBS LearningMedia. This video provides a few ideas for using lessons in \u003ca href=\"http://www.pbslearningmedia.org\">PBS LearningMedia\u003c/a>.\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/eqGfpk50v4U'\n title='//www.youtube.com/embed/eqGfpk50v4U'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cstrong>Flipped Learning\u003c/strong>\u003cbr>\nAdd media to a lesson, and assign to students to individually preview before an activity. Students simply click on the open link and view the media and are ready to participate in the class activity.\u003c/p>\n\u003cp>\u003cstrong>Quick Assessment\u003c/strong>\u003cbr>\nCreate a lesson and include questions to be answered after viewing media to check for understanding. Students watch the video and answer the question or questions that you have included.\u003c/p>\n\u003cp>\u003cstrong>Group Assignments\u003c/strong>\u003cbr>\nCreate several lessons for students to work on in groups to collaborate and communicate about concepts.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cstrong>The #EngineerThat challenge has concluded. Thank you to everyone that participated! \u003ca href=\"http://ww2.kqed.org/quest/2016/02/18/top-five-favorites-from-engineerthat/\" target=\"_blank\">View the top five submissions \u003c/a>and\u003ca href=\"http://ww2.kqed.org/quest/2016/03/09/meet-the-top-youth-teams-from-engineerthat/\" target=\"_blank\"> meet the two teams that were the audience favorites\u003c/a>.\u003c/strong>\u003c/p>\n\u003cp>The world is full of interesting problems to solve.\u003c/p>\n\u003cp>We are all constantly observing and assessing what’s not working around us, and thinking of ways to improve it. That is the heart of engineering: being curious about a problem, investigating potential solutions, and designing and testing those solutions.\u003c/p>\n\u003cp>KQED is inviting \u003cstrong>youth, ages 11-18\u003c/strong>, to share ideas for solving a problem at school, at home or in your community.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/wvlBwkNVPuQ\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>Need Some Inspiration?\u003c/h3>\n\u003cfigure>\u003cimg src=\"http://u.s.kqed.net/2015/10/15/inspiration.jpg\" alt=\"\">\u003c/figure>\n\u003cp>Check out our \u003cem>Engineering Is\u003c/em> e-book series. See how scientists and engineers have worked together to \u003ca href=\"http://ww2.kqed.org/quest/collections/engineering-is-diagnosing-diseases/\">diagnose diseases using origami microscopes\u003c/a>, \u003ca href=\"http://ww2.kqed.org/quest/collections/engineering-is-bringing-fish-up/\">help fish survive\u003c/a>, and even \u003ca href=\"http://ww2.kqed.org/quest/collections/engineering-is-cleaning-water/\">clean poop from drinking water\u003c/a>.\u003c/p>\n\u003c/aside>\n\u003ch2>The Challenge\u003c/h2>\n\u003col>\n\u003cli>\u003cstrong>Identify a problem\u003c/strong> at school, at home, or in your community that can be solved or improved through engineering. You may have an idea already. Is there a water fountain that could be designed to waste less water? Could you redesign lighting at school to be more energy efficient? What’s your vision for how to redesign something to make it better? We encourage you to interview friends, family members and leaders in your neighborhood to gather ideas.\u003c/li>\n\u003cli>\u003cstrong>Define the criteria and constraints.\u003c/strong> What are the characteristics your design needs in order to be successful? Take into account relevant scientific principles, and impacts on people and the environment. What are the limitations of your design? Think about the materials you’d need, the physical size of your product, cost, etc.\u003c/li>\n\u003cli>\u003cstrong>Come up with a possible solution\u003c/strong> based on your criteria and constraints. You are not required to actually build your solution, just to develop the idea and visually explain it. You can sketch your idea on paper or in a drawing app, build a prototype using everyday materials, or show your design in another way. You may want to gather feedback on your original solution and make changes to your design.\u003c/li>\n\u003cli>\u003cstrong>Create a piece of media\u003c/strong> that clearly explains the problem and why it needs to be solved, describes the constraints and shows your solution. We will accept short videos (no more than 2 mins), photos, drawings, images or infographics.\u003c/li>\n\u003cli>\u003cstrong>Share your submission using hashtag \u003cem>#EngineerThat\u003c/em>\u003c/strong>. You will need to publicly share your submission on a social media platform. For this challenge, we are asking you to submit through \u003cstrong>Twitter\u003c/strong>, \u003cstrong>Facebook\u003c/strong>, \u003cstrong>YouTube\u003c/strong> or \u003cstrong>Instagram\u003c/strong>. (Note: If you are under 13, you will need to submit your idea on social media through your teacher’s or parent’s account.)\u003c/li>\n\u003cli>\u003ca href=\"https://docs.google.com/forms/d/1k1sAgbGTMROLdEUkz_Zq0_2uxaUcBwmIaMyWrAjU4FI/viewform\" target=\"_blank\">Confirm your submission here\u003c/a>.\u003c/li>\n\u003c/ol>\n\u003cdiv class=\"callout aligncenter\">\n\u003cp>\u003cimg class=\"alignleft\" src=\"http://u.s.kqed.net/2015/10/14/engineerthatcollage.jpg\" alt=\"\" width=\"400\">\u003c/p>\n\u003ch3>Your Submission Should Be\u003c/h3>\n\u003cp>\u003cstrong>Creative\u003c/strong> - Let your talent shine! Express your idea with style.\u003cbr>\n\u003cstrong>Clear\u003c/strong> - Make sure your idea and design is easy to understand.\u003cbr>\n\u003cstrong>Concise\u003c/strong> - Keep it short and stick to the point.\u003cbr>\n\u003cstrong>Catchy\u003c/strong> - Go viral! Share with friends and family on social media.\u003c/p>\n\u003c/div>\n\u003ch2>Questions? Watch Our Webinar\u003c/h2>\n\u003cp>Did you miss our webinars about the challenge? \u003ca href=\"https://kqed.adobeconnect.com/p4lxz4mqxb2/\" target=\"_blank\">Click here to view a recording\u003c/a>. You can \u003ca href=\"https://docs.google.com/presentation/d/1bKKQDn1xlCMZA2qaSL5SOsve5qY7FXCgJL134ZU8THA/pub?start=false&loop=false&delayms=3000\" target=\"_blank\">view the webinar slides here\u003c/a>.\u003c/p>\n\u003ch2>Challenge Timeline\u003c/h2>\n\u003cul>\n\u003cli>Submissions will be accepted \u003cmark>October 21, 2015 through January 24, 2016\u003c/mark>.\u003c/li>\n\u003cli>KQED and our teen judges from the Teen Think Tank at the \u003ca href=\"http://calacademy.org\">California Academy of Sciences \u003c/a>will select some of the most outstanding solutions. Then, we will let the KQED audience chime in from \u003cdel>February 6-12, 2016\u003c/del>. Updated: February 18-23.\u003c/li>\n\u003cli>We will feature the top five solutions in February 2016. Stay tuned for details!\u003c/li>\n\u003c/ul>\n\u003cfigure id=\"attachment_97227\" class=\"wp-caption aligncenter\" style=\"max-width: 600px\">\u003ca href=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/10/Cal-Academys-Teen-Think-Tank-team-.jpg\">\u003cimg class=\"size-full wp-image-97227\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/10/Cal-Academys-Teen-Think-Tank-team-.jpg\" alt=\"Cal Academy's Teen Think Tank provides a unique teen-centric perspective on various Academy projects, programs, and initiatives. The group meets twice a month to hear ideas and proposals from Academy departments and provides real time verbal feedback as well as a written report that documents overall highlights, areas for review, and recommendations related to youth.\" width=\"600\" height=\"330\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2015/10/Cal-Academys-Teen-Think-Tank-team-.jpg 600w, https://ww2.kqed.org/app/uploads/sites/39/2015/10/Cal-Academys-Teen-Think-Tank-team--400x220.jpg 400w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">California Academy of Sciences' Teen Think Tank provides a unique teen-centric perspective on various Academy projects, programs and initiatives. The group meets twice a month to hear ideas and proposals from Academy departments and provides real time verbal feedback as well as a written report that documents overall highlights, areas for review and recommendations related to youth.\u003c/figcaption>\u003c/figure>\n\u003ch2>Resources for Educators\u003c/h2>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.teachengineering.org/engrdesignprocess.php\" target=\"_blank\">Engineering Design Process\u003c/a> - from TeachEngineering\u003c/li>\n\u003cli>\u003ca href=\"http://www.nextgenscience.org/sites/ngss/files/MS%20ETS%20topics%20combined%206.12.13.pdf\" target=\"_blank\">NGSS Middle School Engineering Design\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.nextgenscience.org/sites/ngss/files/HS%20ETS%20DCI%20combined%206.13.13.pdf\" target=\"_blank\">NGSS High School Engineering Design\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch2>Things You Need To Know Before Submitting Your Solution\u003c/h2>\n\u003cp>All solutions shared via #EngineerThat are subject to KQED.org's \u003ca href=\"http://ww2.kqed.org/about/help/terms-service/\">Terms of Service\u003c/a>.\u003c/p>\n\u003cul>Please take special note that:\n\u003cli>If you are aged 13 to 17 you’ll need to have permission from your parent or a legal guardian before you submit a solution to #Engineer That. If you are under 13 your teacher or parent or guardian will need to submit your solution for you.\u003c/li>\n\u003cli>Your solution must be your original work, or if elements are borrowed (for ex. you include a photo you did not take yourself or music), you are responsible for making sure you have permission to use the element. If anyone aside from yourself appears in a video solution you submit, you must have their permission to send in the video before you send it.\u003c/li>\n\u003cli>When you submit your solution you are giving KQED permission to share it with many others.\u003c/li>\n\u003cli>The Terms of Service were revised fairly recently. Please make sure you and your parents and teachers are familiar with the new set of terms.\u003c/li>\n\u003c/ul>\n\u003cp>Your submission will also need to comply with the rules of the social media platform you are using to share your solution—Twitter, Facebook, Instagram or YouTube.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Your solution will be seen by many people. Make sure it does not include any personal information you do not want to share and that it is respectful of others.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>If any of this sounds confusing to you, be sure to discuss it with your parents or teacher.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>The #EngineerThat challenge has concluded. Thank you to everyone that participated! \u003ca href=\"http://ww2.kqed.org/quest/2016/02/18/top-five-favorites-from-engineerthat/\" target=\"_blank\">View the top five submissions \u003c/a>and\u003ca href=\"http://ww2.kqed.org/quest/2016/03/09/meet-the-top-youth-teams-from-engineerthat/\" target=\"_blank\"> meet the two teams that were the audience favorites\u003c/a>.\u003c/strong>\u003c/p>\n\u003cp>The world is full of interesting problems to solve.\u003c/p>\n\u003cp>We are all constantly observing and assessing what’s not working around us, and thinking of ways to improve it. That is the heart of engineering: being curious about a problem, investigating potential solutions, and designing and testing those solutions.\u003c/p>\n\u003cp>KQED is inviting \u003cstrong>youth, ages 11-18\u003c/strong>, to share ideas for solving a problem at school, at home or in your community.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/wvlBwkNVPuQ\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>Need Some Inspiration?\u003c/h3>\n\u003cfigure>\u003cimg src=\"http://u.s.kqed.net/2015/10/15/inspiration.jpg\" alt=\"\">\u003c/figure>\n\u003cp>Check out our \u003cem>Engineering Is\u003c/em> e-book series. See how scientists and engineers have worked together to \u003ca href=\"http://ww2.kqed.org/quest/collections/engineering-is-diagnosing-diseases/\">diagnose diseases using origami microscopes\u003c/a>, \u003ca href=\"http://ww2.kqed.org/quest/collections/engineering-is-bringing-fish-up/\">help fish survive\u003c/a>, and even \u003ca href=\"http://ww2.kqed.org/quest/collections/engineering-is-cleaning-water/\">clean poop from drinking water\u003c/a>.\u003c/p>\n\u003c/aside>\n\u003ch2>The Challenge\u003c/h2>\n\u003col>\n\u003cli>\u003cstrong>Identify a problem\u003c/strong> at school, at home, or in your community that can be solved or improved through engineering. You may have an idea already. Is there a water fountain that could be designed to waste less water? Could you redesign lighting at school to be more energy efficient? What’s your vision for how to redesign something to make it better? We encourage you to interview friends, family members and leaders in your neighborhood to gather ideas.\u003c/li>\n\u003cli>\u003cstrong>Define the criteria and constraints.\u003c/strong> What are the characteristics your design needs in order to be successful? Take into account relevant scientific principles, and impacts on people and the environment. What are the limitations of your design? Think about the materials you’d need, the physical size of your product, cost, etc.\u003c/li>\n\u003cli>\u003cstrong>Come up with a possible solution\u003c/strong> based on your criteria and constraints. You are not required to actually build your solution, just to develop the idea and visually explain it. You can sketch your idea on paper or in a drawing app, build a prototype using everyday materials, or show your design in another way. You may want to gather feedback on your original solution and make changes to your design.\u003c/li>\n\u003cli>\u003cstrong>Create a piece of media\u003c/strong> that clearly explains the problem and why it needs to be solved, describes the constraints and shows your solution. We will accept short videos (no more than 2 mins), photos, drawings, images or infographics.\u003c/li>\n\u003cli>\u003cstrong>Share your submission using hashtag \u003cem>#EngineerThat\u003c/em>\u003c/strong>. You will need to publicly share your submission on a social media platform. For this challenge, we are asking you to submit through \u003cstrong>Twitter\u003c/strong>, \u003cstrong>Facebook\u003c/strong>, \u003cstrong>YouTube\u003c/strong> or \u003cstrong>Instagram\u003c/strong>. (Note: If you are under 13, you will need to submit your idea on social media through your teacher’s or parent’s account.)\u003c/li>\n\u003cli>\u003ca href=\"https://docs.google.com/forms/d/1k1sAgbGTMROLdEUkz_Zq0_2uxaUcBwmIaMyWrAjU4FI/viewform\" target=\"_blank\">Confirm your submission here\u003c/a>.\u003c/li>\n\u003c/ol>\n\u003cdiv class=\"callout aligncenter\">\n\u003cp>\u003cimg class=\"alignleft\" src=\"http://u.s.kqed.net/2015/10/14/engineerthatcollage.jpg\" alt=\"\" width=\"400\">\u003c/p>\n\u003ch3>Your Submission Should Be\u003c/h3>\n\u003cp>\u003cstrong>Creative\u003c/strong> - Let your talent shine! Express your idea with style.\u003cbr>\n\u003cstrong>Clear\u003c/strong> - Make sure your idea and design is easy to understand.\u003cbr>\n\u003cstrong>Concise\u003c/strong> - Keep it short and stick to the point.\u003cbr>\n\u003cstrong>Catchy\u003c/strong> - Go viral! Share with friends and family on social media.\u003c/p>\n\u003c/div>\n\u003ch2>Questions? Watch Our Webinar\u003c/h2>\n\u003cp>Did you miss our webinars about the challenge? \u003ca href=\"https://kqed.adobeconnect.com/p4lxz4mqxb2/\" target=\"_blank\">Click here to view a recording\u003c/a>. You can \u003ca href=\"https://docs.google.com/presentation/d/1bKKQDn1xlCMZA2qaSL5SOsve5qY7FXCgJL134ZU8THA/pub?start=false&loop=false&delayms=3000\" target=\"_blank\">view the webinar slides here\u003c/a>.\u003c/p>\n\u003ch2>Challenge Timeline\u003c/h2>\n\u003cul>\n\u003cli>Submissions will be accepted \u003cmark>October 21, 2015 through January 24, 2016\u003c/mark>.\u003c/li>\n\u003cli>KQED and our teen judges from the Teen Think Tank at the \u003ca href=\"http://calacademy.org\">California Academy of Sciences \u003c/a>will select some of the most outstanding solutions. Then, we will let the KQED audience chime in from \u003cdel>February 6-12, 2016\u003c/del>. Updated: February 18-23.\u003c/li>\n\u003cli>We will feature the top five solutions in February 2016. Stay tuned for details!\u003c/li>\n\u003c/ul>\n\u003cfigure id=\"attachment_97227\" class=\"wp-caption aligncenter\" style=\"max-width: 600px\">\u003ca href=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/10/Cal-Academys-Teen-Think-Tank-team-.jpg\">\u003cimg class=\"size-full wp-image-97227\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/10/Cal-Academys-Teen-Think-Tank-team-.jpg\" alt=\"Cal Academy's Teen Think Tank provides a unique teen-centric perspective on various Academy projects, programs, and initiatives. The group meets twice a month to hear ideas and proposals from Academy departments and provides real time verbal feedback as well as a written report that documents overall highlights, areas for review, and recommendations related to youth.\" width=\"600\" height=\"330\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2015/10/Cal-Academys-Teen-Think-Tank-team-.jpg 600w, https://ww2.kqed.org/app/uploads/sites/39/2015/10/Cal-Academys-Teen-Think-Tank-team--400x220.jpg 400w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">California Academy of Sciences' Teen Think Tank provides a unique teen-centric perspective on various Academy projects, programs and initiatives. The group meets twice a month to hear ideas and proposals from Academy departments and provides real time verbal feedback as well as a written report that documents overall highlights, areas for review and recommendations related to youth.\u003c/figcaption>\u003c/figure>\n\u003ch2>Resources for Educators\u003c/h2>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.teachengineering.org/engrdesignprocess.php\" target=\"_blank\">Engineering Design Process\u003c/a> - from TeachEngineering\u003c/li>\n\u003cli>\u003ca href=\"http://www.nextgenscience.org/sites/ngss/files/MS%20ETS%20topics%20combined%206.12.13.pdf\" target=\"_blank\">NGSS Middle School Engineering Design\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.nextgenscience.org/sites/ngss/files/HS%20ETS%20DCI%20combined%206.13.13.pdf\" target=\"_blank\">NGSS High School Engineering Design\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch2>Things You Need To Know Before Submitting Your Solution\u003c/h2>\n\u003cp>All solutions shared via #EngineerThat are subject to KQED.org's \u003ca href=\"http://ww2.kqed.org/about/help/terms-service/\">Terms of Service\u003c/a>.\u003c/p>\n\u003cul>Please take special note that:\n\u003cli>If you are aged 13 to 17 you’ll need to have permission from your parent or a legal guardian before you submit a solution to #Engineer That. If you are under 13 your teacher or parent or guardian will need to submit your solution for you.\u003c/li>\n\u003cli>Your solution must be your original work, or if elements are borrowed (for ex. you include a photo you did not take yourself or music), you are responsible for making sure you have permission to use the element. If anyone aside from yourself appears in a video solution you submit, you must have their permission to send in the video before you send it.\u003c/li>\n\u003cli>When you submit your solution you are giving KQED permission to share it with many others.\u003c/li>\n\u003cli>The Terms of Service were revised fairly recently. Please make sure you and your parents and teachers are familiar with the new set of terms.\u003c/li>\n\u003c/ul>\n\u003cp>Your submission will also need to comply with the rules of the social media platform you are using to share your solution—Twitter, Facebook, Instagram or YouTube.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Your solution will be seen by many people. Make sure it does not include any personal information you do not want to share and that it is respectful of others.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>If any of this sounds confusing to you, be sure to discuss it with your parents or teacher.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/\">PBS LearningMedia\u003c/a>, the digital media library for teachers and learners, provides trusted content from PBS and partners like KQED to bring quality media into learning. This short tutorial, part of a s\u003ca href=\"https://www.youtube.com/user/KQEDucation/videos\">eries on using PBS LearningMedia Productivity Tools\u003c/a>, offers suggestions on how to maximize PBS LearningMedia using storyboards. Storyboards can help to create more dynamic presentations using media, graphics and text. Here are a few ways to use storyboards.\u003c/p>\n\u003cp>http://www.youtube.com/watch?v=LW1pqQJm-ag\u003c/p>\n\u003cp>\u003ca href=\"http://www.pbslearningmedia.org/tools/storyboard/new/\">PBS LearningMedia storyboards\u003c/a> function like a Pinterest board, you can add media in PBS LearningMedia or media from your computer onto the board. A title, a background, media and clip art can also be added. Each storyboard created has a unique link that can be added to a webpage and shared with students, bookmarked, emailed or referenced to.\u003c/p>\n\u003cp>\u003cstrong>Two Suggestions for Using Storyboards\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Storyboards to Introduce Topic:\u003c/strong> Create a storyboard to share with your class that introduces a topic. Here is a \u003ca href=\"http://ca.pbslearningmedia.org/tools/storyboard/view/6bbb40df-6c08-40ea-adda-e330005f3de2/\">storyboard that introduces parts and functions of cells\u003c/a>. Students can look at various parts of a cell using this storyboard made with videos that have been favorited (saved) in PBS LearningMedia. This storyboard has a video that shows functions of a cell and highlights a specific part of a cell. Text has been added to summarize each video along with a cell diagram image.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Student Created Storyboards:\u003c/strong> Students can produce and illustrate concepts that they’ve learned on their own storyboard. Students create an account and can search in PBS LearningMedia to find media that they can use to make claims and illustrate ideas on storyboards. This can also build media literacy skills. In creating storyboards, students can be tasked with being critical consumers of the media. They can watch and choose videos that illustrate their arguments. They view and evaluate if the media does or doesn’t answer the questions that they are asked to answer in creating the storyboard. Students can include comments in response to videos on storyboard and point out gaps in the information presented. They could also describe the point of view or bias that a video might present.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Storyboards in PBS LearningMedia are one tool to create engaging learning experiences for students. Access the storyboard tool by logging into your account. \u003cstrong>Go to \u003ca href=\"http://www.kqed.org/pbslm\">kqed.org/pbslm\u003c/a> for more ideas for using \u003ca href=\"http://www.pbslearningmedia.org/tools/\">PBS LearningMedia\u003c/a> with students.\u003c/strong>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/\">PBS LearningMedia\u003c/a>, the digital media library for teachers and learners, provides trusted content from PBS and partners like KQED to bring quality media into learning. This short tutorial, part of a s\u003ca href=\"https://www.youtube.com/user/KQEDucation/videos\">eries on using PBS LearningMedia Productivity Tools\u003c/a>, offers suggestions on how to maximize PBS LearningMedia using storyboards. Storyboards can help to create more dynamic presentations using media, graphics and text. Here are a few ways to use storyboards.\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/LW1pqQJm-ag'\n title='//www.youtube.com/embed/LW1pqQJm-ag'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003ca href=\"http://www.pbslearningmedia.org/tools/storyboard/new/\">PBS LearningMedia storyboards\u003c/a> function like a Pinterest board, you can add media in PBS LearningMedia or media from your computer onto the board. A title, a background, media and clip art can also be added. Each storyboard created has a unique link that can be added to a webpage and shared with students, bookmarked, emailed or referenced to.\u003c/p>\n\u003cp>\u003cstrong>Two Suggestions for Using Storyboards\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Storyboards to Introduce Topic:\u003c/strong> Create a storyboard to share with your class that introduces a topic. Here is a \u003ca href=\"http://ca.pbslearningmedia.org/tools/storyboard/view/6bbb40df-6c08-40ea-adda-e330005f3de2/\">storyboard that introduces parts and functions of cells\u003c/a>. Students can look at various parts of a cell using this storyboard made with videos that have been favorited (saved) in PBS LearningMedia. This storyboard has a video that shows functions of a cell and highlights a specific part of a cell. Text has been added to summarize each video along with a cell diagram image.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Student Created Storyboards:\u003c/strong> Students can produce and illustrate concepts that they’ve learned on their own storyboard. Students create an account and can search in PBS LearningMedia to find media that they can use to make claims and illustrate ideas on storyboards. This can also build media literacy skills. In creating storyboards, students can be tasked with being critical consumers of the media. They can watch and choose videos that illustrate their arguments. They view and evaluate if the media does or doesn’t answer the questions that they are asked to answer in creating the storyboard. Students can include comments in response to videos on storyboard and point out gaps in the information presented. They could also describe the point of view or bias that a video might present.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Storyboards in PBS LearningMedia are one tool to create engaging learning experiences for students. Access the storyboard tool by logging into your account. \u003cstrong>Go to \u003ca href=\"http://www.kqed.org/pbslm\">kqed.org/pbslm\u003c/a> for more ideas for using \u003ca href=\"http://www.pbslearningmedia.org/tools/\">PBS LearningMedia\u003c/a> with students.\u003c/strong>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Should Schools Start Later to Improve Academic Performance?",
"headTitle": "Should Schools Start Later to Improve Academic Performance? | KQED",
"content": "\u003cp>[audio mp3=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/10/20150808_wesat_high_schoolers_and_snooze_buttons_a_public_health_crisis_.mp3\"][/audio]\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\n\u003ca href=\"http://www.npr.org/player/v2/mediaPlayer.html?action=1&t=1&islist=false&id=430354779&m=430633650\">High Schoolers and Snooze Buttons: A Public Health Crisis\u003c/a> [NPR Weekend Edition]\u003c/strong>\u003cbr>\n\u003cem>This report describes new findings from health researchers about the consequences of schools having early start times.\u003c/em>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Should the start time of schools be moved forward? In what ways could a later start benefit teenagers, but also cost them? How would an earlier start time affect students?\u003c/span>\u003cbr>\n\u003cstrong>#DoNowFirstBell\u003c/strong>\u003c/p>\n\u003ch2>\u003cstrong>How to Do Now \u003c/strong>\u003c/h2>\n\u003cp>To respond to the Do Now, you can comment below or post your response on social media platforms such as Twitter, Instagram, Tumblr, Vine, Flickr, Google +, etc. \u003cstrong>Just be sure to include @KQEDedspace and #DoNowFirstBell in your posts.\u003c/strong>\u003c/p>\n\u003cp>Go here for\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> best practices \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a> and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>Learn More About Sleep and Academic Performance\u003c/h2>\n\u003cp>In October 2014, the American Academy of Pediatrics (AAP) \u003ca href=\"http://pediatrics.aappublications.org/content/early/2014/08/19/peds.2014-1697\">issued a policy statement\u003c/a> suggesting that school districts consider starting school after 8:30am. Currently, some schools start as early as 7am. With the option of a 0 period, or an optional class before 1st period, it can be even earlier. One reason for this schedule is a consideration for parents’ work schedules, making it easy for parents to drive their kids to school. Many argue, however, that teenagers and adults do not function on the same sleep schedule. They say that students can find other ways to get to school: a small price to pay for getting enough sleep.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The proposal to push back when first period begins comes from concerns that starting school too early negatively affects teenagers. Studies have shown that middle and high school students with adequate amounts of sleep, 8-10 hours, have better test scores. This subject has been debated heavily since schools began starting earlier and earlier.\u003c/p>\n\u003cp>The AAP study found that most teenagers need sufficient sleep to cope with busy lives filled with school, sports, and extracurricular activities. According to this research, the ideal amount of sleep for the average teenager falls between 8.5 and 9.5 hours a night, and teenagers who receive adequate sleep benefit from better physical and mental health, safety, and academic performance. It also revealed that puberty causes a “phase delay” in teenagers, which shifts the time that teenagers fall asleep back by two hours. Because of this, the average teenager is expected to fall asleep after 11pm and wake up around 8am.\u003c/p>\n\u003cp>When students do not get enough hours of sleep due to the phase delay and waking up early, it can have a long term impact on students’ health. A \u003ca href=\"http://pediatrics.aappublications.org/content/early/2014/08/19/peds.2014-1697.full.pdf+html\">National Sleep Foundation poll\u003c/a> reported that 28 percent of teenagers have fallen asleep in class at least once due to lack of sleep. Negative effects of sleep loss include impairments in mood, attention, memory, behavior and executive function. In addition, a lack of sleep may lead to an increase in caffeine use to counter the effects of drowsiness. Finally, this study found that sleep-deprived teens are at a higher risk of car accidents.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/10/sleeping-student-2-639x360.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-54670\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/10/sleeping-student-2-639x360.jpg\" alt=\"sleeping-student-2-639x360\" width=\"639\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2015/10/sleeping-student-2-639x360.jpg 639w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/10/sleeping-student-2-639x360-400x225.jpg 400w\" sizes=\"(max-width: 639px) 100vw, 639px\">\u003c/a>Many researchers agree that starting the school day later might be beneficial to young people. \u003ca href=\"http://www.mrsgonzalez.com/Shop%20Week%20February%2013%20-%20Three%20Reading%20Selections.pdf\">Lawrence Epstein\u003c/a>, a medical director of Sleep Health Centers in Brighton, Massachusetts and an instructor of medicine at Harvard Medical School, believes that “adequate sleep is essential to feeling awake and alert, maintaining good health, and working at peak performance.” Starting later can allow youth to get the necessary amount of sleep, which is due to the natural late-to-bed and late-to-rise biology of teenagers. According to the American Academy of Sleep Medicine, “Students with symptoms of sleep disorders are more likely to receive poor grades in classes such as math, reading and writing than peers without symptoms of sleep disorders.” Getting enough sleep might lead to a decreased risk of car accidents, less depression and obesity, the prevention of illnesses like colds and flus that adversely affect academic performance, and generally improved mental ability. Although students can get more sleep by simply going to bed earlier, many need this time to finish homework. With a later school start time, students can have both: adequate time to prepare for the next day and a sufficient amount of sleep.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/10/6098747006_b079f6ef6d_z.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-54671\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/10/6098747006_b079f6ef6d_z.jpg\" alt=\"Photo by woodleywonderworks @flickr\" width=\"640\" height=\"426\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2015/10/6098747006_b079f6ef6d_z.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/10/6098747006_b079f6ef6d_z-400x266.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a> Photo by woodleywonderworks @flickr\u003c/p>\n\u003cp>On the other hand, there are some disadvantages to a later school day. Schools starting later would require schools to also end later. This would cut into extracurricular activities and sports that are an important part of many teens’ lives. Balancing practices and games with homework might become a lot harder to juggle. Many teens also have to work after school to support their families, which would become very difficult with the later school times. In addition, many teenagers might go to sleep later at night if they don’t have to get up as early, which would negate the value of the later school start time. Some argue that early school start times are beneficial because they prepare young people to get up early, like they will have to do in the work force. Another argument against a later school time states that it is an inconvenience for families since many parents take kids to school on their way to work. According to NPR’s program \u003ca href=\"http://www.wnyc.org/story/284604-why-so-few-walk-or-bike-to-school/\">All Things Considered\u003c/a>, almost 50 percent of Americans kids walked or biked to school in 1969 but today the figure is only 13 percent. This data would imply that more parents might need school start times to align with their work schedules in order to transport their children to and from school.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>[ARTICLE] \u003ca href=\"http://www.independent.co.uk/news/education/education-news/older-children-to-start-school-later-to-find-out-if-it-suits-their-biological-clocks-10491931.html\">Older Children to Start School Later to Find Out If It Suits Their Biological Clocks\u003c/a> \u003c/strong>\u003cbr>\nThe circadian rhythm determines a person’s sleep patterns every 24 hours and it seems that a person’s circadian rhythm varies on their age, therefore school starting earlier interferes with older students’ sleeping pattern.\u003c/p>\n\u003cp>\u003cstrong>[ARTICLE] \u003ca href=\"http://www.theatlantic.com/education/archive/2015/08/why-school-should-start-later/401489/\">Why School Should Start Later in the Morning\u003c/a>\u003c/strong>\u003cbr>\nSleep deprivation caused by early starts at school is a factor of obesity, depression, and a lower quality of life.\u003c/p>\n\u003cp>\u003cstrong>[ARTICLE] \u003ca href=\"http://ww2.kqed.org/mindshift/2015/04/19/how-much-sleep-is-just-right-for-cognitive-function/\">How Much Sleep is Just Right for Cognitive Function\u003c/a> \u003c/strong>\u003cbr>\nAsapSCIENCE shows how our brains function after sleeping a night of 4 hours, 6 hours and 8 hours.\u003c/p>\n\u003cp>\u003cstrong>[VIDEO] \u003ca href=\"http://www.huffingtonpost.com/2015/02/08/sleepless-in-america-school-start-time_n_6633424.html\">The Science-Backed Reason Schools Should Start Later\u003c/a>\u003c/strong>\u003cbr>\nThis video talks about the consequences of sleep deprivation for adolescents and gives statistics on start times for schools.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Next\u003c/strong>\u003c/h2>\n\u003cp>\u003cem>Do Next takes the online conversation to the next level: these are suggestions for ways to go out into your community and investigate how the topic featured in this Do Now impacts people’s lives. Use digital storytelling tools and social media to share your story and take action. Make sure to tag your creations with \u003cstrong>#DoNowFirstBell\u003c/strong>.\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Create an infographic: \u003c/strong>Illustrate the research and your own stance on the issue. Use a free online tool like \u003ca href=\"http://www.easel.ly/\">easel.ly\u003c/a> to visualize your data and support your position. Share on social media.\u003c/li>\n\u003cli>\u003cstrong>Interview other students: \u003c/strong>Ask them how they feel about starting school later in the morning. Use \u003ca href=\"http://ww2.kqed.org/education/2014/07/23/make-short-social-video-loops-with-vine/\">Vine \u003c/a>or Instagram’s video to create a series of short “man-on-the-street” statements that capture students’ opinions on the issue. Share on social media.\u003c/li>\n\u003cli>\u003cstrong>Create a slideshow:\u003c/strong> Illustrate both the pros and the cons of starting school later in the morning. Use a free tool like\u003ca href=\"https://animoto.com\"> animoto\u003c/a> to pair your images with audio narration and share on social media.\u003c/li>\n\u003cli>\u003cstrong>Make a mini-podcast:\u003c/strong> Express and defend your opinion on this issue and upload to an audio sharing site like \u003ca href=\"http://ww2.kqed.org/education/2015/09/21/soundcloud-and-mobile-sound-recording/\">Soundcloud\u003c/a> and share your creation on social media.\u003c/li>\n\u003c/ul>\n\u003chr>\n\u003cp>\u003cem>KQED Education partners with phenomenal organizations to bring you the Science Do Now activities. The Science Do Now is posted every two weeks on Tuesday. This post was written by the following youth from the Science News Team within the California Academy of Sciences’ TechTeens program: \u003c/em>\u003c/p>\n\u003cp>\u003cem>Alex, Alvin, Avi, Darrah, Mathew, Maggie, Ori, and Sophie \u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem> The TechTeens are youth leaders who use digital media to develop and communicate science stories for the public.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\n\u003ca href=\"http://www.npr.org/player/v2/mediaPlayer.html?action=1&t=1&islist=false&id=430354779&m=430633650\">High Schoolers and Snooze Buttons: A Public Health Crisis\u003c/a> [NPR Weekend Edition]\u003c/strong>\u003cbr>\n\u003cem>This report describes new findings from health researchers about the consequences of schools having early start times.\u003c/em>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Should the start time of schools be moved forward? In what ways could a later start benefit teenagers, but also cost them? How would an earlier start time affect students?\u003c/span>\u003cbr>\n\u003cstrong>#DoNowFirstBell\u003c/strong>\u003c/p>\n\u003ch2>\u003cstrong>How to Do Now \u003c/strong>\u003c/h2>\n\u003cp>To respond to the Do Now, you can comment below or post your response on social media platforms such as Twitter, Instagram, Tumblr, Vine, Flickr, Google +, etc. \u003cstrong>Just be sure to include @KQEDedspace and #DoNowFirstBell in your posts.\u003c/strong>\u003c/p>\n\u003cp>Go here for\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> best practices \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a> and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>Learn More About Sleep and Academic Performance\u003c/h2>\n\u003cp>In October 2014, the American Academy of Pediatrics (AAP) \u003ca href=\"http://pediatrics.aappublications.org/content/early/2014/08/19/peds.2014-1697\">issued a policy statement\u003c/a> suggesting that school districts consider starting school after 8:30am. Currently, some schools start as early as 7am. With the option of a 0 period, or an optional class before 1st period, it can be even earlier. One reason for this schedule is a consideration for parents’ work schedules, making it easy for parents to drive their kids to school. Many argue, however, that teenagers and adults do not function on the same sleep schedule. They say that students can find other ways to get to school: a small price to pay for getting enough sleep.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The proposal to push back when first period begins comes from concerns that starting school too early negatively affects teenagers. Studies have shown that middle and high school students with adequate amounts of sleep, 8-10 hours, have better test scores. This subject has been debated heavily since schools began starting earlier and earlier.\u003c/p>\n\u003cp>The AAP study found that most teenagers need sufficient sleep to cope with busy lives filled with school, sports, and extracurricular activities. According to this research, the ideal amount of sleep for the average teenager falls between 8.5 and 9.5 hours a night, and teenagers who receive adequate sleep benefit from better physical and mental health, safety, and academic performance. It also revealed that puberty causes a “phase delay” in teenagers, which shifts the time that teenagers fall asleep back by two hours. Because of this, the average teenager is expected to fall asleep after 11pm and wake up around 8am.\u003c/p>\n\u003cp>When students do not get enough hours of sleep due to the phase delay and waking up early, it can have a long term impact on students’ health. A \u003ca href=\"http://pediatrics.aappublications.org/content/early/2014/08/19/peds.2014-1697.full.pdf+html\">National Sleep Foundation poll\u003c/a> reported that 28 percent of teenagers have fallen asleep in class at least once due to lack of sleep. Negative effects of sleep loss include impairments in mood, attention, memory, behavior and executive function. In addition, a lack of sleep may lead to an increase in caffeine use to counter the effects of drowsiness. Finally, this study found that sleep-deprived teens are at a higher risk of car accidents.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/10/sleeping-student-2-639x360.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-54670\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/10/sleeping-student-2-639x360.jpg\" alt=\"sleeping-student-2-639x360\" width=\"639\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2015/10/sleeping-student-2-639x360.jpg 639w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/10/sleeping-student-2-639x360-400x225.jpg 400w\" sizes=\"(max-width: 639px) 100vw, 639px\">\u003c/a>Many researchers agree that starting the school day later might be beneficial to young people. \u003ca href=\"http://www.mrsgonzalez.com/Shop%20Week%20February%2013%20-%20Three%20Reading%20Selections.pdf\">Lawrence Epstein\u003c/a>, a medical director of Sleep Health Centers in Brighton, Massachusetts and an instructor of medicine at Harvard Medical School, believes that “adequate sleep is essential to feeling awake and alert, maintaining good health, and working at peak performance.” Starting later can allow youth to get the necessary amount of sleep, which is due to the natural late-to-bed and late-to-rise biology of teenagers. According to the American Academy of Sleep Medicine, “Students with symptoms of sleep disorders are more likely to receive poor grades in classes such as math, reading and writing than peers without symptoms of sleep disorders.” Getting enough sleep might lead to a decreased risk of car accidents, less depression and obesity, the prevention of illnesses like colds and flus that adversely affect academic performance, and generally improved mental ability. Although students can get more sleep by simply going to bed earlier, many need this time to finish homework. With a later school start time, students can have both: adequate time to prepare for the next day and a sufficient amount of sleep.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/10/6098747006_b079f6ef6d_z.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-54671\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/10/6098747006_b079f6ef6d_z.jpg\" alt=\"Photo by woodleywonderworks @flickr\" width=\"640\" height=\"426\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2015/10/6098747006_b079f6ef6d_z.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/10/6098747006_b079f6ef6d_z-400x266.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a> Photo by woodleywonderworks @flickr\u003c/p>\n\u003cp>On the other hand, there are some disadvantages to a later school day. Schools starting later would require schools to also end later. This would cut into extracurricular activities and sports that are an important part of many teens’ lives. Balancing practices and games with homework might become a lot harder to juggle. Many teens also have to work after school to support their families, which would become very difficult with the later school times. In addition, many teenagers might go to sleep later at night if they don’t have to get up as early, which would negate the value of the later school start time. Some argue that early school start times are beneficial because they prepare young people to get up early, like they will have to do in the work force. Another argument against a later school time states that it is an inconvenience for families since many parents take kids to school on their way to work. According to NPR’s program \u003ca href=\"http://www.wnyc.org/story/284604-why-so-few-walk-or-bike-to-school/\">All Things Considered\u003c/a>, almost 50 percent of Americans kids walked or biked to school in 1969 but today the figure is only 13 percent. This data would imply that more parents might need school start times to align with their work schedules in order to transport their children to and from school.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>[ARTICLE] \u003ca href=\"http://www.independent.co.uk/news/education/education-news/older-children-to-start-school-later-to-find-out-if-it-suits-their-biological-clocks-10491931.html\">Older Children to Start School Later to Find Out If It Suits Their Biological Clocks\u003c/a> \u003c/strong>\u003cbr>\nThe circadian rhythm determines a person’s sleep patterns every 24 hours and it seems that a person’s circadian rhythm varies on their age, therefore school starting earlier interferes with older students’ sleeping pattern.\u003c/p>\n\u003cp>\u003cstrong>[ARTICLE] \u003ca href=\"http://www.theatlantic.com/education/archive/2015/08/why-school-should-start-later/401489/\">Why School Should Start Later in the Morning\u003c/a>\u003c/strong>\u003cbr>\nSleep deprivation caused by early starts at school is a factor of obesity, depression, and a lower quality of life.\u003c/p>\n\u003cp>\u003cstrong>[ARTICLE] \u003ca href=\"http://ww2.kqed.org/mindshift/2015/04/19/how-much-sleep-is-just-right-for-cognitive-function/\">How Much Sleep is Just Right for Cognitive Function\u003c/a> \u003c/strong>\u003cbr>\nAsapSCIENCE shows how our brains function after sleeping a night of 4 hours, 6 hours and 8 hours.\u003c/p>\n\u003cp>\u003cstrong>[VIDEO] \u003ca href=\"http://www.huffingtonpost.com/2015/02/08/sleepless-in-america-school-start-time_n_6633424.html\">The Science-Backed Reason Schools Should Start Later\u003c/a>\u003c/strong>\u003cbr>\nThis video talks about the consequences of sleep deprivation for adolescents and gives statistics on start times for schools.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Next\u003c/strong>\u003c/h2>\n\u003cp>\u003cem>Do Next takes the online conversation to the next level: these are suggestions for ways to go out into your community and investigate how the topic featured in this Do Now impacts people’s lives. Use digital storytelling tools and social media to share your story and take action. Make sure to tag your creations with \u003cstrong>#DoNowFirstBell\u003c/strong>.\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Create an infographic: \u003c/strong>Illustrate the research and your own stance on the issue. Use a free online tool like \u003ca href=\"http://www.easel.ly/\">easel.ly\u003c/a> to visualize your data and support your position. Share on social media.\u003c/li>\n\u003cli>\u003cstrong>Interview other students: \u003c/strong>Ask them how they feel about starting school later in the morning. Use \u003ca href=\"http://ww2.kqed.org/education/2014/07/23/make-short-social-video-loops-with-vine/\">Vine \u003c/a>or Instagram’s video to create a series of short “man-on-the-street” statements that capture students’ opinions on the issue. Share on social media.\u003c/li>\n\u003cli>\u003cstrong>Create a slideshow:\u003c/strong> Illustrate both the pros and the cons of starting school later in the morning. Use a free tool like\u003ca href=\"https://animoto.com\"> animoto\u003c/a> to pair your images with audio narration and share on social media.\u003c/li>\n\u003cli>\u003cstrong>Make a mini-podcast:\u003c/strong> Express and defend your opinion on this issue and upload to an audio sharing site like \u003ca href=\"http://ww2.kqed.org/education/2015/09/21/soundcloud-and-mobile-sound-recording/\">Soundcloud\u003c/a> and share your creation on social media.\u003c/li>\n\u003c/ul>\n\u003chr>\n\u003cp>\u003cem>KQED Education partners with phenomenal organizations to bring you the Science Do Now activities. The Science Do Now is posted every two weeks on Tuesday. This post was written by the following youth from the Science News Team within the California Academy of Sciences’ TechTeens program: \u003c/em>\u003c/p>\n\u003cp>\u003cem>Alex, Alvin, Avi, Darrah, Mathew, Maggie, Ori, and Sophie \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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}
},
"baycurious": {
"id": "baycurious",
"title": "Bay Curious",
"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
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"order": 3
},
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},
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"info": "The day's top stories from BBC News compiled twice daily in the week, once at weekends.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
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"meta": {
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},
"link": "/radio/program/bbc-world-service",
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"apple": "https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2",
"tuneIn": "https://tunein.com/radio/BBC-World-Service-p455581/",
"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareport",
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"source": "kqed",
"order": 8
},
"link": "/californiareport",
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"amazon": "https://music.amazon.com/podcasts/26099305-72af-4542-9dde-ac1807fe36d5/kqed-s-the-california-report",
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}
},
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"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
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"id": "city-arts",
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"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
"link": "/podcasts/closealltabs",
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"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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},
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"id": "freakonomics-radio",
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"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
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"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
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"id": "fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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}
},
"morning-edition": {
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