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"content": "\u003cp>Want to hear your voice on KQED? Record a short message sharing your name, the subject you teach and how KQED Education and \u003ca href=\"http://ca.pbslearningmedia.org/\">\u003cstrong>PBS LearningMedia\u003c/strong>\u003c/a> resources like \u003ca href=\"http://kqed.org/artschool\">\u003cstrong>Art School\u003c/strong>\u003c/a>, \u003ca href=\"http://kqed.org/lowdown\">\u003cstrong>The Lowdown\u003c/strong>\u003c/a>, \u003ca href=\"http://kqed.org/donow\">\u003cstrong>Do Now\u003c/strong>\u003c/a>, \u003ca href=\"http://kqed.org/quest\">\u003cstrong>QUEST\u003c/strong>\u003c/a> and/or our \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">\u003cstrong>Digital Tools\u003c/strong>\u003c/a> collection have impacted your teaching and learning. Your voice could be featured on air during KQED pledge!\u003c/p>\n\u003cp>Check out the messages below from local teachers Kaki McLaughlin and Amanda Levin then dial \u003cstrong>415-553-2140 \u003c/strong>and share your appreciation!\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[playlist type=\"video\" ids=\"17948,17949\"]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Follow \u003ca href=\"http://twitter.com/kqededspace\" target=\"_blank\" rel=\"noopener\">@KQEDEdspace\u003c/a> on Twitter and use the hashtag #KQEDLovesTeachers to share this conversation with friends.\u003c/p>\n\n",
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"content": "\u003ch3>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDEdspace\u003c/em> and end it with \u003cem>#DoNowObject\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/about-using-twitter/\">here\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>Select an everyday object or material as your personal symbol. What object or material did you choose, and what might it signify about you?\u003c/p>\n\u003ch2>\u003cstrong>Introduction\u003c/strong>\u003c/h2>\n\u003cp>Where do artists find their inspiration? You might be surprised to learn that for many artists, inspiration often comes from ordinary, everyday objects, experiences, and materials.\u003c/p>\n\u003cp>In addition to traditional art materials like paint, ink, or clay, some artists create their works using commonplace materials. In the video below, artist Gu Wenda describes an installation he created for SFMOMA in 2013 using a very nontraditional material: human hair. Wenda believes hair symbolizes all of humanity, particularly in a multicultural society.\u003c/p>\n\u003cp>What ordinary or everyday material or object best represents you? Try to think of something that might not be obvious at first. For example, a magnifying glass might show that you like to examine the world carefully and understand how and why something happens. Feathers, on the other hand, might say that you are light and carefree, or perhaps independent. A balloon could show that you are playful or joyous. Perhaps there’s a specific object that has personal significance for you, such as a gift from a loved one or a treasured item you found on a walk.\u003c/p>\n\u003ch2>\u003cstrong>Resource\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"http://www.sfmoma.org/explore/multimedia/videos/560\">Gu Wenda on United Nations — Babel of the Millennium\u003c/a> (SFMOMA)\u003c/strong>\u003cbr>\nArtist Gu Wenda reflects on united nations—babel of the millennium, the site-specific installation he created for SFMOMA, and explains how his art unifies races and unites people.\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDedspace\u003c/em> and end it with \u003cem>#DoNowObject\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/about-using-twitter/\">here\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>We encourage students to reply to other people’s tweets to foster more of a conversation. Also, if students tweet their personal opinions, ask them to support their ideas with links to interesting/credible articles online (adding a nice research component) or retweet other people’s ideas that they agree/disagree/find amusing. We also value student-produced media linked to their tweets. You can visit our \u003ca href=\"http://ww2.kqed.org/education/category/tools/video-tutorials/\">video tutorials\u003c/a> that showcase how to use several web-based production tools. Of course, do as you can… and any contribution is most welcomed.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"http://www.sfmoma.org/explore/multimedia/videos/559\">Gu Wenda Describes His Artistic Process\u003c/a> (SFMOMA)\u003c/strong>\u003cbr>\nIn the following video, Wenda describes another everyday material used in his installation: Elmer’s glue, the kind we might be most familiar with from elementary school classrooms\u003c/p>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"http://ww2.kqed.org/artschool/2015/03/10/mining-the-internet-with-jenny-odell/\">Mining the Internet with Jenny Odell\u003c/a> (KQED Art School)\u003c/strong>\u003cbr>\nJenny Odell uses images sourced from the internet to create projects that consider identity through objects, including her “Garbage Selfie” project.\u003c/p>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"http://www.sfmoma.org/explore/multimedia/videos/425\">Rosana Castrillo Díaz on Finding Meaning in the Everyday\u003c/a> (SFMOMA)\u003c/strong>\u003cbr>\nArtist Rosana Castrillo Díaz explains how discovering special moments in daily life can inspire us.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>LESSON: \u003ca href=\"http://www.sfmoma.org/explore/educators/teacher_resources/openstudio_lesson_stockholder\">Jessica Stockholder: Where Does Art Come From?\u003c/a> (SFMOMA)\u003c/strong>\u003cbr>\nJessica Stockholder’s Open Studio asks students to create combinations of 20 or more ordinary objects.\u003c/p>\n\u003chr>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch3>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDEdspace\u003c/em> and end it with \u003cem>#DoNowObject\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/about-using-twitter/\">here\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>Select an everyday object or material as your personal symbol. What object or material did you choose, and what might it signify about you?\u003c/p>\n\u003ch2>\u003cstrong>Introduction\u003c/strong>\u003c/h2>\n\u003cp>Where do artists find their inspiration? You might be surprised to learn that for many artists, inspiration often comes from ordinary, everyday objects, experiences, and materials.\u003c/p>\n\u003cp>In addition to traditional art materials like paint, ink, or clay, some artists create their works using commonplace materials. In the video below, artist Gu Wenda describes an installation he created for SFMOMA in 2013 using a very nontraditional material: human hair. Wenda believes hair symbolizes all of humanity, particularly in a multicultural society.\u003c/p>\n\u003cp>What ordinary or everyday material or object best represents you? Try to think of something that might not be obvious at first. For example, a magnifying glass might show that you like to examine the world carefully and understand how and why something happens. Feathers, on the other hand, might say that you are light and carefree, or perhaps independent. A balloon could show that you are playful or joyous. Perhaps there’s a specific object that has personal significance for you, such as a gift from a loved one or a treasured item you found on a walk.\u003c/p>\n\u003ch2>\u003cstrong>Resource\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"http://www.sfmoma.org/explore/multimedia/videos/560\">Gu Wenda on United Nations — Babel of the Millennium\u003c/a> (SFMOMA)\u003c/strong>\u003cbr>\nArtist Gu Wenda reflects on united nations—babel of the millennium, the site-specific installation he created for SFMOMA, and explains how his art unifies races and unites people.\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDedspace\u003c/em> and end it with \u003cem>#DoNowObject\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/about-using-twitter/\">here\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>We encourage students to reply to other people’s tweets to foster more of a conversation. Also, if students tweet their personal opinions, ask them to support their ideas with links to interesting/credible articles online (adding a nice research component) or retweet other people’s ideas that they agree/disagree/find amusing. We also value student-produced media linked to their tweets. You can visit our \u003ca href=\"http://ww2.kqed.org/education/category/tools/video-tutorials/\">video tutorials\u003c/a> that showcase how to use several web-based production tools. Of course, do as you can… and any contribution is most welcomed.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"http://www.sfmoma.org/explore/multimedia/videos/559\">Gu Wenda Describes His Artistic Process\u003c/a> (SFMOMA)\u003c/strong>\u003cbr>\nIn the following video, Wenda describes another everyday material used in his installation: Elmer’s glue, the kind we might be most familiar with from elementary school classrooms\u003c/p>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"http://ww2.kqed.org/artschool/2015/03/10/mining-the-internet-with-jenny-odell/\">Mining the Internet with Jenny Odell\u003c/a> (KQED Art School)\u003c/strong>\u003cbr>\nJenny Odell uses images sourced from the internet to create projects that consider identity through objects, including her “Garbage Selfie” project.\u003c/p>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"http://www.sfmoma.org/explore/multimedia/videos/425\">Rosana Castrillo Díaz on Finding Meaning in the Everyday\u003c/a> (SFMOMA)\u003c/strong>\u003cbr>\nArtist Rosana Castrillo Díaz explains how discovering special moments in daily life can inspire us.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>LESSON: \u003ca href=\"http://www.sfmoma.org/explore/educators/teacher_resources/openstudio_lesson_stockholder\">Jessica Stockholder: Where Does Art Come From?\u003c/a> (SFMOMA)\u003c/strong>\u003cbr>\nJessica Stockholder’s Open Studio asks students to create combinations of 20 or more ordinary objects.\u003c/p>\n\u003chr>\n\n\u003c/div>\u003c/p>",
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"title": "Are Teens Today More Narcissistic Than Previous Generations?",
"headTitle": "Are Teens Today More Narcissistic Than Previous Generations? | KQED",
"content": "\u003ch3>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDEdspace\u003c/em> and end it with \u003cem>#DoNowMe\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">here\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>Do you think teens today are more narcissistic than previous generations? What is the difference between narcissism and believing in yourself? Given the expectations that come along with social media, is what people used to think of as narcissism just a necessary part of everyday life for today’s teens?\u003c/p>\n\u003ch2>\u003cstrong>Introduction\u003c/strong>\u003c/h2>\n\u003cp>Tell me if you’ve heard this one before: taking selfies and being told you’re “special” has spoiled your poor, young adult brain. There’s a lot of \u003ca href=\"http://www.urbandictionary.com/define.php?term=throw+shade\">media shade being thrown\u003c/a> at millennials — those born between the 1980s and early 2000s — saying things like today’s young people are entitled and hard to manage, that \u003ca href=\"http://time.com/247/millennials-the-me-me-me-generation/\">we’re obsessed\u003c/a> with gadgets and appearances, and that our job skills aren’t up to par with our egos. And while it’s tempting to dismiss the accusations as generational jealousy, recent research seems to indicate there may be some truth to this kind of talk.\u003c/p>\n\u003cp>“Millennials are more narcissistic than boomers and gen Xers were at the same age,” said Jean Twenge, a professor of psychology at San Diego State University and the author of several books on narcissism — a personality type characterized by selfishness, an overblown view of one’s own talents, and a craving for admiration.\u003c/p>\n\u003cp>Twenge told Youth Radio that according to her research, millennials tend to be “tolerant, confident, open-minded, and ambitious but also disengaged, narcissistic, distrustful, and anxious.” In a study of college freshmen published in 2014, Twenge found that millennials were more likely to score themselves as “above average” and have positive self-views compared to previous generations. Millennials also scored higher on a test known as the Narcissism Personality Inventory, which measures factors like vanity, superiority, and self-sufficiency.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Assuming for now that teens today might be more narcissistic than they were in the past (which, by the way, \u003ca href=\"http://www.nytimes.com/2013/08/06/science/seeing-narcissists-everywhere.html?pagewanted=all\">not everyone does\u003c/a>), some psychologists say narcissism can be a coping mechanism that actually benefits millennials.\u003c/p>\n\u003cp>“I think of narcissism as an adaptive thing that teenagers use to work on self-image and identity,” University of Notre Dame psychologist Daniel Lapsley told Youth Radio. Given the issues today’s teens have to deal with — fierce competition for college, a tough job market, and, thanks to the Internet, less privacy than any previous generation — he says that teens may need a slightly inflated sense of self in order to successfully overcome the challenges they’ll face.\u003c/p>\n\u003cp>“A certain sense of invulnerability is a good thing,” he said. “There’s going to be occasions in your life where you have to engage in behavior where it’s not certain. Asking someone for a date or applying to college. If it goes the wrong way your self-esteem is at risk.”\u003c/p>\n\u003ch2>\u003cstrong>Resource\u003c/strong>\u003c/h2>\n\u003cp>[soundcloud url=”https://api.soundcloud.com/tracks/189842804″]\u003c/p>\n\u003cp>\u003cstrong>AUDIO: \u003ca href=\"http://www.kqed.org/a/perspectives/R201412040735\">Are Teenagers Today More Narcissistic? \u003c/a> (Youth Radio Podcast)\u003c/strong>\u003cbr>\nAre teens today more narcissistic than ever before? Some psychologists are pointing to a personality test called the Narcissism Personality Inventory, which seems to indicate that millennials have a historically high sense of self-obsession. But not everyone thinks the test is a great tool to use on teens, who may need an inflated sense of self to protect themselves against the natural pitfalls of puberty. In this week’s podcast, Youth Radio’s teen reporters turn the lens on themselves as they investigate their own narcissism scores, and interview an expert on what this trend might mean for the success of the next generation.\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDedspace\u003c/em> and end it with \u003cem>#DoNowMe\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">here\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>We encourage students to reply to other people’s tweets to foster more of a conversation. Also, if students tweet their personal opinions, ask them to support their ideas with links to interesting/credible articles online (adding a nice research component) or retweet other people’s ideas that they agree/disagree/find amusing. We also value student-produced media linked to their tweets. You can visit our \u003ca href=\"http://ww2.kqed.org/education/category/tools/video-tutorials/\">video tutorials\u003c/a> that showcase how to use several web-based production tools. Of course, do as you can… and any contribution is most welcomed.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>For inspiration, here is a \u003ca href=\"http://ww2.kqed.org/education/2015/03/06/students-respond-to-the-reported-rise-in-narcissism-today/\">link \u003c/a>to the conversation that \u003cem>#DoNowMe\u003c/em> inspired when it was originally published in February 2015.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://www.nytimes.com/2013/08/06/science/seeing-narcissists-everywhere.html?pagewanted=all&_r=0\">Seeing Narcissists Everywhere\u003c/a> (New York Times)\u003c/strong>\u003cbr>\nThis New York Times article explores Dr. Jean M. Twenge’s study of cross-generational narcissism. Using data from the Narcissistic Personality Inventory (NPI), Dr. Twenge concludes that rates of narcissism found by the NPI have risen over time, notably amongst the Millennial generation. Dr. Twenge’s analysis garners criticism from other psychologists, who argue that the NPI test is inherently flawed, and even that Dr. Twenge may be misinterpreting this data. Whereas the NPI may show a rise in characteristics that Dr. Twenge attributes in narcissism, critics claim the test more so reveals findings of qualities such as confidence and self-worth, which cannot always be directly tied to narcissism.\u003c/p>\n\u003cp>\u003cstrong>AUDIO: \u003ca href=\"http://www.npr.org/blogs/alltechconsidered/2014/10/13/338295367/how-millennials-are-reshaping-charity-and-online-giving\">How Millennials Are Reshaping Charity And Online Giving\u003c/a> (NPR)\u003c/strong>\u003cbr>\nThis feature from NPR’s All Tech Considered looks at a counterargument to the idea of growing narcissism in the Millennial era – that Millennials are spending and giving more of their money for social good. Looking at giving patterns, the story claims that Millennials feel more of an obligation to give money to charitable causes, and also care more about investing in causes where the impact of their giving can be directly seen.\u003c/p>\n\u003cp>\u003cstrong>TEST: \u003ca href=\"http://personality-testing.info/tests/NPI.php\">Narcissistic Personality Inventory\u003c/a> (Personality Tests)\u003c/strong>\u003cbr>\nThe Narcissistic Personality Inventory (NPI) is a test designed in 1979 that rates levels of narcissism by asking participants to select what best reflects themselves from a series of paired statements. NPI data has been evaluated over the years by various field experts, including the aforementioned study from Dr. Jean M. Twenge.\u003c/p>\n\u003chr>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem> This KQED Do Now segment was produced in collaboration with Youth Radio, the Peabody Award-winning youth-driven production company headquartered in Oakland, California. This post was written by Teresa Chin at Youth Radio, and was originally published on February, 6, 2015.\u003c/em>\u003c/p>\n\u003chr>\n\n",
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"excerpt": "“Millennials are more narcissistic than boomers and gen Xers were at the same age,” said Jean Twenge, a professor of psychology at San Diego State University and the author of several books on narcissism. Do you think teens today are more narcissistic than previous generations? ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch3>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDEdspace\u003c/em> and end it with \u003cem>#DoNowMe\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">here\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>Do you think teens today are more narcissistic than previous generations? What is the difference between narcissism and believing in yourself? Given the expectations that come along with social media, is what people used to think of as narcissism just a necessary part of everyday life for today’s teens?\u003c/p>\n\u003ch2>\u003cstrong>Introduction\u003c/strong>\u003c/h2>\n\u003cp>Tell me if you’ve heard this one before: taking selfies and being told you’re “special” has spoiled your poor, young adult brain. There’s a lot of \u003ca href=\"http://www.urbandictionary.com/define.php?term=throw+shade\">media shade being thrown\u003c/a> at millennials — those born between the 1980s and early 2000s — saying things like today’s young people are entitled and hard to manage, that \u003ca href=\"http://time.com/247/millennials-the-me-me-me-generation/\">we’re obsessed\u003c/a> with gadgets and appearances, and that our job skills aren’t up to par with our egos. And while it’s tempting to dismiss the accusations as generational jealousy, recent research seems to indicate there may be some truth to this kind of talk.\u003c/p>\n\u003cp>“Millennials are more narcissistic than boomers and gen Xers were at the same age,” said Jean Twenge, a professor of psychology at San Diego State University and the author of several books on narcissism — a personality type characterized by selfishness, an overblown view of one’s own talents, and a craving for admiration.\u003c/p>\n\u003cp>Twenge told Youth Radio that according to her research, millennials tend to be “tolerant, confident, open-minded, and ambitious but also disengaged, narcissistic, distrustful, and anxious.” In a study of college freshmen published in 2014, Twenge found that millennials were more likely to score themselves as “above average” and have positive self-views compared to previous generations. Millennials also scored higher on a test known as the Narcissism Personality Inventory, which measures factors like vanity, superiority, and self-sufficiency.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Assuming for now that teens today might be more narcissistic than they were in the past (which, by the way, \u003ca href=\"http://www.nytimes.com/2013/08/06/science/seeing-narcissists-everywhere.html?pagewanted=all\">not everyone does\u003c/a>), some psychologists say narcissism can be a coping mechanism that actually benefits millennials.\u003c/p>\n\u003cp>“I think of narcissism as an adaptive thing that teenagers use to work on self-image and identity,” University of Notre Dame psychologist Daniel Lapsley told Youth Radio. Given the issues today’s teens have to deal with — fierce competition for college, a tough job market, and, thanks to the Internet, less privacy than any previous generation — he says that teens may need a slightly inflated sense of self in order to successfully overcome the challenges they’ll face.\u003c/p>\n\u003cp>“A certain sense of invulnerability is a good thing,” he said. “There’s going to be occasions in your life where you have to engage in behavior where it’s not certain. Asking someone for a date or applying to college. If it goes the wrong way your self-esteem is at risk.”\u003c/p>\n\u003ch2>\u003cstrong>Resource\u003c/strong>\u003c/h2>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='undefined' height='undefined'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=”https://api.soundcloud.com/tracks/189842804″&visual=true&undefined'\n title='”https://api.soundcloud.com/tracks/189842804″'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>AUDIO: \u003ca href=\"http://www.kqed.org/a/perspectives/R201412040735\">Are Teenagers Today More Narcissistic? \u003c/a> (Youth Radio Podcast)\u003c/strong>\u003cbr>\nAre teens today more narcissistic than ever before? Some psychologists are pointing to a personality test called the Narcissism Personality Inventory, which seems to indicate that millennials have a historically high sense of self-obsession. But not everyone thinks the test is a great tool to use on teens, who may need an inflated sense of self to protect themselves against the natural pitfalls of puberty. In this week’s podcast, Youth Radio’s teen reporters turn the lens on themselves as they investigate their own narcissism scores, and interview an expert on what this trend might mean for the success of the next generation.\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDedspace\u003c/em> and end it with \u003cem>#DoNowMe\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">here\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>We encourage students to reply to other people’s tweets to foster more of a conversation. Also, if students tweet their personal opinions, ask them to support their ideas with links to interesting/credible articles online (adding a nice research component) or retweet other people’s ideas that they agree/disagree/find amusing. We also value student-produced media linked to their tweets. You can visit our \u003ca href=\"http://ww2.kqed.org/education/category/tools/video-tutorials/\">video tutorials\u003c/a> that showcase how to use several web-based production tools. Of course, do as you can… and any contribution is most welcomed.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>For inspiration, here is a \u003ca href=\"http://ww2.kqed.org/education/2015/03/06/students-respond-to-the-reported-rise-in-narcissism-today/\">link \u003c/a>to the conversation that \u003cem>#DoNowMe\u003c/em> inspired when it was originally published in February 2015.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://www.nytimes.com/2013/08/06/science/seeing-narcissists-everywhere.html?pagewanted=all&_r=0\">Seeing Narcissists Everywhere\u003c/a> (New York Times)\u003c/strong>\u003cbr>\nThis New York Times article explores Dr. Jean M. Twenge’s study of cross-generational narcissism. Using data from the Narcissistic Personality Inventory (NPI), Dr. Twenge concludes that rates of narcissism found by the NPI have risen over time, notably amongst the Millennial generation. Dr. Twenge’s analysis garners criticism from other psychologists, who argue that the NPI test is inherently flawed, and even that Dr. Twenge may be misinterpreting this data. Whereas the NPI may show a rise in characteristics that Dr. Twenge attributes in narcissism, critics claim the test more so reveals findings of qualities such as confidence and self-worth, which cannot always be directly tied to narcissism.\u003c/p>\n\u003cp>\u003cstrong>AUDIO: \u003ca href=\"http://www.npr.org/blogs/alltechconsidered/2014/10/13/338295367/how-millennials-are-reshaping-charity-and-online-giving\">How Millennials Are Reshaping Charity And Online Giving\u003c/a> (NPR)\u003c/strong>\u003cbr>\nThis feature from NPR’s All Tech Considered looks at a counterargument to the idea of growing narcissism in the Millennial era – that Millennials are spending and giving more of their money for social good. Looking at giving patterns, the story claims that Millennials feel more of an obligation to give money to charitable causes, and also care more about investing in causes where the impact of their giving can be directly seen.\u003c/p>\n\u003cp>\u003cstrong>TEST: \u003ca href=\"http://personality-testing.info/tests/NPI.php\">Narcissistic Personality Inventory\u003c/a> (Personality Tests)\u003c/strong>\u003cbr>\nThe Narcissistic Personality Inventory (NPI) is a test designed in 1979 that rates levels of narcissism by asking participants to select what best reflects themselves from a series of paired statements. NPI data has been evaluated over the years by various field experts, including the aforementioned study from Dr. Jean M. Twenge.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem> This KQED Do Now segment was produced in collaboration with Youth Radio, the Peabody Award-winning youth-driven production company headquartered in Oakland, California. This post was written by Teresa Chin at Youth Radio, and was originally published on February, 6, 2015.\u003c/em>\u003c/p>\n\u003chr>\n\n\u003c/div>\u003c/p>",
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"title": "KQED's Top Takeaways from #DML2015",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/06/DML2015.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-17714\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/06/DML2015-640x201.png\" alt=\"DML2015\" width=\"784\" height=\"246\">\u003c/a>\u003c/p>\n\u003cp>The KQED Education team headed to foggy Los Angeles last week for three days of inspired conversations and workshops about using technology to address educational opportunity gaps in today’s digital world. The largest national gathering of scholars and practitioners in the field, DML links theory, policy, research, and practice. We presented an Ignite Talk about the power of video to engage young learners, and presented about the work KQED is doing with other Bay Area organizations to create a hub of connected learning called \u003ca href=\"http://bayareahive.org/\">HIVE Bay Area\u003c/a>. We also heard from brilliant folks from around the country about everything from digital badges, to squishy circuits, to remaking payphones as digital storytelling “hotspots”. Here were our biggest takeaways and coolest new ideas from the conference:\u003c/p>\n\u003cul>\n\u003cul>\n\u003cli>\u003cstrong>Learning through making\u003c/strong>: Video production can transform the life of the video producer as much as or more than those who view the video. We heard from young women at the \u003ca href=\"http://www.studyhallfoundation.org/personal_social_activism.php\">Prerna Girls School in India\u003c/a> who used film to express their perspectives about gender equality in their community.\u003c/li>\n\u003cli>\u003cstrong>Need for interconnectedness between in-school and after-school learning\u003c/strong>: A theme that ran throughout the conference was that digital media and learning is most successful when students can learn and create in a variety of spaces within reach of mentors. Dr. Nichole Pinkard gave an inspiring keynote about the pioneering work in connecting learning through the \u003ca href=\"http://digitalyouthnetwork.org/\">The Digital Youth Network\u003c/a> in Chicago.\u003c/li>\n\u003cli>\u003cstrong>Use Twitter to curate your future learning\u003c/strong>: \u003ca href=\"http://sloanreview.mit.edu/article/how-twitter-users-can-generate-better-ideas/\">New research\u003c/a> argues that the more diverse and robust your Twitter network, the more innovative ideas you tend to generate. This is particularly true in the ed tech world, where a robust and growing Twitter community shares and cross-pollinates knowledge.\u003c/li>\n\u003cli>\u003cstrong>Mentors can be found in unexpected places\u003c/strong>: While the value of mentorship is nothing new, there have been some new research to identify different types of mentors and mapping out their influences in informal ecologies of learning. One particularly interesting example was \u003ca href=\"http://connectedlearning.tv/open-learning-fan-fiction-communities\">a study of the informal mentoring\u003c/a> that happens in online fan fiction communities.\u003c/li>\n\u003cli>\u003cstrong>Gaming can be a great way to promote empathy: \u003c/strong>\u003ca href=\"http://twinery.org/\">Twine\u003c/a>, an open source tool for telling interactive, non-linear stories, is an easy-to-use tool for students to expand their digital storytelling skills with variables, conditional logic, images, CSS, and JavaScript. It publishes directly to HTML, so students can post their work and share it nearly anywhere.\u003c/li>\n\u003cli>\u003cstrong>Let young people lead\u003c/strong>: Some of the most powerful learning experiences happen when students have a strong stake in program design, and respect for their aesthetic. We attended a workshop about the \u003ca href=\"http://yollocalli.org/\">Yollocalli Arts Reach\u003c/a> of the National Museum of Mexican Art in Chicago, where students led a collaboration with working artists to create digital art in their communities.\u003c/li>\n\u003c/ul>\n\u003c/ul>\n\u003cp>[gallery type=\"slideshow\" ids=\"17715,17716,17717,17718,17719,17720\"]\u003c/p>\n\u003cp>\u003cstrong>Sign up for #CLMOOC2015!\u003c/strong>\u003c/p>\n\u003cp>Feel inspired to try out some of these digital tools and make something? Want to virtually meet other creative educators to learn about their experiences with connected learning? Grow your personal learning network by joining \u003ca href=\"http://clmooc.educatorinnovator.org/2015/\">National Writing Project’s #CLMOOC2015\u003c/a> — a collaborative, knowledge-building and sharing experience open to anyone interested in making, playing, and learning together about the educational framework known as \u003ca href=\"http://educatorinnovator.org/why-connected-learning/\">Connected Learning\u003c/a>. CLMOOC takes place \u003cstrong>June 18–August 2, 2015 \u003c/strong>and provides educators of all types with an opportunity to play with new tools, make projects and friends, and share projects and reflections with colleagues across the country and around the world. Go\u003ca href=\"http://clmooc.educatorinnovator.org/2015/\"> here\u003c/a> to sign up today.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"excerpt": "The KQED Education team headed to foggy Los Angeles last week for three days of inspired conversations and workshops about using technology to address educational opportunity gaps in today's digital world. The largest national gathering of scholars and practitioners in the field, DML links theory, policy, research, and practice. Here are our top 5 takeaways.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/06/DML2015.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-17714\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/06/DML2015-640x201.png\" alt=\"DML2015\" width=\"784\" height=\"246\">\u003c/a>\u003c/p>\n\u003cp>The KQED Education team headed to foggy Los Angeles last week for three days of inspired conversations and workshops about using technology to address educational opportunity gaps in today’s digital world. The largest national gathering of scholars and practitioners in the field, DML links theory, policy, research, and practice. We presented an Ignite Talk about the power of video to engage young learners, and presented about the work KQED is doing with other Bay Area organizations to create a hub of connected learning called \u003ca href=\"http://bayareahive.org/\">HIVE Bay Area\u003c/a>. We also heard from brilliant folks from around the country about everything from digital badges, to squishy circuits, to remaking payphones as digital storytelling “hotspots”. Here were our biggest takeaways and coolest new ideas from the conference:\u003c/p>\n\u003cul>\n\u003cul>\n\u003cli>\u003cstrong>Learning through making\u003c/strong>: Video production can transform the life of the video producer as much as or more than those who view the video. We heard from young women at the \u003ca href=\"http://www.studyhallfoundation.org/personal_social_activism.php\">Prerna Girls School in India\u003c/a> who used film to express their perspectives about gender equality in their community.\u003c/li>\n\u003cli>\u003cstrong>Need for interconnectedness between in-school and after-school learning\u003c/strong>: A theme that ran throughout the conference was that digital media and learning is most successful when students can learn and create in a variety of spaces within reach of mentors. Dr. Nichole Pinkard gave an inspiring keynote about the pioneering work in connecting learning through the \u003ca href=\"http://digitalyouthnetwork.org/\">The Digital Youth Network\u003c/a> in Chicago.\u003c/li>\n\u003cli>\u003cstrong>Use Twitter to curate your future learning\u003c/strong>: \u003ca href=\"http://sloanreview.mit.edu/article/how-twitter-users-can-generate-better-ideas/\">New research\u003c/a> argues that the more diverse and robust your Twitter network, the more innovative ideas you tend to generate. This is particularly true in the ed tech world, where a robust and growing Twitter community shares and cross-pollinates knowledge.\u003c/li>\n\u003cli>\u003cstrong>Mentors can be found in unexpected places\u003c/strong>: While the value of mentorship is nothing new, there have been some new research to identify different types of mentors and mapping out their influences in informal ecologies of learning. One particularly interesting example was \u003ca href=\"http://connectedlearning.tv/open-learning-fan-fiction-communities\">a study of the informal mentoring\u003c/a> that happens in online fan fiction communities.\u003c/li>\n\u003cli>\u003cstrong>Gaming can be a great way to promote empathy: \u003c/strong>\u003ca href=\"http://twinery.org/\">Twine\u003c/a>, an open source tool for telling interactive, non-linear stories, is an easy-to-use tool for students to expand their digital storytelling skills with variables, conditional logic, images, CSS, and JavaScript. It publishes directly to HTML, so students can post their work and share it nearly anywhere.\u003c/li>\n\u003cli>\u003cstrong>Let young people lead\u003c/strong>: Some of the most powerful learning experiences happen when students have a strong stake in program design, and respect for their aesthetic. We attended a workshop about the \u003ca href=\"http://yollocalli.org/\">Yollocalli Arts Reach\u003c/a> of the National Museum of Mexican Art in Chicago, where students led a collaboration with working artists to create digital art in their communities.\u003c/li>\n\u003c/ul>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>",
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He hopes students and life-long learners throughout the world will use them to explore and answer their own questions.\u003c/em>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>What would you want to explore with a Foldscope? \u003cstrong>#DoNowMicro\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 \u003ci>#DoNowMicro \u003c/i>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>\u003cstrong>Learn More about Foldscopes \u003c/strong>\u003c/h2>\n\u003cp>Have you ever wondered what is in a drop of pond or ocean water? What the inside of a worm looks like? What dust is made of? What pollen looks like? What other questions do you have about the microscopic world?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Manu Prakash, a bioengineer at Stanford University, has designed an inexpensive, origami microscope to allow people from around the world to explore, make discoveries and answer questions like these. The microscopes are made out of waterproof paper, assembled by the end-user, lightweight, small enough to fit in your pocket and cost less than $1 to produce. Prakash calls them Foldscopes, and they were born out of a desire to make scientific tools accessible to all.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/07/Mau-Prakash.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-18183\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/07/Mau-Prakash-640x352.jpg\" alt=\"Manu Prakash shows how to use his Foldscope.\" width=\"353\" height=\"194\">\u003c/a> Manu Prakash shows health care workers in developing countries how to use his Foldscope.\u003c/p>\n\u003cp>In designing the Foldscope, Prakash wanted to create an instrument that could be used both by healthcare workers in developing countries and remote areas, as well as by people who might not otherwise get the opportunity to look at the microscopic world. Foldscopes are currently in trials to be approved as diagnostic tools for diseases like malaria and African sleeping sickness. And, through the \u003ca href=\"http://www.foldscope.com/\">Ten Thousand Microscope project\u003c/a>, Prakash has shipped approximately 50,000 Foldscopes to students and lifelong learners in more than 130 countries who submitted ideas for experiments or questions that they would like to answer using the Foldscopes.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/05/10Kmicroscopes-e1438149637808.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-18169 \" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/05/10Kmicroscopes-479x360.jpg\" alt=\"10K Microscopes: an experiment to crowd-source a biology microscopy manual\" width=\"271\" height=\"204\">\u003c/a> 10K Microscopes: experiment to crowd-source a biology microscopy manual\u003c/p>\n\u003cp>Many recipients are already reporting their findings on Prakash’s \u003ca href=\"http://microcosmos.foldscope.com/\"> website\u003c/a>. He hopes that this will create a network of learners asking questions, sharing experiments and getting inspired by science.\u003c/p>\n\u003cp>At the basic level, the Foldscope requires no external power or light source; you simply insert a sample slide into the Foldscope, hold it up to a light source and look through the tiny, salt grain-size lens. However, the Foldscope can be modified. For example, Prakash’s team has added external watch batteries, lights, filters and different lenses to make different versions of the Foldscope. You can even attach a smartphone to the microscope in order to record images. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Manu Prakash, a bioengineer at Stanford University, has designed an inexpensive, origami microscope to allow people from around the world to explore, make discoveries and answer questions like these. The microscopes are made out of waterproof paper, assembled by the end-user, lightweight, small enough to fit in your pocket and cost less than $1 to produce. Prakash calls them Foldscopes, and they were born out of a desire to make scientific tools accessible to all.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/07/Mau-Prakash.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-18183\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/07/Mau-Prakash-640x352.jpg\" alt=\"Manu Prakash shows how to use his Foldscope.\" width=\"353\" height=\"194\">\u003c/a> Manu Prakash shows health care workers in developing countries how to use his Foldscope.\u003c/p>\n\u003cp>In designing the Foldscope, Prakash wanted to create an instrument that could be used both by healthcare workers in developing countries and remote areas, as well as by people who might not otherwise get the opportunity to look at the microscopic world. Foldscopes are currently in trials to be approved as diagnostic tools for diseases like malaria and African sleeping sickness. And, through the \u003ca href=\"http://www.foldscope.com/\">Ten Thousand Microscope project\u003c/a>, Prakash has shipped approximately 50,000 Foldscopes to students and lifelong learners in more than 130 countries who submitted ideas for experiments or questions that they would like to answer using the Foldscopes.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/05/10Kmicroscopes-e1438149637808.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-18169 \" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/05/10Kmicroscopes-479x360.jpg\" alt=\"10K Microscopes: an experiment to crowd-source a biology microscopy manual\" width=\"271\" height=\"204\">\u003c/a> 10K Microscopes: experiment to crowd-source a biology microscopy manual\u003c/p>\n\u003cp>Many recipients are already reporting their findings on Prakash’s \u003ca href=\"http://microcosmos.foldscope.com/\"> website\u003c/a>. He hopes that this will create a network of learners asking questions, sharing experiments and getting inspired by science.\u003c/p>\n\u003cp>At the basic level, the Foldscope requires no external power or light source; you simply insert a sample slide into the Foldscope, hold it up to a light source and look through the tiny, salt grain-size lens. However, the Foldscope can be modified. For example, Prakash’s team has added external watch batteries, lights, filters and different lenses to make different versions of the Foldscope. You can even attach a smartphone to the microscope in order to record images. He hopes that children, hackers and tinkerers around the world will add to the Foldscope and explore new modes of microscopy.\u003c/p>\n\u003ch2>\u003c/h2>\n\u003cp> \u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://sciencelearn.org.nz/Contexts/Exploring-with-Microscopes/NZ-Research/Exploring-with-Microscopes\">Exploring with Microscopes\u003c/a> (Science Learning)\u003c/strong>\u003cbr>\nThis article provides an overview of how microscopes can be used and includes links to examples of how scientists are using microscopes in their work.\u003c/p>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"http://science.kqed.org/quest/video/science-spotlight-bending-light-with-a-new-kind-of-microscope/\">Science Spotlight:Bending Light with a New Kind of Microscope?\u003c/a> (KQED QUEST)\u003c/strong>\u003cbr>\nLearn how microscopes work by using lenses to bend light to magnify objects.\u003c/p>\n\u003cp>\u003cstrong>ARTICLE:\u003ca href=\"http://www.gizmag.com/smartphone-lens-microscope-university-houston/37394/\"> Smartphone Microscope Lens that Costs Just Pennies to Make\u003c/a> (gizmag)\u003c/strong>\u003cbr>\nResearchers at University of Houston have created cheap lenses that attach to your smartphone to turn it into a microscope.\u003c/p>\n\u003cp>\u003cstrong>ARTICLE:\u003ca href=\"http://www.examiner.com/article/50-things-to-look-at-under-a-microscope\"> 50 Things to Look at Under a Microscope \u003c/a> (Examiner.com)\u003c/strong>\u003cbr>\nHere are 50 ideas for things you could look at under a microscope.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>ARTICLE:\u003ca href=\"http://www.hometrainingtools.com/a/microscope-slide-making-ideas\"> Microscope Slide Making Ideas \u003c/a> (Home Science Tools)\u003c/strong>\u003cbr>\nThis article provides tips on making slides and ideas for various objects to view underneath a microscope.\u003c/p>\n\u003chr>\n\n\u003c/div>\u003c/p>",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"radiolab": {
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"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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"reveal": {
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"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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