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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/02/In-and-Out-of-the-Shadows1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-4789\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/02/In-and-Out-of-the-Shadows1.jpg\" alt=\"In and Out of the Shadows\" width=\"640\" height=\"395\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2013/02/In-and-Out-of-the-Shadows1.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2013/02/In-and-Out-of-the-Shadows1-400x247.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" src=\"https://w.soundcloud.com/player/?url=http%3A%2F%2Fapi.soundcloud.com%2Ftracks%2F75953521\" frameborder=\"no\" scrolling=\"no\" width=\"100%\" height=\"166\">\u003c/iframe>\u003cbr>\n\u003cem>Courtesy The Marsh\u003c/em>\u003c/p>\n\u003cp>Immigration reform is center stage right now – a top priority for President Obama’s second term in office. It is also centre stage for so many young people, many of our students here in California, who may be among the 11 million people in the U.S. without documents. They either came to theUS as young children or their parents immigrated to the US and remain undocumented.\u003c/p>\n\u003cp>Their stories form the basis of new musical called “In and Out of Shadows” at the Marsh Theatre in San Francisco, performed by members of the Marsh Youth Theatre group. Written by Gary Soto, it is based on interviews with undocumented teenagers from diverse ethnic backgrounds living in the Bay Area, who describe how their dreams for the future look really bleak without papers. No college would accept them. No employer could employ them. They would be invisible.\u003c/p>\n\u003cp>For example, Homero Rosas came to San Francisco from Mexico when he was 6 years old. “My parents would tell me I wasn’t from here, but up until then I didn’t know what that meant,”….. “I didn’t know it meant I couldn’t get financial aid, I couldn’t get a job, I couldn’t aspire to anything, really. I felt trapped.” His story is dramatized through his character, Juan.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>Through AB 540, the California law that allows undocumented students to attend college and pay in-state tuition, Rosas was able to graduate from high school, attend college and pursue acting.\u003c/p>\n\u003cp>Similarly Alondra Duarte-Ferman, 15, plays Paola, a 16-year-old undocumented Guatemalan student, who is Salvadoran but was born in theUnited States.\u003c/p>\n\u003cp>As she says, “My character and I are similar, except she can’t get a driver’s license and she can’t apply to jobs,”….“I think about what it would be like if my character had papers and could do those things that I have the opportunity to do. It makes me appreciate everything a little more.”\u003c/p>\n\u003cp>Gary Soto, who grew up in theCentral Valley, was inspired by the lives of working class Latinos. He describes the courage of the young actors who speak up for young immigrants living in fear of being deported or abandoned if their parents are undocumented and deported. Many of them speak from personal experience.\u003c/p>\n\u003cp>“In looking at the subjects I really had to think about what are the moments that would really touch really someone,” ……..”There may be risk,” he said. “Like we don’t think La Migra, the border patrol, would show up to gather up some of the kids and the parents in the audience as well. Or I.C.E. But I think it’s brave of them, young people who have very little acting experience or zero acting experience to say yeah, I think I could play this part.”\u003c/p>\n\u003cp>Emily Klion, program director for the MYT Teen Troupe: “We wanted people to see that undocumented teenagers were just exactly the same as every other teenager with the same hopes and dreams,” …..“But that they are constantly coming in and out of the shadows.”… “These kids are dreamers — they dream big and they are not deterred by their status. They are very optimistic.”\u003c/p>\n\u003cp>\u003cstrong>Resources\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli> \u003ca href=\"http://www.themarsh.org/In_and_Out_of_Shadows.html\">About the play “In and Out of Shadows” \u003c/a>(TheMarsh.org)\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>KQED Radio\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>The California Report\u003c/strong> audio \u003ca href=\"http://www.californiareport.org/archive/R201302011630/b\">Play Highlights Stories of Undocumented Youth\u003c/a> Feb 2013\u003c/li>\n\u003cli>\u003cstrong>Forum segment \u003ca href=\"http://www.kqed.org/a/forum/R201301301000\">Undocumented Students, ‘In and Out of Shadows’\u003c/a> – \u003c/strong>Jan, 2013\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>KQED Education\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Educator resources visit \u003ca href=\"http://www.kqed.org/education/educators/immigrantvoices/\">Immigrant Voices\u003c/a> \u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>Educator guide \u003ca href=\"http://www.kqed.org/assets/pdf/education/educators/esl/immigration-educator-guide.pdf\">Immigrant Communities Exploring Connections\u003c/a> \u003c/strong>Curriculum that builds connections between different immigrant groups and communities through knowledge and understanding. 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"content": "\u003cp>\u003cstrong>\u003cem>by Gregory Keech\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Imagine yourself in Beijing, or Cairo. You did not finish high school in your home country. You know nothing of the language, and you don’t even know the script. You are working full-time, perhaps at two or more jobs. You have a partner and several children, and maybe an elderly relative to care for. You have concerns about health care, childcare, and education for your kids. You go to school at night with 30 to 50 other students to learn the local language, but you miss class frequently because of all these other concerns. How long does it take you to attain college level written and spoken proficiency in the target language?\u003c/p>\n\u003cp>When people are having a hard time understanding why it takes ESL students some time to acquire the language, I often resort to this guided visualization. Monolingual English speakers usually have the same answer to the question: How long would it take you? Their answer is: Never. I could never do that.\u003c/p>\n\u003cp>There are number of misunderstandings about ESL and ESL students, but this is probably the most unfair. Immigrants are frequently expected to do things that native speakers would have trouble doing.\u003c/p>\n\u003cp>There are a couple of other common misunderstandings.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>When I tell folks that I teach English as a Second Language, one of the most common responses I get is: “Oh, you must speak a lot of languages to be able to do that.” As a matter of fact, many ESL instructors do speak one or more languages besides English, and this has its advantages, but it is tangential to ESL teaching methodology. While bilingual classes at the beginning level exist and are effective, large public ESL programs with diverse student populations usually start at the very beginning – in English. “My first name is… and “My last name is…” have a surprising amount of shelf life, but again, imagine yourself in Beijing. How long would it take you to figure out that Chinese does not put it together quite the same as English? 您貴姓？is not the same as 你叫什麼名字?\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>Another frequent comment ESL teachers hear is: “Why do you have so many levels? People need to get on with getting a job or a degree, and the length of your program holds them back.” If your ESL sequence goes from, say, Level 1 to Level 8, it is tempting to believe that students must begin at Level 1 and continue through to the end of the sequence, something like beginning with Econ 101, and then taking Econ 102 and so on. This is how most people have experienced a sequence of college courses, after all.\u003c/p>\n\u003cp>They may not be aware that ESL students, like Math and English students, usually take a placement test. This determines their level of proficiency, and it is not a forgone conclusion that students will begin in Level 1. It depends on the population. If you have a lot of students who lack prior education from their home countries, your placement tool may produce a lot of beginning level results. And if you have a lot of students who have high school educations from their home countries, you are more likely to be placing in the middle of your sequence.\u003c/p>\n\u003cp>The other part of the question about the length of the sequence reflects an underestimation of the time it takes to acquire a second language. Monolingual Americans learned their first language as children, and it took them quite a few years. Second language acquisition operates in a very different way, especially after puberty, and the fluency of a first-language speaker is very difficult to attain. It just plain takes time.\u003c/p>\n\u003cp>And now we’re back to Beijing, or Cairo.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003cstrong>Questions:\u003c/strong>\u003c/p>\n\u003cp>1. If you are an ESL teacher, how do you explain ESL to folks outside the profession?\u003c/p>\n\u003cp>2. If you are not an ESL teacher, what do you wonder about ESL? What do we need to explain better?\u003c/p>\n\u003cp>\u003cstrong>Resources\u003c/strong>\u003c/p>\n\u003cp>KQED offers a wealth of ESL Resources for Educators at \u003ca href=\"http://www.kqed.org/esl\">www.kqed.org/esl\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Gregory Keech\u003c/em>\u003c/strong>\u003cem> is the elected chair of the Department of English as a Second Language (ESL) at City College of San Francisco – comprised of 250 faculty members and serving over 25,000 ESL students a year. Its curriculum encompasses literacy to advanced composition, in both credit and noncredit modes. The department complements academic pathways already in place for its students with strong pathways to the many Career and Technical Education certificate programs at the College. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003c/em>\u003cem>Greg holds a BS in Portuguese from Georgetown University (1980) and an MA in Teaching English to Speakers of Other Languages from San Francisco State University (1985).\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When I tell folks that I teach English as a Second Language, one of the most common responses I get is: “Oh, you must speak a lot of languages to be able to do that.” As a matter of fact, many ESL instructors do speak one or more languages besides English, and this has its advantages, but it is tangential to ESL teaching methodology. While bilingual classes at the beginning level exist and are effective, large public ESL programs with diverse student populations usually start at the very beginning – in English. “My first name is… and “My last name is…” have a surprising amount of shelf life, but again, imagine yourself in Beijing. How long would it take you to figure out that Chinese does not put it together quite the same as English? 您貴姓？is not the same as 你叫什麼名字?\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>Another frequent comment ESL teachers hear is: “Why do you have so many levels? People need to get on with getting a job or a degree, and the length of your program holds them back.” If your ESL sequence goes from, say, Level 1 to Level 8, it is tempting to believe that students must begin at Level 1 and continue through to the end of the sequence, something like beginning with Econ 101, and then taking Econ 102 and so on. This is how most people have experienced a sequence of college courses, after all.\u003c/p>\n\u003cp>They may not be aware that ESL students, like Math and English students, usually take a placement test. This determines their level of proficiency, and it is not a forgone conclusion that students will begin in Level 1. It depends on the population. If you have a lot of students who lack prior education from their home countries, your placement tool may produce a lot of beginning level results. And if you have a lot of students who have high school educations from their home countries, you are more likely to be placing in the middle of your sequence.\u003c/p>\n\u003cp>The other part of the question about the length of the sequence reflects an underestimation of the time it takes to acquire a second language. Monolingual Americans learned their first language as children, and it took them quite a few years. Second language acquisition operates in a very different way, especially after puberty, and the fluency of a first-language speaker is very difficult to attain. It just plain takes time.\u003c/p>\n\u003cp>And now we’re back to Beijing, or Cairo.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003cstrong>Questions:\u003c/strong>\u003c/p>\n\u003cp>1. If you are an ESL teacher, how do you explain ESL to folks outside the profession?\u003c/p>\n\u003cp>2. If you are not an ESL teacher, what do you wonder about ESL? What do we need to explain better?\u003c/p>\n\u003cp>\u003cstrong>Resources\u003c/strong>\u003c/p>\n\u003cp>KQED offers a wealth of ESL Resources for Educators at \u003ca href=\"http://www.kqed.org/esl\">www.kqed.org/esl\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Gregory Keech\u003c/em>\u003c/strong>\u003cem> is the elected chair of the Department of English as a Second Language (ESL) at City College of San Francisco – comprised of 250 faculty members and serving over 25,000 ESL students a year. Its curriculum encompasses literacy to advanced composition, in both credit and noncredit modes. The department complements academic pathways already in place for its students with strong pathways to the many Career and Technical Education certificate programs at the College. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003c/em>\u003cem>Greg holds a BS in Portuguese from Georgetown University (1980) and an MA in Teaching English to Speakers of Other Languages from San Francisco State University (1985).\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/12/Screen-Shot-2012-12-07-at-9.32.10-AM1.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-large wp-image-4047\" title=\"Speaking in Tongues\" src=\"http://ww2.kqed.org/education/files/2012/12/Screen-Shot-2012-12-07-at-9.32.10-AM-1024x576.png\" alt=\"\" width=\"640\" height=\"360\">\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>¿Hablas Inglés? Bạn có nói tiếng Anh? Вы говорите по-английски? هل تتكلم الإنجليزية؟\u003c/strong>\u003c/p>\n\u003cp>When we think about learning a language, we generally think about language taught as an add-on – like an ESL class for non-native English speakers or a class that is separate from academic content instruction. You learn German, Spanish or French in your language class, and knowledge and skills are taught in the native language. For example, math and history are taught in English here in the US or in the native language in other countries. But this approach, bilingual education, has been controversial since 1960s and is all about effective strategies for teaching and learning language.\u003c/p>\n\u003cp>\u003ca href=\"http://speakingintonguesfilm.info/the-film/about-the-film/\">Speaking in Tongues\u003c/a>, a film by Ken Schneider and Marcia Jarmel explored this issue. In a time where 31 states have passed “English Only” initiatives, one urban school district is exploring the provocative notion that speaking a foreign language can be a national asset. Speaking in Tongues follows four diverse students and their families as they encounter the challenges and delights of becoming fluent in two languages. Witness how speaking more than one language changes them, their families, their communities, and maybe even the world. The film was presented on \u003ca href=\"http://www.kqed.org/arts/programs/trulyca/episode.jsp?epid=236190\">KQED’s Truly California\u003c/a>. Here’s the trailer:\u003c/p>\n\u003cp>\u003cobject width=\"640\" height=\"480\" classid=\"d27cdb6e-ae6d-11cf-96b8-444553540000\" codebase=\"http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0\">\u003cparam name=\"src\" value=\"http://science.kqed.org/quest/files/jw-player-plugin-for-wordpress/player/player.swf\">\u003cparam name=\"allowscriptaccess\" value=\"always\">\u003cparam name=\"allowfullscreen\" value=\"true\">\u003cparam name=\"flashvars\" value=\"&bandwidth=2841&controlbar=over&dock=false&file=tv%2Ftruly%2Fepisodes%2F606.m4v&image=http%3A%2F%2Fwww.kqed.org%2Fassets%2Fimg%2Farts%2Fprograms%2Ftrulyca%2Fepisodes%2Fspeaking-248x140.jpg&gapro.accountid=UA-1538528-1&gapro.height=360&gapro.pluginmode=FLASH&gapro.trackpercentage=true&gapro.trackstarts=true&gapro.tracktime=true&gapro.visible=true&gapro.width=640&gapro.x=0&gapro.y=0&plugins=gapro-1&skin=http%3A%2F%2Fscience.kqed.org%2Fquest%2Fwp-content%2Fplugins%2Fjw-player-plugin-for-wordpress%2Fskins%2Fglow.zip&streamer=rtmp%3A%2F%2Fkqed-flash02.streamguys.us%2Ftopics%2Fmp4%2F&viral.allowmenu=true&viral.bgcolor=0x333333&viral.fgcolor=0xffffff&viral.functions=embed&viral.matchplayercolors=true&viral.oncomplete=false&viral.pluginmode=FLASH\">\u003cembed width=\"640\" height=\"480\" type=\"application/x-shockwave-flash\" src=\"http://science.kqed.org/quest/files/jw-player-plugin-for-wordpress/player/player.swf\" allowscriptaccess=\"always\" allowfullscreen=\"true\" flashvars=\"&bandwidth=2841&controlbar=over&dock=false&file=tv%2Ftruly%2Fepisodes%2F606.m4v&image=http%3A%2F%2Fwww.kqed.org%2Fassets%2Fimg%2Farts%2Fprograms%2Ftrulyca%2Fepisodes%2Fspeaking-248x140.jpg&gapro.accountid=UA-1538528-1&gapro.height=360&gapro.pluginmode=FLASH&gapro.trackpercentage=true&gapro.trackstarts=true&gapro.tracktime=true&gapro.visible=true&gapro.width=640&gapro.x=0&gapro.y=0&plugins=gapro-1&skin=http%3A%2F%2Fscience.kqed.org%2Fquest%2Fwp-content%2Fplugins%2Fjw-player-plugin-for-wordpress%2Fskins%2Fglow.zip&streamer=rtmp%3A%2F%2Fkqed-flash02.streamguys.us%2Ftopics%2Fmp4%2F&viral.allowmenu=true&viral.bgcolor=0x333333&viral.fgcolor=0xffffff&viral.functions=embed&viral.matchplayercolors=true&viral.oncomplete=false&viral.pluginmode=FLASH\">\u003c/embed>\u003c/object>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In a dual-language English immersion program, all instruction is given in English and teachers adjust the English level to the proficiency level of the class. Students develop language skills as they learn subject material. Similarly with Mandarin or Spanish – students would be taught math and other subjects in Mandarin or Spanish. The important difference is that the immersion teacher is able to speak the non-English native language, so that the teacher can tell if problems arise from understanding the language or from content. They can then use this language to explain further.\u003c/p>\n\u003cp>The California Department of Education estimates that there are 318 bilingual immersion programs in the state, up from 201 in 2006, with “about 50,000 students enrolled in dual-language programs …and about half of them are English learners. Ninety percent of the programs offer Spanish as the second language, followed by Mandarin (4 percent), Korean (3 percent) and other languages (3 percent).” – \u003ca href=\"http://blogs.kqed.org/mindshift/2012/03/facing-challenges-as-dual-language-programs-grow/\">Eleanor Yang Su, KQED’s MindShift\u003c/a> (March, 2012)\u003c/p>\n\u003cp>“We have more research now that shows students who develop two or three languages to a high level have certain cognitive advantages,” said Julie Sugarman, a research associate with the Center for Applied Linguistics, a Washington, D.C.-based organization. “They do as well or better than their peers in English-only programs.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And it seems California is leading the way.…\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In a dual-language English immersion program, all instruction is given in English and teachers adjust the English level to the proficiency level of the class. Students develop language skills as they learn subject material. Similarly with Mandarin or Spanish – students would be taught math and other subjects in Mandarin or Spanish. The important difference is that the immersion teacher is able to speak the non-English native language, so that the teacher can tell if problems arise from understanding the language or from content. They can then use this language to explain further.\u003c/p>\n\u003cp>The California Department of Education estimates that there are 318 bilingual immersion programs in the state, up from 201 in 2006, with “about 50,000 students enrolled in dual-language programs …and about half of them are English learners. Ninety percent of the programs offer Spanish as the second language, followed by Mandarin (4 percent), Korean (3 percent) and other languages (3 percent).” – \u003ca href=\"http://blogs.kqed.org/mindshift/2012/03/facing-challenges-as-dual-language-programs-grow/\">Eleanor Yang Su, KQED’s MindShift\u003c/a> (March, 2012)\u003c/p>\n\u003cp>“We have more research now that shows students who develop two or three languages to a high level have certain cognitive advantages,” said Julie Sugarman, a research associate with the Center for Applied Linguistics, a Washington, D.C.-based organization. “They do as well or better than their peers in English-only programs.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And it seems California is leading the way.…\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/12/Elena-Olmedo1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/12/Elena-Olmedo1.jpg\" alt=\"\" title=\"Elena-Olmedo\" width=\"640\" height=\"365\" class=\"alignnone size-full wp-image-3999\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2012/12/Elena-Olmedo1.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2012/12/Elena-Olmedo1-400x228.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.treehugger.com/green-food/michael-pollan-on-what-sustainability-is-really-about.html\">Michael Pollan has written\u003c/a> “The word “sustainability” has gotten such a workout lately that the whole concept is in danger of floating away on a sea of inoffensiveness. Everybody, it seems, is for it whatever \u003cem>it\u003c/em> means.”\u003c/p>\n\u003cp>So what does sustainability mean to you – do you think of solar panels or wind power? Buying food locally? The term is used in relation to environmental management, science, law, consumerism etc. and in so many different contexts, it can be confusing. But essentially \u003cem>sustainability is about sustaining the environment for future generations through forward thinking\u003c/em> \u003cem>strategies to solve environmental challenges\u003c/em>. It involves energy conservation, clean and green energy, technology that protects the environment, green building, and socially responsible organizations and employers.\u003c/p>\n\u003cp>But if you would like to work in some aspect of sustainability, how do you navigate your way through this confusing field and find your own path. Where would you start?\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Watch the interview with \u003ca title=\"Permalink to Work Voices 8, Elena Olmedo, Sustainability Specialist\" href=\"http://ww2.kqed.org/education/2012/10/01/work-voices-8-elena-olmedo-sustainability-specialist/\">Elena Olmedo, a sustainability specialist\u003c/a> who describes her passion for sustainability issues and how she navigated her way through the range of career options that this huge, emerging field offered her. Elena talks about the \u003ca href=\"http://www.ccsf.edu/NEW/en/educational-programs/school-and-departments/school-of-business/business-department/green-and-sustainable-business.html\">green and sustainable business certificate program at City College of San Francisco\u003c/a> and how it gave her an understanding of environmental issues relevant to business and industry.\u003c/p>\n\u003cp>She also explains the challenges and how she took full advantage of all the resources available to her to explore possible career paths. For example, she interned at two different companies to gain experience of green marketing practices and environmental policy issues, and attended conferences and lectures and read papers and journals to learn all she could about sustainability issues.\u003c/p>\n\u003cp>Talking about challenges, she says:\u003c/p>\n\u003cp>“I think the first challenge that I encountered was trying to narrow down the focus to what I really wanted to do and finding what I was passionate about. The second challenge is that there is no designed or pre-constructed path for this job. People from all backgrounds can get in – you might have a background in economics or an in policy, and you still may be qualified for this position.”\u003c/p>\n\u003cp>But Elena is upbeat and encouraging about options: “there is tremendous opportunity for anyone in this field whether you are doing solar panel installation or LEED certification, energy efficiency to policy and planning, this industry is going to grow immensely.”\u003c/p>\n\u003cp>She has some great advice to give.\u003c/p>\n\u003cp>\u003cstrong>Resources\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>Green and Sustainable Business Programs at \u003ca href=\"http://www.ccsf.edu/NEW/en/educational-programs/school-and-departments/school-of-business/business-department/green-and-sustainable-business.html\">City College of San Francisco\u003c/a>\u003cstrong>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Alternative Energy Program information at \u003ca href=\"http://www.dvc.edu/org/departments/electronics/energy/index.htm\">Diablo Valley College\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.kqed.org/green-jobs\">Green Jobs Resources\u003c/a> KQED Education Resources\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://jobs.greenbiz.com/\">Green Biz – Job Board\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://greenforall.org/programs/business-engagement-strategies/\">Green For All\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/12/Elena-Olmedo1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/12/Elena-Olmedo1.jpg\" alt=\"\" title=\"Elena-Olmedo\" width=\"640\" height=\"365\" class=\"alignnone size-full wp-image-3999\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2012/12/Elena-Olmedo1.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2012/12/Elena-Olmedo1-400x228.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.treehugger.com/green-food/michael-pollan-on-what-sustainability-is-really-about.html\">Michael Pollan has written\u003c/a> “The word “sustainability” has gotten such a workout lately that the whole concept is in danger of floating away on a sea of inoffensiveness. Everybody, it seems, is for it whatever \u003cem>it\u003c/em> means.”\u003c/p>\n\u003cp>So what does sustainability mean to you – do you think of solar panels or wind power? Buying food locally? The term is used in relation to environmental management, science, law, consumerism etc. and in so many different contexts, it can be confusing. But essentially \u003cem>sustainability is about sustaining the environment for future generations through forward thinking\u003c/em> \u003cem>strategies to solve environmental challenges\u003c/em>. It involves energy conservation, clean and green energy, technology that protects the environment, green building, and socially responsible organizations and employers.\u003c/p>\n\u003cp>But if you would like to work in some aspect of sustainability, how do you navigate your way through this confusing field and find your own path. Where would you start?\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Watch the interview with \u003ca title=\"Permalink to Work Voices 8, Elena Olmedo, Sustainability Specialist\" href=\"http://ww2.kqed.org/education/2012/10/01/work-voices-8-elena-olmedo-sustainability-specialist/\">Elena Olmedo, a sustainability specialist\u003c/a> who describes her passion for sustainability issues and how she navigated her way through the range of career options that this huge, emerging field offered her. Elena talks about the \u003ca href=\"http://www.ccsf.edu/NEW/en/educational-programs/school-and-departments/school-of-business/business-department/green-and-sustainable-business.html\">green and sustainable business certificate program at City College of San Francisco\u003c/a> and how it gave her an understanding of environmental issues relevant to business and industry.\u003c/p>\n\u003cp>She also explains the challenges and how she took full advantage of all the resources available to her to explore possible career paths. For example, she interned at two different companies to gain experience of green marketing practices and environmental policy issues, and attended conferences and lectures and read papers and journals to learn all she could about sustainability issues.\u003c/p>\n\u003cp>Talking about challenges, she says:\u003c/p>\n\u003cp>“I think the first challenge that I encountered was trying to narrow down the focus to what I really wanted to do and finding what I was passionate about. The second challenge is that there is no designed or pre-constructed path for this job. People from all backgrounds can get in – you might have a background in economics or an in policy, and you still may be qualified for this position.”\u003c/p>\n\u003cp>But Elena is upbeat and encouraging about options: “there is tremendous opportunity for anyone in this field whether you are doing solar panel installation or LEED certification, energy efficiency to policy and planning, this industry is going to grow immensely.”\u003c/p>\n\u003cp>She has some great advice to give.\u003c/p>\n\u003cp>\u003cstrong>Resources\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>Green and Sustainable Business Programs at \u003ca href=\"http://www.ccsf.edu/NEW/en/educational-programs/school-and-departments/school-of-business/business-department/green-and-sustainable-business.html\">City College of San Francisco\u003c/a>\u003cstrong>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Alternative Energy Program information at \u003ca href=\"http://www.dvc.edu/org/departments/electronics/energy/index.htm\">Diablo Valley College\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.kqed.org/green-jobs\">Green Jobs Resources\u003c/a> KQED Education Resources\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://jobs.greenbiz.com/\">Green Biz – Job Board\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://greenforall.org/programs/business-engagement-strategies/\">Green For All\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/09/minimumwage201208281.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-large wp-image-3302\" title=\"minimum wage\" src=\"http://ww2.kqed.org/education/files/2012/09/minimumwage20120828-1024x768.jpg\" alt=\"\" width=\"640\" height=\"480\">\u003c/a>\u003c/p>\n\u003cp>Teaching about elections is never easy. The whole drama of conventions, ballots and propositions can seem far removed from the everyday issues in students’ lives. It becomes a civics lesson – students reviewing the 2012 candidates, issues and campaign strategies with little sense that this process can involve them.\u003c/p>\n\u003cp>But listen to the \u003ca title=\"Posts by kqednews\" href=\"http://blogs.kqed.org/election2012/author/kqednews/\">KQED News\u003c/a> report by Peter Jon Shuler about students at San Jose State University – \u003cstrong>\u003ca href=\"http://blogs.kqed.org/election2012/2012/08/28/in-san-jose-a-class-project-morphs-into-a-major-political-battle/?utm_source=rss&utm_medium=rss&utm_campaign=in-san-jose-a-class-project-morphs-into-a-major-political-battle\">In San Jose, Once a Class Project, Now a Major Political Battle \u003c/a>\u003c/strong> (August 27, 2012). This is a whole different approach to teaching about elections.\u003c/p>\n\u003cp>As Peter Jon Shuler says in his report, “Sociology Professor Scott-Myers Lipton designed the class to help students make the leap from merely thinking and talking about issues to engaging in the political process…………. he hopes all of his students learn that democracy is not a spectator sport and that they really can make a difference.”\u003c/p>\n\u003cp>In November San Jose voters will decide on Measure D, which started in the social action class at San Jose State University. Students launched a petition on this minimum wage measure to raise wages from $8.00 an hour to $10.00 and spent nearly a year fundraising, and campaigning in their community to gather support.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In five weeks, they collected enough signatures to qualify the measure for San Jose’s November ballot, garnering support from a coalition that includes labor unions and non-profit organizations, like Catholic Charities and United Way. Business groups oppose it, and plan to spend more than a million dollars to defeat it.\u003c/p>\n\u003cp>It is an inspiring approach to teaching about politics. Measure D was the result of students recognizing a concrete problem – the struggle many students faced trying to live on the minimum rates their employers pay – and working out how to take action.\u003c/p>\n\u003cp>\u003cstrong>Resources\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>Listen to the KQED News Report – August 27, 2012\u003cstrong>\u003ca href=\"http://blogs.kqed.org/election2012/2012/08/27/san-joses-measue-d-would-raise-citys-minimum-wage-above-state-level/\"> In San Jose, Once a Class Project, Now a Major Political Battle\u003c/a> \u003c/strong>by Peter Jon Shuler\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.kqed.org/education/educators/immigrantvoices/\">Check out Election Resources for ESL Educators\u003c/a>\u003c/strong> Lesson plan: \u003cstrong>Get Involved! – \u003c/strong>Ways to make a difference through social action\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://blogs.kqed.org/lowdown/special-packages/election-2012/\">Election 2012 on the Lowdown\u003c/a> – \u003c/strong>Resources for EducatorsBig issues, big money, big stakes: making sense of a messy process.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.youtube.com/watch?v=gcdR-YiRliM&feature=plcp\">Get Involved in Your Community\u003c/a>\u003c/strong>\u003cstrong> – You Tube video\u003c/strong> – Sponsored by Common Knowledge Group\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/09/minimumwage201208281.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-large wp-image-3302\" title=\"minimum wage\" src=\"http://ww2.kqed.org/education/files/2012/09/minimumwage20120828-1024x768.jpg\" alt=\"\" width=\"640\" height=\"480\">\u003c/a>\u003c/p>\n\u003cp>Teaching about elections is never easy. The whole drama of conventions, ballots and propositions can seem far removed from the everyday issues in students’ lives. It becomes a civics lesson – students reviewing the 2012 candidates, issues and campaign strategies with little sense that this process can involve them.\u003c/p>\n\u003cp>But listen to the \u003ca title=\"Posts by kqednews\" href=\"http://blogs.kqed.org/election2012/author/kqednews/\">KQED News\u003c/a> report by Peter Jon Shuler about students at San Jose State University – \u003cstrong>\u003ca href=\"http://blogs.kqed.org/election2012/2012/08/28/in-san-jose-a-class-project-morphs-into-a-major-political-battle/?utm_source=rss&utm_medium=rss&utm_campaign=in-san-jose-a-class-project-morphs-into-a-major-political-battle\">In San Jose, Once a Class Project, Now a Major Political Battle \u003c/a>\u003c/strong> (August 27, 2012). This is a whole different approach to teaching about elections.\u003c/p>\n\u003cp>As Peter Jon Shuler says in his report, “Sociology Professor Scott-Myers Lipton designed the class to help students make the leap from merely thinking and talking about issues to engaging in the political process…………. he hopes all of his students learn that democracy is not a spectator sport and that they really can make a difference.”\u003c/p>\n\u003cp>In November San Jose voters will decide on Measure D, which started in the social action class at San Jose State University. Students launched a petition on this minimum wage measure to raise wages from $8.00 an hour to $10.00 and spent nearly a year fundraising, and campaigning in their community to gather support.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/09/Solar-City1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-3281\" title=\"Solar City\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/09/Solar-City1.jpg\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2012/09/Solar-City1.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2012/09/Solar-City1-400x225.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/09/Henry_activities2.pdf\">Download Educators’ Activities Here\u003c/a>\u003c/p>\n\u003cp>This is the seventh interview in our \u003cstrong>Work Voices\u003c/strong> series for ESL educators.\u003c/p>\n\u003cp>Henri Gonnet is from France and came to this country 25 years ago. He now works in the green tech field at Solar City, having been fascinated by the world of electricity, and in particular the growing world of solar energy. He describes how he went to \u003ca href=\"http://www.dvc.edu/org/departments/electronics/\">Diablo Valley College\u003c/a>, which offered one of the first solar education programs in the country. This program gave him a really comprehensive grounding in alternative energy.\u003c/p>\n\u003cp>Henri explains that to work in this field, it is important to be able to communicate clearly in English and understand math at a basic level. He also suggests taking the \u003ca href=\"http://www.nabcep.org/\">NABCEP certificate\u003c/a> in order to be well placed for getting a job in the industry. He sees solar installation as the most accessible job in the industry, especially in the residential sector, where the market is strong. There is also employment in the commercial world which is very different. Henri describes how with this background experience, it is possible to move on to design, auditing, permitting or sales jobs, and he is optimist about opportunities for advancement after two or three years.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Henri Gonnet is clear that working in the energy field can be hard work and it is not for everyone. Because of the way the energy market is changing, he recommends this work “as the way of the future”, with the proviso that you should be really interested in electricity and renewable energy for it to be a suitable career option. \u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" src=\"http://www.youtube.com/embed/videoseries?list=PLKdBLJFTsN_R4as-pPjv-zb3OKBkBHhcD&hl=en_US\" frameborder=\"0\" width=\"640\" height=\"360\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/09/Henry_activities11.pdf\">Download Educators’ Activities Here\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/09/Solar-City1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-3281\" title=\"Solar City\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/09/Solar-City1.jpg\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2012/09/Solar-City1.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2012/09/Solar-City1-400x225.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/09/Henry_activities2.pdf\">Download Educators’ Activities Here\u003c/a>\u003c/p>\n\u003cp>This is the seventh interview in our \u003cstrong>Work Voices\u003c/strong> series for ESL educators.\u003c/p>\n\u003cp>Henri Gonnet is from France and came to this country 25 years ago. He now works in the green tech field at Solar City, having been fascinated by the world of electricity, and in particular the growing world of solar energy. He describes how he went to \u003ca href=\"http://www.dvc.edu/org/departments/electronics/\">Diablo Valley College\u003c/a>, which offered one of the first solar education programs in the country. This program gave him a really comprehensive grounding in alternative energy.\u003c/p>\n\u003cp>Henri explains that to work in this field, it is important to be able to communicate clearly in English and understand math at a basic level. He also suggests taking the \u003ca href=\"http://www.nabcep.org/\">NABCEP certificate\u003c/a> in order to be well placed for getting a job in the industry. He sees solar installation as the most accessible job in the industry, especially in the residential sector, where the market is strong. There is also employment in the commercial world which is very different. Henri describes how with this background experience, it is possible to move on to design, auditing, permitting or sales jobs, and he is optimist about opportunities for advancement after two or three years.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cstrong>In a close presidential election, the new state voter ID laws could have a real effect.\u003c/strong>\u003c/p>\n\u003cp>In the presidential election this year, some states will require that voters show a photo ID, such as a driver’s license or passport, to be eligible to vote. What is more, the address on the ID needs to match the voter registration rolls.\u003c/p>\n\u003cp>Why has this become such a big deal across party lines? The argument is that these laws are seen as a strategy to swing the vote in the November election by influencing turnout and voting eligibility. As such, the concern is that they are politically motivated.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>Before the 2006 election, no state in the U.S. had identification laws of this kind. Indiana became the first state to enact a strict photo ID law in that year. Today some states require a government-issued photo as the proof of identity for voting, while other states accept a utility bill or bank statement. Eleven states require by law that voters show government-issued photo IDs, with 27 considering the introduction of these laws.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>See voter ID requirements \u003ca href=\"http://www.ncsl.org/legislatures-elections/elections/voter-id.aspx\">by state\u003c/a>.\u003c/strong>\u003c/p>\n\u003cp>Republicans argue that these rules are needed to avoid voter fraud. Nine of the eleven states that have passed photo ID laws have Republican governors. This concern has been examined in a \u003ca href=\"http://www.nytimes.com/2007/04/12/washington/12fraud.html?pagewanted=all\">New York Times analysis\u003c/a> from 2007, which identified a small number of cases.\u003c/p>\n\u003cp>Democrats claim these laws impact members of minority communities who may not have ID cards. Patricia Smith in the \u003ca href=\"http://upfront.scholastic.com/top_news/2012/04/can-i-see-some-id\">The New York Times Upfront\u003c/a> writes, “an estimated 21 million Americans – poor elderly, black or Hispanic – don’t have government ID cards. And many of them tend to vote Democratic.”\u003c/p>\n\u003cp>\u003ca href=\"http://www.brennancenter.org/content/resource/the_challenge_of_obtaining_voter_identification\">A study\u003c/a> from New York University School of Law’s Brennan Center found that 11 percent of voting-age citizens, or roughly 21 million citizens, lack photo ID. And people in rural areas face the additional hurdle of accessing ID offices with more than 10 million eligible voters living more than 10 miles from the nearest office.\u003c/p>\n\u003cp>The battle goes on as five federal lawsuits have been \u003ca href=\"http://www.kqed.org/news/story/2012/08/02/104597/new_target_in_voter_id_battle_1965_voting_rights_act?source=npr&category=u.s\">filed this year\u003c/a> to challenge the new laws as unconstitutional under the \u003ca href=\"http://www.npr.org/2012/02/28/147568469/is-the-voting-rights-act-endangered-a-legal-primer\">1965 Voting Rights Act\u003c/a>, on the grounds that the requirements would effectively disenfranchise voters.\u003c/p>\n\u003cp>Meanwhile, as November approaches, it may well be that a considerable number of Americans will be unable to cast their ballot as a result of this new restrictive legislation.\u003c/p>\n\u003cp>[youtube=http://www.youtube.com/watch?v=1YQyMcVoxUU]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>Resources\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.npr.org/2011/07/18/138160440/the-politics-behind-new-voter-id-laws\">The Politics Behind New Voter ID Laws\u003c/a>, NPR, August 2012\u003c/p>\n\u003cp>\u003ca href=\"http://www.kqed.org/news/story/2011/11/02/73686/in_voter_id_debate_a_few_go_against_party_lines\">In Voter ID Debate, A Few Go Against Party Lines\u003c/a>, KQED News, November 2011\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.kqed.org/news/story/2012/08/02/104597/new_target_in_voter_id_battle_1965_voting_rights_act?source=npr&category=u.s\">New Target In Voter ID Battle: 1965 Voting Rights Act\u003c/a>, KQED News, August 2012\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>In a close presidential election, the new state voter ID laws could have a real effect.\u003c/strong>\u003c/p>\n\u003cp>In the presidential election this year, some states will require that voters show a photo ID, such as a driver’s license or passport, to be eligible to vote. What is more, the address on the ID needs to match the voter registration rolls.\u003c/p>\n\u003cp>Why has this become such a big deal across party lines? The argument is that these laws are seen as a strategy to swing the vote in the November election by influencing turnout and voting eligibility. As such, the concern is that they are politically motivated.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>Before the 2006 election, no state in the U.S. had identification laws of this kind. Indiana became the first state to enact a strict photo ID law in that year. Today some states require a government-issued photo as the proof of identity for voting, while other states accept a utility bill or bank statement. Eleven states require by law that voters show government-issued photo IDs, with 27 considering the introduction of these laws.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>See voter ID requirements \u003ca href=\"http://www.ncsl.org/legislatures-elections/elections/voter-id.aspx\">by state\u003c/a>.\u003c/strong>\u003c/p>\n\u003cp>Republicans argue that these rules are needed to avoid voter fraud. Nine of the eleven states that have passed photo ID laws have Republican governors. This concern has been examined in a \u003ca href=\"http://www.nytimes.com/2007/04/12/washington/12fraud.html?pagewanted=all\">New York Times analysis\u003c/a> from 2007, which identified a small number of cases.\u003c/p>\n\u003cp>Democrats claim these laws impact members of minority communities who may not have ID cards. Patricia Smith in the \u003ca href=\"http://upfront.scholastic.com/top_news/2012/04/can-i-see-some-id\">The New York Times Upfront\u003c/a> writes, “an estimated 21 million Americans – poor elderly, black or Hispanic – don’t have government ID cards. And many of them tend to vote Democratic.”\u003c/p>\n\u003cp>\u003ca href=\"http://www.brennancenter.org/content/resource/the_challenge_of_obtaining_voter_identification\">A study\u003c/a> from New York University School of Law’s Brennan Center found that 11 percent of voting-age citizens, or roughly 21 million citizens, lack photo ID. And people in rural areas face the additional hurdle of accessing ID offices with more than 10 million eligible voters living more than 10 miles from the nearest office.\u003c/p>\n\u003cp>The battle goes on as five federal lawsuits have been \u003ca href=\"http://www.kqed.org/news/story/2012/08/02/104597/new_target_in_voter_id_battle_1965_voting_rights_act?source=npr&category=u.s\">filed this year\u003c/a> to challenge the new laws as unconstitutional under the \u003ca href=\"http://www.npr.org/2012/02/28/147568469/is-the-voting-rights-act-endangered-a-legal-primer\">1965 Voting Rights Act\u003c/a>, on the grounds that the requirements would effectively disenfranchise voters.\u003c/p>\n\u003cp>Meanwhile, as November approaches, it may well be that a considerable number of Americans will be unable to cast their ballot as a result of this new restrictive legislation.\u003c/p>\n\u003cp>\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/1YQyMcVoxUU'\n title='//www.youtube.com/embed/1YQyMcVoxUU'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>Resources\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.npr.org/2011/07/18/138160440/the-politics-behind-new-voter-id-laws\">The Politics Behind New Voter ID Laws\u003c/a>, NPR, August 2012\u003c/p>\n\u003cp>\u003ca href=\"http://www.kqed.org/news/story/2011/11/02/73686/in_voter_id_debate_a_few_go_against_party_lines\">In Voter ID Debate, A Few Go Against Party Lines\u003c/a>, KQED News, November 2011\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.kqed.org/news/story/2012/08/02/104597/new_target_in_voter_id_battle_1965_voting_rights_act?source=npr&category=u.s\">New Target In Voter ID Battle: 1965 Voting Rights Act\u003c/a>, KQED News, August 2012\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/07/Paweena_activities2.pdf\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft size-full wp-image-2788\" title=\"Paweena Lizarraga\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/07/Paweena-Lizarraga1.jpg\" alt=\"\" width=\"640\" height=\"374\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2012/07/Paweena-Lizarraga1.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2012/07/Paweena-Lizarraga1-400x234.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/07/Paweena_activities2.pdf\">Download Educators’ Activities Here\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/07/Transcript_Eng1.pdf\">Transcript (English)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/07/Paweena_Lizarraga_Interview-enes11.pdf\">Transcript (Spanish)\u003c/a>\u003c/p>\n\u003cp>Paweena Lizarraga came to the USA from Thailand in 2006 and trained at City College of San Francisco on the Bridge to Biotech program where she received her laboratory certification. She explains that this one year course offers the necessary mathematics and science to prepare her for a career as a technician and lab assistant, and stresses that it is not necessary to have a science background for the course. It does help however to love science and scientific questioning, as clearly she does.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Paweena works now as a lab aid at The Gladstone Institute’s new research facility located at the UCSF campus in Mission Bay. She loves her work in stem cell research, and talks really positively about job opportunities in the biotech field in companies, government jobs or working for research institutes in academic institutions.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" src=\"http://www.youtube.com/embed/videoseries?list=PL85169CC11A837A63&hl=en_US\" frameborder=\"0\" width=\"640\" height=\"360\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/07/Paweena_activities11.pdf\">Download Educators’ Activities Here\u003c/a>\u003c/p>\n\n",
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"title": "Work Voices 5 - Carlos Garcia, Health Interpreter",
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"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"order": 9
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"id": "fresh-air",
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"airtime": "SUN 7:30pm-8pm",
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"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. ",
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"order": 15
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"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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"order": 18
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"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
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"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",
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"source": "American Public Media"
},
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"masters-of-scale": {
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"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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},
"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",
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"meta": {
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"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"morning-edition": {
"id": "morning-edition",
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"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
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"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
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"order": 11
},
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"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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},
"link": "/radio/program/on-the-media",
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},
"pbs-newshour": {
"id": "pbs-newshour",
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"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
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"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
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},
"perspectives": {
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"order": 14
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"planet-money": {
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
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},
"link": "/radio/program/planet-money",
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"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
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},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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"order": 5
},
"link": "/podcasts/politicalbreakdown",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
"link": "/radio/program/possible",
"subscribe": {
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
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