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So, how should schools decide on dress code policies?\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: TEACHERS: Bring \u003ci>Above the Noise\u003c/i> into your middle or high school classroom with \u003ca href=\"https://docs.google.com/document/d/1copyBH7KaLD0BwT9zUNtXYVdMPcZA9yQY_TSvP3lYi0/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">free lesson plans\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/183zNdq6SlR0Wkij4zWPbq2_oMKnGHdxJlr788YbGGZg/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">viewing guide\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1iJ6GqWmrwSGVn92mXM3iRot5ZKe7cojqrd7NIISUFSE/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">glossary of terms\u003c/a>, and \u003ca href=\"https://docs.google.com/document/d/1oIJz-tlCHVjeOIyNh9jUrXlda65vHilP4AYdm0Kskg4/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">transcripts\u003c/a>.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What are school dress codes?\u003c/strong>\u003c/p>\n\u003cp>School dress codes are policies that mandate how students should dress in school. They vary from school to school, district to district.\u003c/p>\n\u003cp>\u003cstrong>Are school dress codes sexist?\u003c/strong>\u003c/p>\n\u003cp>Many people feel that some school dress code policies unfairly target women since most of the items that are banned are items that women would wear, like certain types of skirts and tops. Many also argue that school dress codes can be unfairly enforced based on body type, where more developed women or heavier women are punished more frequently compared to less developed or thinner women. Critics say that this sends the wrong message to young women about their bodies and contributes to the sexualization of young women.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Are school dress codes racist?\u003c/strong>\u003c/p>\n\u003cp>Many people feel that some school dress code policies unfairly target people of color by banning things that may wear like durags, hair wraps, braids, and dreadlocks. Critics argue this criminalizes culture, and can lead to a system where students of color are getting disciplined more for dress code violations.\u003c/p>\n\u003cp>\u003cstrong>What are advantages of dress codes?\u003c/strong>\u003c/p>\n\u003cp>Many proponents of dress codes feel that dress codes contribute to a safe learning environment. Dress codes that prohibit gang related clothing or clothing that others may find offensive or distracting helps create an environment where students can focus on their education rather than distracting or dangerous clothes. Many also feel that strict dress codes help prepare students for work life after school, since many jobs require employees to dress a certain way.\u003c/p>\n\u003cp>\u003cstrong>SOURCES\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://pudding.cool/2019/02/dress-code-sexualization/\">Pudding: The sexualized Messages Dress Codes Are Sending to Students\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.vox.com/the-goods/2018/9/13/17847542/students-waging-war-sexist-racist-school-dress-codes\">Vox: Students are waging war on sexist and racist school dress codes — and they’re winning\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.edweek.org/ew/articles/2018/09/05/do-school-dress-codes-discrimate-against-girls.html\">Ed Week: Do School Dress Dodes Discriminate Against Girls?\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kappanonline.org/pavlakis-roegman-dress-codes-gender-race-discrimination/\">Phi Delta Kappan: How dress codes criminalize males and sexualize females of color\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/sections/ed/2017/07/17/534448313/when-black-hair-violates-the-dress-code\">NPR: When Black Hair Violates the Dress Code:\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nbcnews.com/news/nbcblk/parents-outraged-over-school-s-discriminatory-racist-dress-code-n759821\">NBC News: Parents Outraged Over School’s ‘Discriminatory,’ ‘Racist’ Dress Code:\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.thedailybeast.com/aclu-naacp-take-on-florida-schools-discriminatory-hair-policy-after-boy-banned-for-having-locs\">The Daily Beast: ‘Discriminatory’: ACLU, NAACP Go After Florida School That Banned Child for Dreadlocks\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nbcnews.com/news/nbcblk/louisiana-girl-sent-home-school-over-braided-hair-extensions-n902811\">NBC News: Louisiana girl sent home from school over braided hair extensions\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.sfchronicle.com/bayarea/article/Alameda-schools-new-dress-code-Tube-tops-are-13167331.php\">SF Chronicle: Alameda schools’ new dress code: Tube tops are in, shaming girls is out\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://alamedausd-ca.schoolloop.com/file/1514016404908/1376459767278/4266656840010053803.pdf\">An Introduction to AUSD’s Revised Dress Code:\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>With #dresscoded and #Imnotadistraction, school dress codes are coming under fire from students who say these policies can be sexist and racist. But many argue strict dress codes are necessary for a safe learning environment. So, how should schools decide on dress code policies?\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: TEACHERS: Bring \u003ci>Above the Noise\u003c/i> into your middle or high school classroom with \u003ca href=\"https://docs.google.com/document/d/1copyBH7KaLD0BwT9zUNtXYVdMPcZA9yQY_TSvP3lYi0/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">free lesson plans\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/183zNdq6SlR0Wkij4zWPbq2_oMKnGHdxJlr788YbGGZg/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">viewing guide\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1iJ6GqWmrwSGVn92mXM3iRot5ZKe7cojqrd7NIISUFSE/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">glossary of terms\u003c/a>, and \u003ca href=\"https://docs.google.com/document/d/1oIJz-tlCHVjeOIyNh9jUrXlda65vHilP4AYdm0Kskg4/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">transcripts\u003c/a>.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What are school dress codes?\u003c/strong>\u003c/p>\n\u003cp>School dress codes are policies that mandate how students should dress in school. They vary from school to school, district to district.\u003c/p>\n\u003cp>\u003cstrong>Are school dress codes sexist?\u003c/strong>\u003c/p>\n\u003cp>Many people feel that some school dress code policies unfairly target women since most of the items that are banned are items that women would wear, like certain types of skirts and tops. Many also argue that school dress codes can be unfairly enforced based on body type, where more developed women or heavier women are punished more frequently compared to less developed or thinner women. Critics say that this sends the wrong message to young women about their bodies and contributes to the sexualization of young women.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Are school dress codes racist?\u003c/strong>\u003c/p>\n\u003cp>Many people feel that some school dress code policies unfairly target people of color by banning things that may wear like durags, hair wraps, braids, and dreadlocks. Critics argue this criminalizes culture, and can lead to a system where students of color are getting disciplined more for dress code violations.\u003c/p>\n\u003cp>\u003cstrong>What are advantages of dress codes?\u003c/strong>\u003c/p>\n\u003cp>Many proponents of dress codes feel that dress codes contribute to a safe learning environment. Dress codes that prohibit gang related clothing or clothing that others may find offensive or distracting helps create an environment where students can focus on their education rather than distracting or dangerous clothes. Many also feel that strict dress codes help prepare students for work life after school, since many jobs require employees to dress a certain way.\u003c/p>\n\u003cp>\u003cstrong>SOURCES\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://pudding.cool/2019/02/dress-code-sexualization/\">Pudding: The sexualized Messages Dress Codes Are Sending to Students\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.vox.com/the-goods/2018/9/13/17847542/students-waging-war-sexist-racist-school-dress-codes\">Vox: Students are waging war on sexist and racist school dress codes — and they’re winning\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.edweek.org/ew/articles/2018/09/05/do-school-dress-codes-discrimate-against-girls.html\">Ed Week: Do School Dress Dodes Discriminate Against Girls?\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kappanonline.org/pavlakis-roegman-dress-codes-gender-race-discrimination/\">Phi Delta Kappan: How dress codes criminalize males and sexualize females of color\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/sections/ed/2017/07/17/534448313/when-black-hair-violates-the-dress-code\">NPR: When Black Hair Violates the Dress Code:\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nbcnews.com/news/nbcblk/parents-outraged-over-school-s-discriminatory-racist-dress-code-n759821\">NBC News: Parents Outraged Over School’s ‘Discriminatory,’ ‘Racist’ Dress Code:\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.thedailybeast.com/aclu-naacp-take-on-florida-schools-discriminatory-hair-policy-after-boy-banned-for-having-locs\">The Daily Beast: ‘Discriminatory’: ACLU, NAACP Go After Florida School That Banned Child for Dreadlocks\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nbcnews.com/news/nbcblk/louisiana-girl-sent-home-school-over-braided-hair-extensions-n902811\">NBC News: Louisiana girl sent home from school over braided hair extensions\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.sfchronicle.com/bayarea/article/Alameda-schools-new-dress-code-Tube-tops-are-13167331.php\">SF Chronicle: Alameda schools’ new dress code: Tube tops are in, shaming girls is out\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://alamedausd-ca.schoolloop.com/file/1514016404908/1376459767278/4266656840010053803.pdf\">An Introduction to AUSD’s Revised Dress Code:\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>When you’re in high school, it can seem like being popular is the most important thing in the world. But what happens to people who are popular in high school after they graduate? What we found out might not be what you would expect.\u003c/p>\n\u003cp>Being popular in high school tends to have adverse outcomes once someone enters early adulthood. But it all depends on what type of popularity someone has because it turns out there are two types. They are status and likability.\u003c/p>\n\u003cp>\u003cstrong>What is status?\u003c/strong>\u003cbr>\nStatus refers to people who have a lot of power and influence over others. People who have status tend to have a lot of admirers and loose friendships. It’s the kind of popularity you have likely seen in classic teen movies like Mean Girls and High School Musical.\u003c/p>\n\u003cp>People who have a lot “status” in high school actually face more social anxiety later in life. They are also more likely to suffer from depression or addiction and have problems with the law.\u003c/p>\n\u003cp>\u003cstrong>What is likability?\u003c/strong>\u003cbr>\nLikability refers to, unsurprisingly, how well liked someone is. People who are likable tend to have a handful of strong, close friendships. It is this type of popularity that tends to serve people well later in life. Psychologists believe that people who have a few strong friendships in high school have the ability to maintain similar patterns in adulthood, which results in a higher sense of self worth and better professional, social, and romantic relationships.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Therefore, it’s not the quantity of your friendships in high school that seems to matter later in life. It’s the quality. So having a few, strong friendships in high school will benefit you more later in life than having a ton of acquaintances.\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/28913676\">The Cost of Being Cool: How Adolescent Pseudomature Behavior Maps onto Adult Adjustment\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.scientificamerican.com/article/cracking-the-popularity-code/\">Cracking the Popularity Code\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.cnn.com/2017/09/12/health/high-school-friends-health-study/index.html\">A downside to being popular in high school, study says\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.sciencedaily.com/releases/2014/06/140612085341.htm\">What happens to ‘cool’ kids? New study sheds light\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.psychologytoday.com/blog/the-athletes-way/201708/high-school-popularity-might-backfire-later-in-life\">High School Popularity Might Backfire Later in Life\u003c/a>\u003c/p>\n\n",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/education/2013/01/25/three-innovative-arts-education-resources/screen-shot-2013-01-23-at-4-29-53-pm/\" rel=\"attachment wp-att-4480\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-4480 alignleft\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/01/Screen-Shot-2013-01-23-at-4.29.53-PM1.png\" alt=\"Screen Shot 2013-01-23 at 4.29.53 PM\" width=\"640\" height=\"442\">\u003c/a>Check out three of our favorite resources focused on visual arts in education:\u003c/p>\n\u003cp>\u003ca href=\"http://www.moma.org/interactives/redstudio/\">Red Studio\u003c/a> is the Museum of Modern’s Arts interactive and collaborative project with high school students in New York City. Exploring “issues and questions raised by teens about today’s modern art, working artists, and what goes on behind the scenes at a museum,” the site features interviews with artists and opportunities to make digital art. The image above was creative in Red Studio’s \u003ca href=\"http://www.moma.org/interactives/redstudio/interactives/remix/index_f.html\">REMIX\u003c/a> interactive collage tool.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/2013/01/25/three-innovative-arts-education-resources/screen-shot-2013-01-23-at-4-48-30-pm/\" rel=\"attachment wp-att-4481\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-4481\" src=\"http://ww2.kqed.org/education/files/2013/01/Screen-Shot-2013-01-23-at-4.48.30-PM-e1359087811672.png\" alt=\"Screen Shot 2013-01-23 at 4.48.30 PM\" width=\"640\" height=\"450\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.artbabble.org\">Art Babble\u003c/a> is like YouTube for art videos. This site was developed by the Indianapolis Museum of Art, and features videos from partners including KQED, PBS’s Art:21, The San Jose Museum of Art, Yerba Buena Center of the Arts, and many more, including national and international organizations. Videos are organized by medium, location, themes, and time period. There is a special section specifically for educators with classroom-appropriate videos and resources.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/2013/01/25/three-innovative-arts-education-resources/screen-shot-2013-01-23-at-4-48-11-pm/\" rel=\"attachment wp-att-4482\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-4482 alignleft\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/01/Screen-Shot-2013-01-23-at-4.48.11-PM1.png\" alt=\"Screen Shot 2013-01-23 at 4.48.11 PM\" width=\"640\" height=\"538\">\u003c/a>\u003ca href=\"http://arted20.ning.com/\">Art Education 2.0\u003c/a> is a Ning networking web site initiated by professor and educator \u003ca href=\"http://en.wikipedia.org/wiki/Craig_Roland\">Craig Roland\u003c/a>. It hosts a robust collection of resources and offers many opportunities for idea sharing and networking among fellow arts educators. Membership is free, and there are currently over 12,000 active members who upload ideas, videos, and photos to share with their global community of colleagues.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/2013/01/25/three-innovative-arts-education-resources/screen-shot-2013-01-23-at-4-42-08-pm/\" rel=\"attachment wp-att-4483\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-4483 alignleft\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/01/Screen-Shot-2013-01-23-at-4.42.08-PM1.png\" alt=\"Screen Shot 2013-01-23 at 4.42.08 PM\" width=\"640\" height=\"566\">\u003c/a>\u003c/p>\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/2013/01/25/three-innovative-arts-education-resources/screen-shot-2013-01-23-at-4-29-53-pm/\" rel=\"attachment wp-att-4480\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-4480 alignleft\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/01/Screen-Shot-2013-01-23-at-4.29.53-PM1.png\" alt=\"Screen Shot 2013-01-23 at 4.29.53 PM\" width=\"640\" height=\"442\">\u003c/a>Check out three of our favorite resources focused on visual arts in education:\u003c/p>\n\u003cp>\u003ca href=\"http://www.moma.org/interactives/redstudio/\">Red Studio\u003c/a> is the Museum of Modern’s Arts interactive and collaborative project with high school students in New York City. Exploring “issues and questions raised by teens about today’s modern art, working artists, and what goes on behind the scenes at a museum,” the site features interviews with artists and opportunities to make digital art. The image above was creative in Red Studio’s \u003ca href=\"http://www.moma.org/interactives/redstudio/interactives/remix/index_f.html\">REMIX\u003c/a> interactive collage tool.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/2013/01/25/three-innovative-arts-education-resources/screen-shot-2013-01-23-at-4-48-30-pm/\" rel=\"attachment wp-att-4481\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-4481\" src=\"http://ww2.kqed.org/education/files/2013/01/Screen-Shot-2013-01-23-at-4.48.30-PM-e1359087811672.png\" alt=\"Screen Shot 2013-01-23 at 4.48.30 PM\" width=\"640\" height=\"450\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.artbabble.org\">Art Babble\u003c/a> is like YouTube for art videos. This site was developed by the Indianapolis Museum of Art, and features videos from partners including KQED, PBS’s Art:21, The San Jose Museum of Art, Yerba Buena Center of the Arts, and many more, including national and international organizations. Videos are organized by medium, location, themes, and time period. There is a special section specifically for educators with classroom-appropriate videos and resources.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/2013/01/25/three-innovative-arts-education-resources/screen-shot-2013-01-23-at-4-48-11-pm/\" rel=\"attachment wp-att-4482\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-4482 alignleft\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/01/Screen-Shot-2013-01-23-at-4.48.11-PM1.png\" alt=\"Screen Shot 2013-01-23 at 4.48.11 PM\" width=\"640\" height=\"538\">\u003c/a>\u003ca href=\"http://arted20.ning.com/\">Art Education 2.0\u003c/a> is a Ning networking web site initiated by professor and educator \u003ca href=\"http://en.wikipedia.org/wiki/Craig_Roland\">Craig Roland\u003c/a>. It hosts a robust collection of resources and offers many opportunities for idea sharing and networking among fellow arts educators. Membership is free, and there are currently over 12,000 active members who upload ideas, videos, and photos to share with their global community of colleagues.\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/38/2012/04/kids1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-2058\" title=\"OLYMPUS DIGITAL CAMERA\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/04/kids1.jpg\" alt=\"\" width=\"640\" height=\"420\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2012/04/kids1.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2012/04/kids1-400x263.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp>\u003cem>Please welcome digital media teacher Matt Koons to EdSpace. We met at a KQED Education event last fall, and I wanted to hear more about his students’ music production projects, which reminded me of our inspiring KQED Spark videos about young music-makers such as the students from they \u003ca href=\"http://www.kqed.org/arts/programs/spark/profile.jsp?essid=8964\">Bay Area Unity Music Project\u003c/a>, and singer/songwriter \u003ca href=\"http://www.kqed.org/arts/programs/spark/profile.jsp?essid=4585\">Lauren Shera\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>Matt Koons:\u003c/strong>Here at Sonoma Academy in Santa Rosa, students have a break between the first half and second half of the school year called “Intersession.” During Intersession students sign up for classes that run from 9:00 am to 3:00 pm everyday for almost 2 weeks. My class was called “Music Production” at the Dream Box Studio. I wanted to give students the chance to create and learn how to record their own music. The equipment was donated by Leo Laporte (a.k.a. The Tech Guy) and I turned a library space into a recording studio with a few office panels to use as isolation booths. The school bought a large conference table at Habitat for Humanity’s “ReStore” to hold some equipment.”\u003c/p>\n\u003cp style=\"text-align: left\">\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/04/kids421.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-large wp-image-2053\" title=\"kids42\" src=\"http://ww2.kqed.org/education/files/2012/04/kids42-768x1024.jpg\" alt=\"\" width=\"518\" height=\"687\">\u003c/a>I anticipated having maybe 12 students and I got 23, with more wanting to sign up. There are so many students that can play an instrument and/or sing nowadays that I underestimated the turnout. Our school is small so we don’t have marching bands or school bands for the students to play in. The music production class had students create their own group or band, or they could work alone. Most of what we ended up recording was original work, others used backtracks, and some played covers of familiar songs.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" src=\"http://w.soundcloud.com/player/?url=http%3A%2F%2Fapi.soundcloud.com%2Ftracks%2F41961696&auto_play=false&show_artwork=false&color=8e88fc\" frameborder=\"no\" scrolling=\"no\" width=\"100%\" height=\"166\">\u003c/iframe>\u003c/p>\n\u003cp>The format for the day was for everyone to meet at 9:00 in a classroom and organize the day. I was lucky to have the help of Florence (French Teacher) & Colin (Humanities); together we would make waffles, pancakes, crepes, and hot chocolate almost every morning to get the students ready to go. The students would decide on a time slot that they would come to the studio and record. On the board I had a chart with 45 minute slots and the students would work it out for themselves, as long as I got everyone to record every day. We had rooms open for them to practice, sort out ideas, write songs, and so on. The theater was open for the larger, louder groups, and they could sit outside if they were quiet. The other condition for the class was that the students had to produce at least one song, and be musicians for others. I wanted them to act like studio musicians and help out other bands or individuals when they needed it. A list was posted with students and the instruments they played. This way they would circulate & mix it up a little bit. If they didn’t mix it up, then I would assign the students into groups of 3 that I made up, and have them produce a 15-30 second jingle about the Dream Box Studio.\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" src=\"http://w.soundcloud.com/player/?url=http%3A%2F%2Fapi.soundcloud.com%2Ftracks%2F41961861&auto_play=false&show_artwork=false&color=f488fc\" frameborder=\"no\" scrolling=\"no\" width=\"100%\" height=\"166\">\u003c/iframe>\u003c/p>\n\u003cp>This class was so much fun, it amazed me. We ended up with 15 songs, and a bunch of jingles. The students said it was more exciting than they had expected. They were surprised at how fast the time went by, they met new friends, they were comfortable in the studio and were eager to get back and record some more. They learned how to record themselves, edit, and got a sense of the whole process of producing a song. Now that the Intersession is over, I have students coming in whenever they have a free moment just to play or tinker with a song. They bring their friends and help others discover the studio too. I hope to do this again next year, it was the best class in the world.\u003c/p>\n\u003cp>\u003cem>Thanks, Matt, for taking the time to share this story and your students’ music! We’re big fans. Teachers, have you taught music production at your school? Leave a comment or link to your students’ music below.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Photos by Matt Koons\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" src=\"http://w.soundcloud.com/player/?url=http%3A%2F%2Fapi.soundcloud.com%2Ftracks%2F41961696&auto_play=false&show_artwork=false&color=8e88fc\" frameborder=\"no\" scrolling=\"no\" width=\"100%\" height=\"166\">\u003c/iframe>\u003c/p>\n\u003cp>The format for the day was for everyone to meet at 9:00 in a classroom and organize the day. I was lucky to have the help of Florence (French Teacher) & Colin (Humanities); together we would make waffles, pancakes, crepes, and hot chocolate almost every morning to get the students ready to go. The students would decide on a time slot that they would come to the studio and record. On the board I had a chart with 45 minute slots and the students would work it out for themselves, as long as I got everyone to record every day. We had rooms open for them to practice, sort out ideas, write songs, and so on. The theater was open for the larger, louder groups, and they could sit outside if they were quiet. The other condition for the class was that the students had to produce at least one song, and be musicians for others. I wanted them to act like studio musicians and help out other bands or individuals when they needed it. A list was posted with students and the instruments they played. This way they would circulate & mix it up a little bit. If they didn’t mix it up, then I would assign the students into groups of 3 that I made up, and have them produce a 15-30 second jingle about the Dream Box Studio.\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" src=\"http://w.soundcloud.com/player/?url=http%3A%2F%2Fapi.soundcloud.com%2Ftracks%2F41961861&auto_play=false&show_artwork=false&color=f488fc\" frameborder=\"no\" scrolling=\"no\" width=\"100%\" height=\"166\">\u003c/iframe>\u003c/p>\n\u003cp>This class was so much fun, it amazed me. We ended up with 15 songs, and a bunch of jingles. The students said it was more exciting than they had expected. They were surprised at how fast the time went by, they met new friends, they were comfortable in the studio and were eager to get back and record some more. They learned how to record themselves, edit, and got a sense of the whole process of producing a song. Now that the Intersession is over, I have students coming in whenever they have a free moment just to play or tinker with a song. They bring their friends and help others discover the studio too. I hope to do this again next year, it was the best class in the world.\u003c/p>\n\u003cp>\u003cem>Thanks, Matt, for taking the time to share this story and your students’ music! We’re big fans. Teachers, have you taught music production at your school? Leave a comment or link to your students’ music below.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Photos by Matt Koons\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "We've Got A Crisis Here: Teachers Weigh in on High School Dropouts",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/03/AmGrad1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-1890\" title=\"American Graduate Teacher Town Hall - Oakland, CA\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/03/AmGrad1.jpg\" alt=\"\" width=\"640\" height=\"400\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2012/03/AmGrad1.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2012/03/AmGrad1-400x250.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp>Let’s begin with some numbers:\u003c/p>\n\u003cblockquote>\n\u003cul>\n\u003cli>Every year, roughly \u003ca href=\"http://www.pbs.org/newshour/rundown/2012/02/why-i-go-to-school-on-pinterest.html\" target=\"_blank\" rel=\"noopener\">1.3 million students\u003c/a> in the U.S. drop out of high school. That’s 7,000 students each day.\u003c/li>\n\u003cli>More than 20 percent of California high school students drop out of school before graduation*\u003c/li>\n\u003cli>More than one third of California’s African American public high school students didn’t graduate*\u003c/li>\n\u003cli>Roughly 27 percent of California’s Hispanic students don’t graduate from high school*\u003c/li>\n\u003cli>In the City of Oakland, almost 40 percent of students don’t graduate*\u003c/li>\n\u003cli>California ranked 46th in the nation in K-12 per pupil spending (almost $3,000/student below the national average).**\u003c/li>\n\u003cli>In contrast, California spends an average of $47,000 per year per inmate***\u003c/li>\n\u003cli>Nationwide, California ranks dead last in the number of K-12 students per teacher**\u003c/li>\n\u003c/ul>\n\u003c/blockquote>\n\u003cp>*\u003ca href=\"http://dq.cde.ca.gov/dataquest/\" target=\"_blank\" rel=\"noopener\">Based on 2009 California Department of Education data \u003c/a>\u003cbr>\n**\u003ca href=\"http://www.cbp.org/pdfs/2011/111012_Decade_of_Disinvestment_%20SFF.pdf\" target=\"_blank\" rel=\"noopener\">Based on 2010-11 data compiled by the California Budget Project\u003cbr>\n\u003c/a>***\u003ca href=\"http://www.lao.ca.gov/laoapp/laomenus/sections/crim_justice/6_cj_inmatecost.aspx?catid=3\" target=\"_blank\" rel=\"noopener\">Based on 2008-9 data from the Legislative Analyst’s Office\u003c/a>\u003c/p>\n\u003cp>Not the most uplifting way to start a blog post, huh? It’s all true, though. And few people are more aware of it than the teachers and students on the front lines.\u003c/p>\n\u003cp>On March 13, teachers, education advocates, and a number of students filled the theater at Laney College in Oakland to address the problem, ask important questions, and share thoughts on how best to tackle this ongoing crisis in American education. The forum was part of \u003ca href=\"http://www.americangraduate.org/\" target=\"_blank\" rel=\"noopener\">American Graduate: Let’s Make It Happen\u003c/a>, an initiative spearheaded by the Corporation for Public Broadcasting (CPB), in partnership with America’s Promise Alliance and the Bill and Melinda Gates Foundation.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Local public radio and television stations (including KQED) in 20 impacted “hub markets” where the high school dropout crisis is most acute, are convening teacher town hall events to raise awareness of, and bring attention to, the issue.\u003c/p>\n\u003cp>Moderated by Snap Judgement host Glynn Washington, Tuesday’s event centered around a panel of seasoned Oakland educators who spoke passionately about the extent of the crisis from their unique perspectives. While specific opinions and suggested courses of action varied widely, all participants were united in their insistence that a whole generation of young people are being left behind, and that urgent change is desperately needed.\u003c/p>\n\u003cp>Below are some of the overarching themes that shaped the discussion:\u003c/p>\n\u003cul>\n\u003cli>Strong student/teacher relationships are crucial\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Students need to know that teachers care; that they know them; that they listen to them\u003c/li>\n\u003cli>Teachers must create support systems for their most vulnerable students, and provide lasting mentorship\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Teachers need to encourage creativity/critical thinking among their students\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>It’s the role of educators to spark students’ minds, help create change\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Much of today’s conventional educational approaches focus too much on basic skills, and not nearly enough on creative skills and real-world job skills\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Teachers are critical to student success, but there is often too much responsibility placed on them. The community support factor can’t be ignored.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>There is a serious lack of stability in the teaching force, and this directly impacts the stability of students; teacher dropouts encourage student dropouts\u003c/li>\n\u003cli>Teachers have questionable access to basic resources, which affects the length of their teaching commitment\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>There is a lack of consistency in the educational system; a constant flux in procedures, goals and approaches makes it harder on everyone\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>For many students entering high school, success is predetermined (there is still an unofficial form of tracking at play)\u003c/li>\n\u003cli>In many cases, students need to be taught “how” to be in school and “how” to learn; it shouldn’t simply be assumed that this is inherent knowledge\u003c/li>\n\u003cli>There is a lack of relevance/meaning in most standardized curriculum; this results in a lack of student engagement and retention\u003c/li>\n\u003cli>Too often ignored in the education debate are the crucial impact of poverty, nutritional health, and basic resources on educational achievement\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"description": "Let’s begin with some numbers: Every year, roughly 1.3 million students in the U.S. drop out of high school. That’s 7,000 students each day. More than 20 percent of California high school students drop out of school before graduation* More than one third of California’s African American public high school students didn’t graduate* Roughly 27",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/03/AmGrad1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-1890\" title=\"American Graduate Teacher Town Hall - Oakland, CA\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/03/AmGrad1.jpg\" alt=\"\" width=\"640\" height=\"400\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2012/03/AmGrad1.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2012/03/AmGrad1-400x250.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp>Let’s begin with some numbers:\u003c/p>\n\u003cblockquote>\n\u003cul>\n\u003cli>Every year, roughly \u003ca href=\"http://www.pbs.org/newshour/rundown/2012/02/why-i-go-to-school-on-pinterest.html\" target=\"_blank\" rel=\"noopener\">1.3 million students\u003c/a> in the U.S. drop out of high school. That’s 7,000 students each day.\u003c/li>\n\u003cli>More than 20 percent of California high school students drop out of school before graduation*\u003c/li>\n\u003cli>More than one third of California’s African American public high school students didn’t graduate*\u003c/li>\n\u003cli>Roughly 27 percent of California’s Hispanic students don’t graduate from high school*\u003c/li>\n\u003cli>In the City of Oakland, almost 40 percent of students don’t graduate*\u003c/li>\n\u003cli>California ranked 46th in the nation in K-12 per pupil spending (almost $3,000/student below the national average).**\u003c/li>\n\u003cli>In contrast, California spends an average of $47,000 per year per inmate***\u003c/li>\n\u003cli>Nationwide, California ranks dead last in the number of K-12 students per teacher**\u003c/li>\n\u003c/ul>\n\u003c/blockquote>\n\u003cp>*\u003ca href=\"http://dq.cde.ca.gov/dataquest/\" target=\"_blank\" rel=\"noopener\">Based on 2009 California Department of Education data \u003c/a>\u003cbr>\n**\u003ca href=\"http://www.cbp.org/pdfs/2011/111012_Decade_of_Disinvestment_%20SFF.pdf\" target=\"_blank\" rel=\"noopener\">Based on 2010-11 data compiled by the California Budget Project\u003cbr>\n\u003c/a>***\u003ca href=\"http://www.lao.ca.gov/laoapp/laomenus/sections/crim_justice/6_cj_inmatecost.aspx?catid=3\" target=\"_blank\" rel=\"noopener\">Based on 2008-9 data from the Legislative Analyst’s Office\u003c/a>\u003c/p>\n\u003cp>Not the most uplifting way to start a blog post, huh? It’s all true, though. And few people are more aware of it than the teachers and students on the front lines.\u003c/p>\n\u003cp>On March 13, teachers, education advocates, and a number of students filled the theater at Laney College in Oakland to address the problem, ask important questions, and share thoughts on how best to tackle this ongoing crisis in American education. The forum was part of \u003ca href=\"http://www.americangraduate.org/\" target=\"_blank\" rel=\"noopener\">American Graduate: Let’s Make It Happen\u003c/a>, an initiative spearheaded by the Corporation for Public Broadcasting (CPB), in partnership with America’s Promise Alliance and the Bill and Melinda Gates Foundation.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Local public radio and television stations (including KQED) in 20 impacted “hub markets” where the high school dropout crisis is most acute, are convening teacher town hall events to raise awareness of, and bring attention to, the issue.\u003c/p>\n\u003cp>Moderated by Snap Judgement host Glynn Washington, Tuesday’s event centered around a panel of seasoned Oakland educators who spoke passionately about the extent of the crisis from their unique perspectives. While specific opinions and suggested courses of action varied widely, all participants were united in their insistence that a whole generation of young people are being left behind, and that urgent change is desperately needed.\u003c/p>\n\u003cp>Below are some of the overarching themes that shaped the discussion:\u003c/p>\n\u003cul>\n\u003cli>Strong student/teacher relationships are crucial\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Students need to know that teachers care; that they know them; that they listen to them\u003c/li>\n\u003cli>Teachers must create support systems for their most vulnerable students, and provide lasting mentorship\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Teachers need to encourage creativity/critical thinking among their students\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>It’s the role of educators to spark students’ minds, help create change\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Much of today’s conventional educational approaches focus too much on basic skills, and not nearly enough on creative skills and real-world job skills\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Teachers are critical to student success, but there is often too much responsibility placed on them. The community support factor can’t be ignored.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>There is a serious lack of stability in the teaching force, and this directly impacts the stability of students; teacher dropouts encourage student dropouts\u003c/li>\n\u003cli>Teachers have questionable access to basic resources, which affects the length of their teaching commitment\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>There is a lack of consistency in the educational system; a constant flux in procedures, goals and approaches makes it harder on everyone\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>For many students entering high school, success is predetermined (there is still an unofficial form of tracking at play)\u003c/li>\n\u003cli>In many cases, students need to be taught “how” to be in school and “how” to learn; it shouldn’t simply be assumed that this is inherent knowledge\u003c/li>\n\u003cli>There is a lack of relevance/meaning in most standardized curriculum; this results in a lack of student engagement and retention\u003c/li>\n\u003cli>Too often ignored in the education debate are the crucial impact of poverty, nutritional health, and basic resources on educational achievement\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "KQED Science Youth Media Festival",
"headTitle": "KQED Science Youth Media Festival | KQED",
"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/KQED_EdNet_Science_bBABE2B1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/KQED_EdNet_Science_bBABE2B1.jpg\" alt=\"\" title=\"KQED_EdNet_Science_b#BABE2B\" width=\"640\" height=\"288\" class=\"alignnone size-full wp-image-1714\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2012/02/KQED_EdNet_Science_bBABE2B1.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2012/02/KQED_EdNet_Science_bBABE2B1-400x180.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003ch2>\u003cstrong>Applications are now open for the 1st Annual KQED Science Youth Media Festival, hosted at California Academy of Sciences on June 10, 2012, 3-5pm. \n\u003cp>Deadline for submission: April 15, 2012\u003cbr>\n\u003c/p>\u003c/strong>\u003c/h2>\n\u003cp>The theme for this year’s festival is \u003cstrong>Nature and Environmental Science\u003c/strong>. We are looking for videos produced by youth who are either in middle school or high school about the following topics:\u003c/p>\n\u003cul>\nwildlife\u003cbr>\nwater use\u003cbr>\noceans\u003cbr>\npollution\u003cbr>\ncultural connections\u003cbr>\nrestoration\u003cbr>\nsustainability\u003cbr>\nenvironmental justice\u003c/ul>\n\u003cp>We are accepting submissions from youth who have made digital media projects either in school, an after-school program, summer program, or independently. The project format must be self-contained and able to stand alone. Presentations such as PowerPoint, Prezi, etc. will not be accepted. The projects must be published on a video hosting site like YouTube, SchoolTube, or Vimeo. The length of the projects cannot exceed 15 minutes and they must have been produced AFTER April 15, 2010.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/KQEDSYMF_rubric1.pdf\">\u003cstrong>Download our criteria for accepting entries to the 1st Annual KQED Science Youth Media Festival\u003c/strong>\u003c/a>.\u003c/p>\n\u003cp>Youth whose entries are accepted to the festival will receive iTunes gift cards. Grand prizes include the possibility of the showcasing the winning videos on KQED QUEST, a two-day internship with QUEST’s production team, and Apple mobile devices.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>SUBMISSION\u003c/strong>\u003c/p>\n\u003cp>Before submitting your project, be sure to post the video on a video hosting site like YouTube, SchoolTube or Vimeo, and make sure that your video is public (we will not be able to view or judge a project that is set to private). To submit your project, fill out our online entry form \u003cstrong>below\u003c/strong>. Be sure to read the guidelines before filling out the form. You can download a copy of the entry form \u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/KQEDScienceYouth-MediaFestival_entryform1.pdf\">HERE\u003c/a> to review it.\u003c/p>\n\u003cp>\u003cstrong>Submission Guidelines:\u003c/strong>\u003c/p>\n\u003col>\n\u003cli>KQED Science Youth Media Festival is to showcase the work of middle school and high school students (ages 13-18). If you are younger than 13, please have a parent, teacher or instructor submit your project. All communication will be sent to the email listed in the form so please be sure it is active and checked often.\u003c/li>\n\u003cli>Teachers: For classroom projects, please submit only the “best” one or two to the KQED Science Media Festival for consideration. In other words, if your students are creating similar projects on air pollution, please submit only one or two projects to the Festival.\u003c/li>\n\u003cli>Create and keep a complete, high-resolution copy of your project, as this is required for all winning projects.\u003c/li>\n\u003cli>Entries must be received by 11:59pm PST, April 15, 2012.\u003c/li>\n\u003cli>Entries must represent work that was completed after April 15, 2010.\u003c/li>\n\u003cli>Please note that a completed materials/appearance release will be required for entries accepted to the KQED Science Youth Media Festival. This form must be printed and signed by the youth and his/her parent or guardian.\u003c/li>\n\u003cli>All entries must be submitted online using a preferred web hosting partner or other media hosting provider (e.g. SchoolTube, YouTube, Vimeo, etc.). All entries MUST have a valid, public URL that our judges can access.\u003c/li>\n\u003cli>If your project includes copyrighted material, please follow the \u003ca href=\"http://www.centerforsocialmedia.org/fair-use/related-materials/codes/code-best-practices-fair-use-media-literacy-education\">Center for Social Media guidelines for Fair Use\u003c/a> or \u003ca href=\"http://ww2.kqed.org/education/2012/01/25/can-i-use-this-in-my-media-project/\">view the post\u003c/a> on KQED Edspace and be sure to cite your sources in the end credits.\u003c/li>\n\u003c/ol>\n\u003cp>Please contact mwilliams@kqed.org with submission questions, or if you need an alternate submission option.\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" src=\"https://docs.google.com/spreadsheet/embeddedform?formkey=dEhlSnRWcFBLOGpSeFlXMEFzc2lyN2c6MQ\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" width=\"640\" height=\"420\">\u003c/iframe>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Partners of the KQED Science Youth Media Festival include:\u003c/strong>\u003cbr>\n\u003ca href=\"http://www.kqed.org/education\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/KQED_Education_logo1.jpg\" alt=\"\" title=\"KQED Education\" width=\"82\" height=\"50\" class=\"alignleft size-full wp-image-1763\">\u003c/a>\u003ca href=\"http://www.calacademy.org\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/CAS-logo1.jpg\" alt=\"\" title=\"Cal Academy of Sciences\" width=\"147\" height=\"50\" class=\"alignleft size-full wp-image-1719\">\u003c/a>\u003ca href=\"http://www.parksconservancy.org/our-work/crissy/\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/GGNPC_Hdr_CFC1.png\" alt=\"\" title=\"Crissy Field Center\" width=\"229\" height=\"50\" class=\"alignleft size-full wp-image-1720\">\u003c/a>\u003ca href=\"http://www.girlscoutsnorcal.org/\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/GS_NorCal-big1.jpg\" alt=\"\" title=\"Girl Scouts\" width=\"129\" height=\"50\" class=\"alignleft size-full wp-image-1729\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2012/02/GS_NorCal-big1.jpg 129w, https://cdn.kqed.org/wp-content/uploads/sites/38/2012/02/GS_NorCal-big1-128x50.jpg 128w\" sizes=\"(max-width: 129px) 100vw, 129px\">\u003c/a>\u003ca href=\"http://www.baymn.org\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/BAYMN_LOGO1.jpg\" alt=\"\" title=\"Bay Area Youth Media Network\" width=\"81\" height=\"50\" class=\"alignleft size-full wp-image-1764\">\u003c/a>\u003c/p>\n\n",
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"description": "Applications are now open for the 1st Annual KQED Science Youth Media Festival, hosted at California Academy of Sciences on June 10, 2012, 3-5pm. Deadline for submission: April 15, 2012 The theme for this year’s festival is Nature and Environmental Science. We are looking for videos produced by youth who are either in middle school",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/KQED_EdNet_Science_bBABE2B1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/KQED_EdNet_Science_bBABE2B1.jpg\" alt=\"\" title=\"KQED_EdNet_Science_b#BABE2B\" width=\"640\" height=\"288\" class=\"alignnone size-full wp-image-1714\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2012/02/KQED_EdNet_Science_bBABE2B1.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2012/02/KQED_EdNet_Science_bBABE2B1-400x180.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003ch2>\u003cstrong>Applications are now open for the 1st Annual KQED Science Youth Media Festival, hosted at California Academy of Sciences on June 10, 2012, 3-5pm. \n\u003cp>Deadline for submission: April 15, 2012\u003cbr>\n\u003c/p>\u003c/strong>\u003c/h2>\n\u003cp>The theme for this year’s festival is \u003cstrong>Nature and Environmental Science\u003c/strong>. We are looking for videos produced by youth who are either in middle school or high school about the following topics:\u003c/p>\n\u003cul>\nwildlife\u003cbr>\nwater use\u003cbr>\noceans\u003cbr>\npollution\u003cbr>\ncultural connections\u003cbr>\nrestoration\u003cbr>\nsustainability\u003cbr>\nenvironmental justice\u003c/ul>\n\u003cp>We are accepting submissions from youth who have made digital media projects either in school, an after-school program, summer program, or independently. The project format must be self-contained and able to stand alone. Presentations such as PowerPoint, Prezi, etc. will not be accepted. The projects must be published on a video hosting site like YouTube, SchoolTube, or Vimeo. The length of the projects cannot exceed 15 minutes and they must have been produced AFTER April 15, 2010.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/KQEDSYMF_rubric1.pdf\">\u003cstrong>Download our criteria for accepting entries to the 1st Annual KQED Science Youth Media Festival\u003c/strong>\u003c/a>.\u003c/p>\n\u003cp>Youth whose entries are accepted to the festival will receive iTunes gift cards. Grand prizes include the possibility of the showcasing the winning videos on KQED QUEST, a two-day internship with QUEST’s production team, and Apple mobile devices.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>SUBMISSION\u003c/strong>\u003c/p>\n\u003cp>Before submitting your project, be sure to post the video on a video hosting site like YouTube, SchoolTube or Vimeo, and make sure that your video is public (we will not be able to view or judge a project that is set to private). To submit your project, fill out our online entry form \u003cstrong>below\u003c/strong>. Be sure to read the guidelines before filling out the form. You can download a copy of the entry form \u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/KQEDScienceYouth-MediaFestival_entryform1.pdf\">HERE\u003c/a> to review it.\u003c/p>\n\u003cp>\u003cstrong>Submission Guidelines:\u003c/strong>\u003c/p>\n\u003col>\n\u003cli>KQED Science Youth Media Festival is to showcase the work of middle school and high school students (ages 13-18). If you are younger than 13, please have a parent, teacher or instructor submit your project. All communication will be sent to the email listed in the form so please be sure it is active and checked often.\u003c/li>\n\u003cli>Teachers: For classroom projects, please submit only the “best” one or two to the KQED Science Media Festival for consideration. In other words, if your students are creating similar projects on air pollution, please submit only one or two projects to the Festival.\u003c/li>\n\u003cli>Create and keep a complete, high-resolution copy of your project, as this is required for all winning projects.\u003c/li>\n\u003cli>Entries must be received by 11:59pm PST, April 15, 2012.\u003c/li>\n\u003cli>Entries must represent work that was completed after April 15, 2010.\u003c/li>\n\u003cli>Please note that a completed materials/appearance release will be required for entries accepted to the KQED Science Youth Media Festival. This form must be printed and signed by the youth and his/her parent or guardian.\u003c/li>\n\u003cli>All entries must be submitted online using a preferred web hosting partner or other media hosting provider (e.g. SchoolTube, YouTube, Vimeo, etc.). All entries MUST have a valid, public URL that our judges can access.\u003c/li>\n\u003cli>If your project includes copyrighted material, please follow the \u003ca href=\"http://www.centerforsocialmedia.org/fair-use/related-materials/codes/code-best-practices-fair-use-media-literacy-education\">Center for Social Media guidelines for Fair Use\u003c/a> or \u003ca href=\"http://ww2.kqed.org/education/2012/01/25/can-i-use-this-in-my-media-project/\">view the post\u003c/a> on KQED Edspace and be sure to cite your sources in the end credits.\u003c/li>\n\u003c/ol>\n\u003cp>Please contact mwilliams@kqed.org with submission questions, or if you need an alternate submission option.\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" src=\"https://docs.google.com/spreadsheet/embeddedform?formkey=dEhlSnRWcFBLOGpSeFlXMEFzc2lyN2c6MQ\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" width=\"640\" height=\"420\">\u003c/iframe>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Partners of the KQED Science Youth Media Festival include:\u003c/strong>\u003cbr>\n\u003ca href=\"http://www.kqed.org/education\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/KQED_Education_logo1.jpg\" alt=\"\" title=\"KQED Education\" width=\"82\" height=\"50\" class=\"alignleft size-full wp-image-1763\">\u003c/a>\u003ca href=\"http://www.calacademy.org\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/CAS-logo1.jpg\" alt=\"\" title=\"Cal Academy of Sciences\" width=\"147\" height=\"50\" class=\"alignleft size-full wp-image-1719\">\u003c/a>\u003ca href=\"http://www.parksconservancy.org/our-work/crissy/\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/GGNPC_Hdr_CFC1.png\" alt=\"\" title=\"Crissy Field Center\" width=\"229\" height=\"50\" class=\"alignleft size-full wp-image-1720\">\u003c/a>\u003ca href=\"http://www.girlscoutsnorcal.org/\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/GS_NorCal-big1.jpg\" alt=\"\" title=\"Girl Scouts\" width=\"129\" height=\"50\" class=\"alignleft size-full wp-image-1729\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2012/02/GS_NorCal-big1.jpg 129w, https://cdn.kqed.org/wp-content/uploads/sites/38/2012/02/GS_NorCal-big1-128x50.jpg 128w\" sizes=\"(max-width: 129px) 100vw, 129px\">\u003c/a>\u003ca href=\"http://www.baymn.org\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/BAYMN_LOGO1.jpg\" alt=\"\" title=\"Bay Area Youth Media Network\" width=\"81\" height=\"50\" class=\"alignleft size-full wp-image-1764\">\u003c/a>\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/38/2011/08/weneedhelp1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2011/08/weneedhelp1.jpg\" alt=\"\" title=\"we need help\" width=\"640\" height=\"324\" class=\"aligncenter size-full wp-image-361\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2011/08/weneedhelp1.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2011/08/weneedhelp1-400x203.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>To Shaq, it was not an ordinary chemistry class at San Francisco’s Burton High School. That cold spring morning, he had a plan. He was going to film a drug scene in the middle of the lesson. He had his props ready – a small mirror, a dollar bill, and powdered sugar. He sat there prepping the scene on his desk while the teacher posted material on the chalkboard, unaware of the shenanigans occurring in the back of the class. Shaq then took out his flip video camera and began filming without any disruption.\u003c/p>\n\u003cp>When presenting the footage to his Peer Resources class the following week, it was obvious that the teacher had no clue what was going on. It could have been the real deal. And this aligned perfectly to Shaq’s point in his film \u003cem>We Need Help\u003c/em> that he co-produced with his classmate Stephanny. The film is about the lack of support high schools have for at-risk youth. To Shaq and Stephanny, most teachers do not know how to read the signs for help from youth who are in need of some kind of intervention. Or maybe the signs are clear, but there are a lack of resources or methods put in place. In any case, the film explores this critical issue through the lens of two fictional characters. One is a drug addict; the other is a pregnant teen. \u003c/p>\n\u003cp>This is one of twelve student films that were produced at Philip and Sala Burton High School in Bayview. These films were part of \u003ca href=\"http://www.pbs.org/pov/filmmakers/voicescape.php\">Project VoiceScape\u003c/a>, a partnership with Adobe Youth Voices, PBS, and POV that is aimed at encouraging middle and high school students nationwide to use digital media tools in creating compelling stories about issues and concerns important to them. At Burton, the students all picked the theme of college access as a focus for their films. The concept references financial struggles, immigration issues, lack of support, fears and anxieties. \u003c/p>\n\u003cp>KQED Education also worked with students from James Lick Middle School. All of the work was done in partnership with the \u003ca href=\"http://www.sfedfund.org/programs/se_peer_resources.php\">San Francisco Ed Fund’s Peer Resources program\u003c/a>. They explored topics like depression, immigration, graffiti, video game addiction, domestic violence, and race and discrimination. Students produced incredibly poignant films about social issues that personally affect them. Through this personal lens, these films aim to express issues subjectively and do not attempt to hold any sort of objective journalistic integrity. These films also do not represent the opinions of any of the partnering organizations. \u003c/p>\n\u003cp>And without further ado, here’s the film \u003cem>We Need Help\u003c/em>, produced by Shaqur Hill and Stephanny Castellanos.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" width=\"640\" height=\"510\" src=\"http://www.youtube.com/embed/LKnVUvcWHxo\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Stay tuned for some more highlights and examples of students’ films.\u003c/p>\n\n",
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"tagline": "The flip side of gentrification, told through one town",
"info": "Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?",
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"order": 19
},
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"rss": "https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast",
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},
"baycurious": {
"id": "baycurious",
"title": "Bay Curious",
"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
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}
},
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"info": "The day's top stories from BBC News compiled twice daily in the week, once at weekends.",
"airtime": "MON-FRI 9pm-10pm, TUE-FRI 1am-2am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
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},
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"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
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},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareport",
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"source": "kqed",
"order": 8
},
"link": "/californiareport",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1MDAyODE4NTgz",
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},
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"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
"title": "Close All Tabs",
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"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
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"source": "kqed",
"order": 1
},
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"code-switch-life-kit": {
"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
"airtime": "SUN 9pm-10pm",
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"meta": {
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},
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"rss": "https://feeds.npr.org/510312/podcast.xml"
}
},
"commonwealth-club": {
"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.commonwealthclub.org/podcasts",
"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"apple": "https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2",
"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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}
},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
"link": "/forum",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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}
},
"freakonomics-radio": {
"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
}
},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"here-and-now": {
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
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},
"link": "/radio/program/how-i-built-this",
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"order": 15
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}
},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"order": 18
},
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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