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"content": "\u003cp>When you’re in high school, it can seem like being popular is the most important thing in the world. But what happens to people who are popular in high school after they graduate? What we found out might not be what you would expect.\u003c/p>\n\u003cp>Being popular in high school tends to have adverse outcomes once someone enters early adulthood. But it all depends on what type of popularity someone has because it turns out there are two types. They are status and likability.\u003c/p>\n\u003cp>\u003cstrong>What is status?\u003c/strong>\u003cbr>\nStatus refers to people who have a lot of power and influence over others. People who have status tend to have a lot of admirers and loose friendships. It’s the kind of popularity you have likely seen in classic teen movies like Mean Girls and High School Musical.\u003c/p>\n\u003cp>People who have a lot “status” in high school actually face more social anxiety later in life. They are also more likely to suffer from depression or addiction and have problems with the law.\u003c/p>\n\u003cp>\u003cstrong>What is likability?\u003c/strong>\u003cbr>\nLikability refers to, unsurprisingly, how well liked someone is. People who are likable tend to have a handful of strong, close friendships. It is this type of popularity that tends to serve people well later in life. Psychologists believe that people who have a few strong friendships in high school have the ability to maintain similar patterns in adulthood, which results in a higher sense of self worth and better professional, social, and romantic relationships.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Therefore, it’s not the quantity of your friendships in high school that seems to matter later in life. It’s the quality. So having a few, strong friendships in high school will benefit you more later in life than having a ton of acquaintances.\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/28913676\">The Cost of Being Cool: How Adolescent Pseudomature Behavior Maps onto Adult Adjustment\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.scientificamerican.com/article/cracking-the-popularity-code/\">Cracking the Popularity Code\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.cnn.com/2017/09/12/health/high-school-friends-health-study/index.html\">A downside to being popular in high school, study says\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.sciencedaily.com/releases/2014/06/140612085341.htm\">What happens to ‘cool’ kids? New study sheds light\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.psychologytoday.com/blog/the-athletes-way/201708/high-school-popularity-might-backfire-later-in-life\">High School Popularity Might Backfire Later in Life\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When you’re in high school, it can seem like being popular is the most important thing in the world. But what happens to people who are popular in high school after they graduate? What we found out might not be what you would expect.\u003c/p>\n\u003cp>Being popular in high school tends to have adverse outcomes once someone enters early adulthood. But it all depends on what type of popularity someone has because it turns out there are two types. They are status and likability.\u003c/p>\n\u003cp>\u003cstrong>What is status?\u003c/strong>\u003cbr>\nStatus refers to people who have a lot of power and influence over others. People who have status tend to have a lot of admirers and loose friendships. It’s the kind of popularity you have likely seen in classic teen movies like Mean Girls and High School Musical.\u003c/p>\n\u003cp>People who have a lot “status” in high school actually face more social anxiety later in life. They are also more likely to suffer from depression or addiction and have problems with the law.\u003c/p>\n\u003cp>\u003cstrong>What is likability?\u003c/strong>\u003cbr>\nLikability refers to, unsurprisingly, how well liked someone is. People who are likable tend to have a handful of strong, close friendships. It is this type of popularity that tends to serve people well later in life. Psychologists believe that people who have a few strong friendships in high school have the ability to maintain similar patterns in adulthood, which results in a higher sense of self worth and better professional, social, and romantic relationships.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Therefore, it’s not the quantity of your friendships in high school that seems to matter later in life. It’s the quality. So having a few, strong friendships in high school will benefit you more later in life than having a ton of acquaintances.\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/28913676\">The Cost of Being Cool: How Adolescent Pseudomature Behavior Maps onto Adult Adjustment\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.scientificamerican.com/article/cracking-the-popularity-code/\">Cracking the Popularity Code\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.cnn.com/2017/09/12/health/high-school-friends-health-study/index.html\">A downside to being popular in high school, study says\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.sciencedaily.com/releases/2014/06/140612085341.htm\">What happens to ‘cool’ kids? New study sheds light\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.psychologytoday.com/blog/the-athletes-way/201708/high-school-popularity-might-backfire-later-in-life\">High School Popularity Might Backfire Later in Life\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">With devices, digital platforms and online activities becoming more and more accessible, teachers across the country are increasingly integrating technology into their classrooms. And with this mass adoption of tech, there’s a growing concern for student privacy. It can be difficult for teachers to know where to turn for up-to-date guidance to help their students navigate a digital world. Students struggle to understand how their data can be collected and shared online—and the implications that has for their future. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help you and your students, KQED’s \u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ?view_as=subscriber\">Above the Noise\u003c/a> team produced the video \u003ca href=\"https://youtu.be/VlYjtWg4Thw\">Who’s Snooping on You Online?\u003c/a> and an \u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/11/Lesson-Plan_-Cybersecurity-1.pdf\">accompanying lesson plan \u003c/a>to serve as a digital literacy primer for middle- and high-school students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the video we meet up with the cybersecurity experts at \u003ca href=\"https://www.eff.org/\">Electronic Frontier Foundation (EFF) \u003c/a>to assist students in thinking about how to protect their data online. They recommend something called “Threat Modelling”–a set of five questions everyone should ask themselves when thinking about their digital privacy: \u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do I want to protect?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Who do I want to protect it from?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How likely is it that you will need to protect it?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How bad are the consequences if you fail? \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How much trouble are you willing to go through in order to avoid those consequences?\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">From online data trackers to educational technology to open wifi networks, the video dives into common threats students face online and offers tips for how they can protect themselves, such as creating secure passphrases as passwords. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It can be hard for schools and teachers to figure out how to balance opportunities for learning with technology with student privacy. EFF recently released \u003c/span>\u003ca href=\"https://www.eff.org/wp/school-issued-devices-and-student-privacy\">\u003cspan style=\"font-weight: 400\">a report on the risks to student privacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with educational technology. They found that some edtech companies often collect more personally identifiable information than is necessary, and store that information for really long periods of time. And this is often done without the knowledge of students or parents. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the report, EFF makes several recommendations for schools, teachers, parents and students. Some of the suggestions for teachers include teaching digital literacy to students, advocating for digital literacy teacher training, picking ed tech tools carefully and getting parental consent.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Want to learn more about protecting your students’ privacy online? 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">With devices, digital platforms and online activities becoming more and more accessible, teachers across the country are increasingly integrating technology into their classrooms. And with this mass adoption of tech, there’s a growing concern for student privacy. It can be difficult for teachers to know where to turn for up-to-date guidance to help their students navigate a digital world. Students struggle to understand how their data can be collected and shared online—and the implications that has for their future. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help you and your students, KQED’s \u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ?view_as=subscriber\">Above the Noise\u003c/a> team produced the video \u003ca href=\"https://youtu.be/VlYjtWg4Thw\">Who’s Snooping on You Online?\u003c/a> and an \u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/11/Lesson-Plan_-Cybersecurity-1.pdf\">accompanying lesson plan \u003c/a>to serve as a digital literacy primer for middle- and high-school students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the video we meet up with the cybersecurity experts at \u003ca href=\"https://www.eff.org/\">Electronic Frontier Foundation (EFF) \u003c/a>to assist students in thinking about how to protect their data online. They recommend something called “Threat Modelling”–a set of five questions everyone should ask themselves when thinking about their digital privacy: \u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do I want to protect?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Who do I want to protect it from?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How likely is it that you will need to protect it?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How bad are the consequences if you fail? \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How much trouble are you willing to go through in order to avoid those consequences?\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">From online data trackers to educational technology to open wifi networks, the video dives into common threats students face online and offers tips for how they can protect themselves, such as creating secure passphrases as passwords. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It can be hard for schools and teachers to figure out how to balance opportunities for learning with technology with student privacy. EFF recently released \u003c/span>\u003ca href=\"https://www.eff.org/wp/school-issued-devices-and-student-privacy\">\u003cspan style=\"font-weight: 400\">a report on the risks to student privacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with educational technology. They found that some edtech companies often collect more personally identifiable information than is necessary, and store that information for really long periods of time. And this is often done without the knowledge of students or parents. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "VIDEO: What's the Deal with the Crime Rate (and Why Can't Anyone Agree on It)?",
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"content": "\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>Among the many spirited exchanges between Donald Trump and Hillary Clinton over the course of their three debates in 2016, the following from their first encounter was particularly notable:\u003c/p>\n\u003cp>Clinton: \"Crime has continued to drop, including murders.\"\u003c/p>\n\u003cp>Trump: \"You're wrong. You're wrong. Murders are up.\"\u003c/p>\n\u003cp>We're talking concrete figures here. So someone had to be mistaken ... right?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In actuality, they were both kind of right (or wrong, depending on how you look at it).\u003c/p>\n\u003cp>To Clinton's point, the violent crime rate, including the murder rate, was very recently at its lowest point in more than 40 years (see the chart below). So in that sense, crime has indeed dropped precipitously and, for the most part, steadily. But, as Trump insistently reminded voters throughout the campaign, there has in fact been an uptick in violent crime since 2014. Between 2014 and 2015, the FBI reported a 3.1 percent increase in violent crime and a 10 percent increase in murders. And the agency's preliminary 2016 data show further increases, an important data point that Clinton omitted in her reference.\u003c/p>\n\u003cp>For his part, though, Trump neglected to mention that in 2014 the rate of violent crime (murder, rape, aggravated assault and robbery) had dropped to less than half of what it was in 1991. So, while any rise in violent crime, particularly homicides, is certainly cause for concern and deserving of attention, it's worth noting that the uptick in question is being measured against the lowest crime rate in modern history.\u003c/p>\n\u003cp>\u003ciframe style=\"border: none;\" title=\"U.S. Violent Crime rate\" src=\"//e.infogram.com/us_violent_crime_rate?src=embed\" width=\"650\" height=\"568\" frameborder=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\">\u003c/iframe>\u003c/p>\n\u003cp>\u003ciframe style=\"border: none;\" title=\"U.S. Violent Crime Rate by type: 1960-2012\" src=\"//e.infogram.com/americas-violent-crime-rate-1960---2012?src=embed\" width=\"650\" height=\"620\" frameborder=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\">\u003c/iframe>\u003c/p>\n\u003cp>All of which underscores why talking about crime rates can turn into such a tricky, emotionally fueled and often misleading exercise. As this Above the Noise video explains, it all comes down to which dataset you look at, what section of it you focus on and what you compare your results to. In other words, if you cherry-pick the data, you can generally hook whatever conclusion you're fishing for.\u003c/p>\n\u003cp>[Use the scroll bar below to zoom in and view specific data ranges]\u003c/p>\n\u003cp>\u003ciframe src=\"https://fusiontables.google.com/embedviz?containerId=googft-gviz-canvas&viz=GVIZ&t=LINE_AGGREGATE&isXyPlot=true&bsize=0.0&q=select+col0%2C+col1+from+17UuKHVucbTxYO-Wx4gl8Zm2673N_AcUWQ4p0sBdA&qrs=+where+col0+%3E%3D+&qre=+and+col0+%3C%3D+&qe=+order+by+col0+asc&uiversion=2&rstart=1960%2F1%2F1+0%3A0%3A0&rend=2015%2F1%2F10+21%3A30%3A19&gco_forceIFrame=true&gco_hasLabelsColumn=true&width=700&height=560\" width=\"700\" height=\"560\" frameborder=\"no\" scrolling=\"no\">\u003c/iframe>\u003c/p>\n\u003cp>And then there's the issue of emotion-driven perceptions and the influence of pervasive crime reporting in the media.\u003c/p>\n\u003cp>\u003ca href=\"http://assets.pewresearch.org/wp-content/uploads/sites/12/2016/11/16114133/FT_16.11.16_crime_trend.png\">\u003cimg class=\"alignright\" src=\"http://assets.pewresearch.org/wp-content/uploads/sites/12/2016/11/16114133/FT_16.11.16_crime_trend.png\" alt=\"\" width=\"279\" height=\"251\">\u003c/a>As the \u003ca href=\"http://www.pewresearch.org/fact-tank/2016/11/16/voters-perceptions-of-crime-continue-to-conflict-with-reality/ft_16-11-16_crime_trend/\" target=\"_blank\" rel=\"noopener noreferrer\">Pew Research Center notes\u003c/a>, Americans typically believe crime is on the rise, even when that notion is directly contradicted by data. In each of the 21 Gallup surveys conducted since 1989, a majority of respondents said that \u003ca href=\"http://www.gallup.com/poll/1603/crime.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">crime in the U.S. had risen\u003c/a> since the previous year, despite the generally downward trend in both violent and property crime rates during most of that time period. And a 2016 Pew Research survey found that 57 percent of registered voters thought crime had \u003ca href=\"http://www.people-press.org/2016/11/10/a-divided-and-pessimistic-electorate/3-11/\">gotten worse\u003c/a> since 2008, even though both violent and property crime rates \u003ca href=\"http://www.pewresearch.org/fact-tank/2016/11/16/voters-perceptions-of-crime-continue-to-conflict-with-reality/\">declined by double-digit percentages\u003c/a> during that period.\u003c/p>\n\u003cp>Ask a roomful of criminologists to explain what causes dramatic changes in crime rates and you’ll likely get a generous sampling of conflicting answers. From demographic trends and poverty levels to policing strategies and, as Trump proclaims, a general breakdown in law and order, theories abound as to what factors lead to spikes and drops in regional and national rates. It's easy to find correlations. But hard evidence of causation is more elusive.\u003c/p>\n\u003cp>This is a conundrum of particular concern for places like Chicago, where murder rates have soared in recent years, not to mention other urban areas like St. Louis and Detroit, where rates of murder and other violent crimes have remained stubbornly high for years.\u003c/p>\n\u003cp>The FBI's \u003ca href=\"https://ucr.fbi.gov/ucr-publications\" target=\"_blank\" rel=\"noopener noreferrer\">annual crime report\u003c/a> is the most cited and comprehensive national crime report card, but it's certainly not without holes. It relies on voluntary reporting from more than 18,000 law enforcement jurisdictions around the country, including city, county, university, state, tribal and federal agencies. For the 2015 report, the most recent full-year report to date (data for all of 2016 will be released this fall), 16,643 local agencies -- about 90 percent of the the total enrolled in the program -- submitted data.\u003c/p>\n\u003cp>Another national crime measure is the \u003ca href=\"https://www.bjs.gov/index.cfm?ty=dcdetail&iid=245\">annual Bureau of Justice Statistics survey \u003c/a>of more than 90,000 households, which asks Americans ages 12 and older if they've been victims of crime in the last six months and whether they've reported those crimes to the police. The 2015 survey found that only about half of respondents who admitted to being victims had actually notified the authorities. Reasons for not reporting included the belief that the police “would not or could not do anything to help” or that the crime was “a personal issue or too trivial to report,” according to BJS.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In other words, the data that are publicly available do not provide a complete picture of crime in America. But they do offer a reasonable approximation. And by nearly every estimate, the overall violent crime rate is higher than it was a few years ago, but substantially lower than it was throughout the 1970s, '80s and early '90s.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>Among the many spirited exchanges between Donald Trump and Hillary Clinton over the course of their three debates in 2016, the following from their first encounter was particularly notable:\u003c/p>\n\u003cp>Clinton: \"Crime has continued to drop, including murders.\"\u003c/p>\n\u003cp>Trump: \"You're wrong. You're wrong. Murders are up.\"\u003c/p>\n\u003cp>We're talking concrete figures here. So someone had to be mistaken ... right?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In actuality, they were both kind of right (or wrong, depending on how you look at it).\u003c/p>\n\u003cp>To Clinton's point, the violent crime rate, including the murder rate, was very recently at its lowest point in more than 40 years (see the chart below). So in that sense, crime has indeed dropped precipitously and, for the most part, steadily. But, as Trump insistently reminded voters throughout the campaign, there has in fact been an uptick in violent crime since 2014. Between 2014 and 2015, the FBI reported a 3.1 percent increase in violent crime and a 10 percent increase in murders. And the agency's preliminary 2016 data show further increases, an important data point that Clinton omitted in her reference.\u003c/p>\n\u003cp>For his part, though, Trump neglected to mention that in 2014 the rate of violent crime (murder, rape, aggravated assault and robbery) had dropped to less than half of what it was in 1991. So, while any rise in violent crime, particularly homicides, is certainly cause for concern and deserving of attention, it's worth noting that the uptick in question is being measured against the lowest crime rate in modern history.\u003c/p>\n\u003cp>\u003ciframe style=\"border: none;\" title=\"U.S. Violent Crime rate\" src=\"//e.infogram.com/us_violent_crime_rate?src=embed\" width=\"650\" height=\"568\" frameborder=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\">\u003c/iframe>\u003c/p>\n\u003cp>\u003ciframe style=\"border: none;\" title=\"U.S. Violent Crime Rate by type: 1960-2012\" src=\"//e.infogram.com/americas-violent-crime-rate-1960---2012?src=embed\" width=\"650\" height=\"620\" frameborder=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\">\u003c/iframe>\u003c/p>\n\u003cp>All of which underscores why talking about crime rates can turn into such a tricky, emotionally fueled and often misleading exercise. As this Above the Noise video explains, it all comes down to which dataset you look at, what section of it you focus on and what you compare your results to. In other words, if you cherry-pick the data, you can generally hook whatever conclusion you're fishing for.\u003c/p>\n\u003cp>[Use the scroll bar below to zoom in and view specific data ranges]\u003c/p>\n\u003cp>\u003ciframe src=\"https://fusiontables.google.com/embedviz?containerId=googft-gviz-canvas&viz=GVIZ&t=LINE_AGGREGATE&isXyPlot=true&bsize=0.0&q=select+col0%2C+col1+from+17UuKHVucbTxYO-Wx4gl8Zm2673N_AcUWQ4p0sBdA&qrs=+where+col0+%3E%3D+&qre=+and+col0+%3C%3D+&qe=+order+by+col0+asc&uiversion=2&rstart=1960%2F1%2F1+0%3A0%3A0&rend=2015%2F1%2F10+21%3A30%3A19&gco_forceIFrame=true&gco_hasLabelsColumn=true&width=700&height=560\" width=\"700\" height=\"560\" frameborder=\"no\" scrolling=\"no\">\u003c/iframe>\u003c/p>\n\u003cp>And then there's the issue of emotion-driven perceptions and the influence of pervasive crime reporting in the media.\u003c/p>\n\u003cp>\u003ca href=\"http://assets.pewresearch.org/wp-content/uploads/sites/12/2016/11/16114133/FT_16.11.16_crime_trend.png\">\u003cimg class=\"alignright\" src=\"http://assets.pewresearch.org/wp-content/uploads/sites/12/2016/11/16114133/FT_16.11.16_crime_trend.png\" alt=\"\" width=\"279\" height=\"251\">\u003c/a>As the \u003ca href=\"http://www.pewresearch.org/fact-tank/2016/11/16/voters-perceptions-of-crime-continue-to-conflict-with-reality/ft_16-11-16_crime_trend/\" target=\"_blank\" rel=\"noopener noreferrer\">Pew Research Center notes\u003c/a>, Americans typically believe crime is on the rise, even when that notion is directly contradicted by data. In each of the 21 Gallup surveys conducted since 1989, a majority of respondents said that \u003ca href=\"http://www.gallup.com/poll/1603/crime.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">crime in the U.S. had risen\u003c/a> since the previous year, despite the generally downward trend in both violent and property crime rates during most of that time period. And a 2016 Pew Research survey found that 57 percent of registered voters thought crime had \u003ca href=\"http://www.people-press.org/2016/11/10/a-divided-and-pessimistic-electorate/3-11/\">gotten worse\u003c/a> since 2008, even though both violent and property crime rates \u003ca href=\"http://www.pewresearch.org/fact-tank/2016/11/16/voters-perceptions-of-crime-continue-to-conflict-with-reality/\">declined by double-digit percentages\u003c/a> during that period.\u003c/p>\n\u003cp>Ask a roomful of criminologists to explain what causes dramatic changes in crime rates and you’ll likely get a generous sampling of conflicting answers. From demographic trends and poverty levels to policing strategies and, as Trump proclaims, a general breakdown in law and order, theories abound as to what factors lead to spikes and drops in regional and national rates. It's easy to find correlations. But hard evidence of causation is more elusive.\u003c/p>\n\u003cp>This is a conundrum of particular concern for places like Chicago, where murder rates have soared in recent years, not to mention other urban areas like St. Louis and Detroit, where rates of murder and other violent crimes have remained stubbornly high for years.\u003c/p>\n\u003cp>The FBI's \u003ca href=\"https://ucr.fbi.gov/ucr-publications\" target=\"_blank\" rel=\"noopener noreferrer\">annual crime report\u003c/a> is the most cited and comprehensive national crime report card, but it's certainly not without holes. It relies on voluntary reporting from more than 18,000 law enforcement jurisdictions around the country, including city, county, university, state, tribal and federal agencies. For the 2015 report, the most recent full-year report to date (data for all of 2016 will be released this fall), 16,643 local agencies -- about 90 percent of the the total enrolled in the program -- submitted data.\u003c/p>\n\u003cp>Another national crime measure is the \u003ca href=\"https://www.bjs.gov/index.cfm?ty=dcdetail&iid=245\">annual Bureau of Justice Statistics survey \u003c/a>of more than 90,000 households, which asks Americans ages 12 and older if they've been victims of crime in the last six months and whether they've reported those crimes to the police. The 2015 survey found that only about half of respondents who admitted to being victims had actually notified the authorities. Reasons for not reporting included the belief that the police “would not or could not do anything to help” or that the crime was “a personal issue or too trivial to report,” according to BJS.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In other words, the data that are publicly available do not provide a complete picture of crime in America. But they do offer a reasonable approximation. And by nearly every estimate, the overall violent crime rate is higher than it was a few years ago, but substantially lower than it was throughout the 1970s, '80s and early '90s.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>In a special episode of \u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\">Above the Noise\u003c/a>, host Shirin Ghaffary asked the host of the popular TV show \u003ca href=\"http://www.discovery.com/tv-shows/mythbusters/\">MythBusters\u003c/a>, Adam Savage, about why he participated in the \u003ca href=\"https://marchforsciencesf.com/\">March for Science in San Francisco\u003c/a> on April 22.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>Classroom Resources\u003c/h3>\n\u003cp>Use the Above the Noise discussion guide and student worksheet to start a conversation in your classroom!\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/07/Above-the-Noise-Classroom-Guide.pdf\" target=\"new\" rel=\"noopener\">Classroom Discussion Guide\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/07/Above-the-Noise-Student-Viewing-Notes.pdf\" target=\"new\" rel=\"noopener\">Student Viewing Notes Handout\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Savage, who considers himself a scientist despite having only a high school diploma, is a passionate advocate for science. He says that much of the current opposition to science in this country comes from the belief that it’s an “elitist, provocative way of looking at the world. When in fact, it’s just an attempt to look at the world clearly.”\u003c/p>\n\u003cp>He chose to speak at the march last Saturday because “it feels like science is in trouble, ” he said. “That’s terrifying to me. The hostility to facts is super dangerous not just in the short-term of how we listen to our leaders, but in the long-term in the ways in which we treat each other moving forward.”\u003c/p>\n\u003cp>In addition to supporting scientists, Savage says it’s also crucial to teach media literacy so that young people learn how to separate fact from fiction in the media. “One of the sad things about all of this fake news and the bombardment of stories that have come down the pike over the last year is that it exploits this uncritical reading that so many of us do on the web,” he says. “But it’s really vital as citizens, as good citizens of both our world, our country, our culture and our families, that we don’t read things or absorb things uncritically.”\u003c/p>\n\u003cp>Savage feels that the scientific method is “what makes us the most successful species that have ever existed.” Gathering empirical data, testing results and asking good questions, he says, is what keeps us learning and improving — “it isn’t some mystery.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Watch \u003ca href=\"https://www.youtube.com/watch?v=pU52T1HFy6k\">our coverage of youth voices\u003c/a> at the march in San Francisco:\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=pU52T1HFy6k&t=66s\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And \u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\">subscribe to \u003cem>Above the Noise\u003c/em>\u003c/a> for new episodes every other Wednesday!\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In a special episode of \u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\">Above the Noise\u003c/a>, host Shirin Ghaffary asked the host of the popular TV show \u003ca href=\"http://www.discovery.com/tv-shows/mythbusters/\">MythBusters\u003c/a>, Adam Savage, about why he participated in the \u003ca href=\"https://marchforsciencesf.com/\">March for Science in San Francisco\u003c/a> on April 22.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>Classroom Resources\u003c/h3>\n\u003cp>Use the Above the Noise discussion guide and student worksheet to start a conversation in your classroom!\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/07/Above-the-Noise-Classroom-Guide.pdf\" target=\"new\" rel=\"noopener\">Classroom Discussion Guide\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/07/Above-the-Noise-Student-Viewing-Notes.pdf\" target=\"new\" rel=\"noopener\">Student Viewing Notes Handout\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Savage, who considers himself a scientist despite having only a high school diploma, is a passionate advocate for science. He says that much of the current opposition to science in this country comes from the belief that it’s an “elitist, provocative way of looking at the world. When in fact, it’s just an attempt to look at the world clearly.”\u003c/p>\n\u003cp>He chose to speak at the march last Saturday because “it feels like science is in trouble, ” he said. “That’s terrifying to me. The hostility to facts is super dangerous not just in the short-term of how we listen to our leaders, but in the long-term in the ways in which we treat each other moving forward.”\u003c/p>\n\u003cp>In addition to supporting scientists, Savage says it’s also crucial to teach media literacy so that young people learn how to separate fact from fiction in the media. “One of the sad things about all of this fake news and the bombardment of stories that have come down the pike over the last year is that it exploits this uncritical reading that so many of us do on the web,” he says. “But it’s really vital as citizens, as good citizens of both our world, our country, our culture and our families, that we don’t read things or absorb things uncritically.”\u003c/p>\n\u003cp>Savage feels that the scientific method is “what makes us the most successful species that have ever existed.” Gathering empirical data, testing results and asking good questions, he says, is what keeps us learning and improving — “it isn’t some mystery.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Watch \u003ca href=\"https://www.youtube.com/watch?v=pU52T1HFy6k\">our coverage of youth voices\u003c/a> at the march in San Francisco:\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/pU52T1HFy6k'\n title='//www.youtube.com/embed/pU52T1HFy6k'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\n\u003cp>And \u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\">subscribe to \u003cem>Above the Noise\u003c/em>\u003c/a> for new episodes every other Wednesday!\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cstrong>\u003ca href=\"https://docs.google.com/forms/d/1OWCaSGQhQ52eghSvUWFC_tQqHxeBUV16hGrrtI1EJNs/viewform?usp=send_form\" target=\"_blank\" rel=\"noopener\">Apply to join our professional learning network here!\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>As a member of KQED’s professional learning network, you will gain experience integrating media more effectively and more often into your classroom to better engage your students. You will also receive a $200 stipend for your time and energy!\u003c/p>\n\u003cp>\u003cb>Why Get Involved?\u003c/b>\u003c/p>\n\u003cul>\n\u003cul>\n\u003cli>Engage with a network of like-minded educators. Share best practices for teaching and learning with public media resources.\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Connect with KQED Education producers, and get inspired to bring new tools and practices back to your classroom.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Receive free professional development, including the opportunity to attend and present at local, regional and national education conferences.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Learn best practices for using social media and open educational resources in your classroom.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/ul>\n\u003cp>\u003cb>What Will I Do?\u003c/b>\u003c/p>\n\u003cp>\u003cstrong>First, choose one of the four working groups to join:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003cstrong>News & Civics: \u003c/strong>Bay Area middle and high school educators from a diverse range of schools will learn to integrate current events into their curriculum and will share innovative approaches with the community using content from our news education blog \u003ca href=\"http://ww2.kqed.org/lowdown/\">The Lowdown\u003c/a>.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>Science/STEM: \u003c/strong>Middle and high school science educators from around the country will learn to integrate our Engineering e-book series and other resources from our \u003ca href=\"http://science.kqed.org/quest/collections/\">QUEST collections\u003c/a> into their curriculum.\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cstrong>Arts & Popular Culture\u003c/strong>: Middle and high school teachers from around the country will learn to use \u003c/span>\u003c/span>\u003ca href=\"http://www.KQED.org/artschool\">Art School videos\u003c/a> in class and guide students through the video lessons, or develop and share their own activities that expand on the content in the video.\u003c/li>\n\u003cli>\u003cb>Do Now: \u003c/b>Every week, m\u003cspan style=\"font-weight: 400\">iddle and high school teachers around the nation will explore current issues and have digital conversations using social media. Teachers will learn how to use \u003ca href=\"http://ww2.kqed.org/education/category/do-now/\">Do Now\u003c/a> with their students to create media rich responses, gaining digital media production skills. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Then, as a member of KQED working groups, your activities might include:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>Participation in KQED professional learning opportunities about using media in the classroom, both online and face-to-face, led by our content area leaders.\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Providing feedback on KQED Education Resources and participate in evaluation activities.\u003c/span>\u003c/li>\n\u003cli>Share best practices with other teachers about how to use KQED Education content in their classrooms.\u003c/li>\n\u003cli>Presenting at a conferences, educator events, or school events about arts and media and your approach to using KQED content in the classroom.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>I’m sold! Now what?\u003c/b>\u003cbr>\n\u003cspan style=\"font-weight: 400\">If you are ready to get on board, please fill out the form linked below. If you have already participated and know other educators who may be interested, please pass this email along to them. Help KQED continue to reach more teachers and students around the country!\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://docs.google.com/forms/d/1OWCaSGQhQ52eghSvUWFC_tQqHxeBUV16hGrrtI1EJNs/viewform?usp=send_form\" target=\"_blank\" rel=\"noopener\">Apply to join our professional learning network here!\u003c/a>\u003c/strong>\u003c/p>\n\n",
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"content": "\u003ch3>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDEdspace\u003c/em> and end it with \u003cem>#DoNowPhoto\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/about-using-twitter/\">here\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>How do captions affect the way we “read” photographs? Consider what images convey when shown without captions. What is the effect of words without pictures? Which is more accurate or truthful: words or images?\u003c/p>\n\u003ch2>\u003cstrong>Introduction\u003c/strong>\u003c/h2>\n\u003cp>Consider recent news coverage of the Grand Jury’s decision in the Ferguson case. How does the pairing of pictures and captions in the media convey different points of view? How does the combination of images and words affect our understanding or interpretation of current events and the world around us? And how does the wording of different captions affect the way you perceive an image?\u003c/p>\n\u003cp>Artist John Baldessari has long been interested in combining words and photographs. In an interview with SFMOMA, Baldessari said, “It’s a myth that photography represents the truth. Photographers were manipulating imagery way, way back. If anybody believes a photograph’s telling the truth, they’re in the dark ages.” Take a look at the video below to hear more about Baldessari’s perspective on the relationship between words and images.\u003c/p>\n\u003cp>John Baldessari was born in 1931 in National City, California and lives and works in the Los Angeles area. His artwork, including projects such as artist books, videos, films, billboards, and public works, has been featured in more than 200 solo exhibitions and in over 1,000 group exhibitions in the U.S. and Europe. His awards and honors include memberships in the American Academy of Arts and Letters and the American Academy of Arts and Sciences, the Americans for the Arts Lifetime Achievement Award, the Rolex Mentor and Protégé Arts Initiative, the BACA International 2008, and the Golden Lion for Lifetime Achievement, awarded by La Biennale di Venezia in 2009. Learn more about his work by accessing the resources below.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As an extension of this activity, copy or make up random captions. Ask a friend to match photos to your captions. Share one of the pairings with us via Twitter. This activity is adapted from preparatory materials for Baldessari’s Cal Arts Post Studio Art: Class Assignments (optional), 1970.\u003c/p>\n\u003ch2>\u003cstrong>Resource\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"http://www.sfmoma.org/explore/multimedia/videos/595\">John Baldessari explains his “strange mind”\u003c/a> (SFMOMA)\u003c/strong>\u003cbr>\nArtist John Baldessari discusses his interest in challenging conventional modes of visual communication. Beginning with his practice of eliminating visually relevant information from a composition, as seen in his paintings in which colorful dots have been strategically placed over human faces, he considers the ways his imagery and text-based paintings engender new ways of looking and engaging with art.\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDedspace\u003c/em> and end it with \u003cem>#DoNowPhoto\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/about-using-twitter/\">here\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>We encourage students to reply to other people’s tweets to foster more of a conversation. Also, if students tweet their personal opinions, ask them to support their ideas with links to interesting/credible articles online (adding a nice research component) or retweet other people’s ideas that they agree/disagree/find amusing. We also value student-produced media linked to their tweets. You can visit our \u003ca href=\"http://ww2.kqed.org/education/category/tools/video-tutorials/\">video tutorials\u003c/a> that showcase how to use several web-based production tools. Of course, do as you can… and any contribution is most welcomed.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>LESSON PLAN: \u003ca href=\"http://www.sfmoma.org/explore/educators/teacher_resources/openstudio_lesson_baldessari\">Open Studio Classroom Lesson by John Baldessari\u003c/a> (SFMOMA)\u003c/strong>\u003cbr>\nJohn Baldessari presents several classroom art-making ideas.\u003c/p>\n\u003cp>\u003cstrong>MULTIMEDIA: \u003ca href=\"http://www.sfmoma.org/explore/collection/artists/46\">John Baldessari Collection\u003c/a> (SFMOMA)\u003c/strong>\u003cbr>\nHere is a list of interactive, video, and audio resources from SFMOMA about the work of John Baldessari.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"http://www.pbs.org/art21/artists/john-baldessari/\">Segment from John Baldessari’s “Systems”\u003c/a> (ART 21)\u003c/strong>\u003cbr>\nSynthesizing photomontage, painting, and language, Baldessari’s deadpan visual juxtapositions equate images with words and illuminate, confound, and challenge meaning. He upends commonly held expectations of how images function, often by drawing the viewer’s attention to minor details, absences, or the spaces between things.\u003c/p>\n\u003chr>\n\n",
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"content": "\u003cp>KQED Education is looking for science educators to participate in a study of our online professional development materials. These online training modules are designed to teach educators how to use and create media in their secondary science classrooms. We would like to refine and expand these online training offerings, and need your feedback to do so! \u003c/p>\n\u003cp>\u003cstrong>Who are we looking for?\u003c/strong>\u003cbr>\nMiddle and high school science teachers, after school/informal STEM/science educators, and homeschool educators interested in using and creating media in the classroom.\u003c/p>\n\u003cp>Prior experience creating media is not necessary, but it is recommended that you have some experience with the following skills:\u003c/p>\n\u003cul>\n\u003cli>save, copy, manipulate and move files and folders\u003c/li>\n\u003cli>move text and graphics between applications, play audio and video in a multimedia player\u003c/li>\n\u003cli>download and upload files (documents, photos, video) from and to websites\u003c/li>\n\u003cli>manipulate photos from a digital camera (save on computer, use basic photo editing to crop, correct brightness)\u003c/li>\n\u003cli>scan and save documents as images\u003c/li>\u003c/ul>\n\n\u003cp>\u003cstrong>What will participation require?\u003c/strong>\u003cbr>\nParticipants will be asked to do two activities:\u003c/p>\n\u003cul>\n\u003cli>complete an online training module at home (approx. 4 hours) which will need to be completed on your own time August 7-13\u003c/li>\n\u003cli>participate in a virtual/online focus group from your home (approx. 1 hour). These groups will be scheduled to take place August 14-18\u003c/li>\n\u003c/ul>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>What will participants receive?\u003c/strong>\u003cbr>\nIn addition to receiving free online training, participants who complete the study will be awarded a $50 gift card. \u003c/p>\n\u003cp>\u003cstrong>How can you participate?\u003c/strong>\u003cbr>\nWe have room for 16 participants in this pilot study and we want to get feedback from a variety of science educators. If you are interested, please fill out this \u003ca href=\"https://www.surveymonkey.com/s/KQED_OnlinePD_Screener\" target=\"_blank\" rel=\"noopener\">\u003cstrong>brief questionnaire\u003c/strong>\u003c/a>.\u003c/p>\n\u003cp>Participants will be selected on \u003cstrong>August 7\u003c/strong>, so please fill out the \u003ca href=\"https://www.surveymonkey.com/s/KQED_OnlinePD_Screener\" target=\"_blank\" rel=\"noopener\">questionnaire\u003c/a> as soon as possible! In case you are not selected for this round, you may indicate your interest in participating in future KQED Education studies at the end of the questionnaire.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>All responses will be confidential and used only for research purposes. Your personal information will not be shared with anyone outside the research team. Please contact \u003ca href=\"mailto:elizabeth@bandyconsulting.com\">Elizabeth Bandy\u003c/a> with any questions.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>KQED Education is looking for science educators to participate in a study of our online professional development materials. These online training modules are designed to teach educators how to use and create media in their secondary science classrooms. We would like to refine and expand these online training offerings, and need your feedback to do so! \u003c/p>\n\u003cp>\u003cstrong>Who are we looking for?\u003c/strong>\u003cbr>\nMiddle and high school science teachers, after school/informal STEM/science educators, and homeschool educators interested in using and creating media in the classroom.\u003c/p>\n\u003cp>Prior experience creating media is not necessary, but it is recommended that you have some experience with the following skills:\u003c/p>\n\u003cul>\n\u003cli>save, copy, manipulate and move files and folders\u003c/li>\n\u003cli>move text and graphics between applications, play audio and video in a multimedia player\u003c/li>\n\u003cli>download and upload files (documents, photos, video) from and to websites\u003c/li>\n\u003cli>manipulate photos from a digital camera (save on computer, use basic photo editing to crop, correct brightness)\u003c/li>\n\u003cli>scan and save documents as images\u003c/li>\u003c/ul>\n\n\u003cp>\u003cstrong>What will participation require?\u003c/strong>\u003cbr>\nParticipants will be asked to do two activities:\u003c/p>\n\u003cul>\n\u003cli>complete an online training module at home (approx. 4 hours) which will need to be completed on your own time August 7-13\u003c/li>\n\u003cli>participate in a virtual/online focus group from your home (approx. 1 hour). These groups will be scheduled to take place August 14-18\u003c/li>\n\u003c/ul>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"marketplace": {
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"masters-of-scale": {
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},
"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"morning-edition": {
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"onourwatch": {
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"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?",
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"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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},
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},
"pbs-newshour": {
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},
"perspectives": {
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"order": 14
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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.",
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"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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"politicalbreakdown": {
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"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
},
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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",
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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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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
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