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"content": "\u003cdiv id=\"attachment_22803\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003cimg class=\"size-large wp-image-22803\" title=\"10_11.15_newtech_0654\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/10_11.15_newtech_0654-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\n\u003cp class=\"wp-media-credit\">Lenny Gonzales\u003c/p>\n\u003c/div>\n\u003ch5>By Lillian Mongeau\u003c/h5>\n\u003cp class=\"dropcap-serif\">Nearly seven million young people will be newly eligible to vote this November. And contrary to what most might think, a recent study of how these voters engage in politics using new media shows they're paying close attention.\u003c/p>\n\u003cp>“A lot of what we’re trying to understand is the way in which [using new media] might be related to the ways in which young people are being active politically,” said the study’s co-author, Joseph Kahne.\u003c/p>\n\u003cp>Of the 3,000 young people age 15-25 surveyed in the study, \u003cem>\u003ca href=\"http://ypp.dmlcentral.net/sites/all/files/publications/YPP_Survey_Report_FULL.pdf\" target=\"_blank\">Participatory Politics: New Media and Youth Political Action,\u003c/a>\u003c/em> 41 percent reported using these online activities to engage in political discussions or actions. That could be anything from sharing a video of Mitt Romney giving a speech to the NAACP, to signing a petition on \u003ca href=\"http://www.change.org\">Change.org\u003c/a> asking \u003cem>Seventeen Magazine\u003c/em> to quit photo-shopping pictures of its models, to tweeting about the violence in Syria.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Young people who were engaged in participatory politics were twice as likely to report voting as people who weren’t engaged.”\u003c/p>\n\u003c/aside>\n\u003cp>“Lots of the sort of fundamental things that people have to do to be politically active happen online” now, said Kahne, a professor at Mills College in Oakland, California, who's part of the MacArthur Research Network on Youth & Participatory Politics (YPP). “If they think that sending an email to their friends is the same as showing up and voting, that could be a problem. But in fact, what we found in our study is that young people who were engaged in participatory politics were twice as likely to report voting as people who weren’t engaged.”\u003c/p>\n\u003cp>Last winter, “online activism” became the subject of searing critique after \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/kony-2012-viral-video-prompts-a-teachable-moment/\">a video about African warlord Joseph Kony \u003c/a>made the rounds. The error-ridden video racked up close to 20 million views on YouTube and Vimeo in just a few days and raised millions in real dollars for the non-profit that \u003c!--more-->produced it. Critics were quick to site ill-informed youth as the primary culprits.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Kahne’s study, which was co-authored by Cathy J. Cohen of the University of Chicago, focused more on the fact that the conversation was taking place, and its real-world impact, than the content of the conversation young people were having.\u003c/p>\n\u003cp>“Even when [using new media] is becoming a part of all our practices, we still often imagine it the way they used to be,” Kahne said. This, he said, is a mistake. So much of the flow of information and discussion of new ideas and mobilization of movements from Occupy to the Tea Party are happening online now, and it would be folly to ignore the shift.\u003c/p>\n\u003cp>\u003cstrong>WHAT DIGITAL DIVIDE?\u003c/strong>\u003c/p>\n\u003cp>The other primary finding of the study showed that the digital divide between young people of different ethnicities appears to be shrinking.\u003c/p>\n\u003cp>“Overwhelmingly, white (96%), black (94%), Latino (96%) and Asian American (98%) youth report having access to a computer that connects to the Internet,” the study reported.\u003c/p>\n\u003cp>And when all types of political engagement—participatory politics and institutional politics like voting or helping with a campaign—are taken into account, it’s black youth who are the most engaged.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/Screen-Shot-2012-07-13-at-10.12.27-AM.png\">\u003cimg class=\"alignleft size-full wp-image-22791\" title=\"Screen Shot 2012-07-13 at 10.12.27 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/Screen-Shot-2012-07-13-at-10.12.27-AM.png\" alt=\"\" width=\"408\" height=\"216\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/07/Screen-Shot-2012-07-13-at-10.12.27-AM.png 522w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/Screen-Shot-2012-07-13-at-10.12.27-AM-400x212.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/Screen-Shot-2012-07-13-at-10.12.27-AM-320x170.png 320w\" sizes=\"(max-width: 408px) 100vw, 408px\">\u003c/a>“So overall, we think that we really have to rethink the digital divide,” Kahne said. “It doesn’t follow this kind of conventional wisdom that says whites or upper-income people are the ones doing all of this stuff.”\u003c/p>\n\u003cp>Several youth organizations in Oakland, where Kahne is based, have taken the task of getting kids engaged in politics to heart. In partnership with the school district’s educational access television station, KDOL, these organizations have hosted several \u003ca href=\"http://www.youtube.com/watch?v=PQk6k8OkGYY&noredirect=1\">conversations between students and local leaders.\u003c/a>\u003c/p>\n\u003cp>Seventeen-year-old Damari Lawrence participated in one of these panels with Oakland Mayor Jean Quan last year. After the interview, he said, “I saw that I really wasn’t caring about politics and what goes on in the world. I understood then that these politics have effects—immediate and sometimes long-term—on me and the community.”\u003c/p>\n\u003cp>Lawrence interns for the KDOL-based Media Enterprise Alliance, which teaches students video and multimedia production skills. The program also helps students create news reports on issues of interest to them and their peers.\u003c/p>\n\u003cp>Lawrence said a lot of kids may think they aren’t interested in politics. “But there’s a good, significant portion of teenagers out there who have an interest that could be built upon,” he said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The message to politicians hoping to pull in the youth vote this fall? Get online. The kids are waiting for you.\u003c/p>\n\n",
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"description": "Lenny Gonzales By Lillian Mongeau Nearly seven million young people will be newly eligible to vote this November. And contrary to what most might think, a recent study of how these voters engage in politics using new media shows they're paying close attention. “A lot of what we’re trying to understand is the way in",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_22803\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003cimg class=\"size-large wp-image-22803\" title=\"10_11.15_newtech_0654\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/10_11.15_newtech_0654-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\n\u003cp class=\"wp-media-credit\">Lenny Gonzales\u003c/p>\n\u003c/div>\n\u003ch5>By Lillian Mongeau\u003c/h5>\n\u003cp class=\"dropcap-serif\">Nearly seven million young people will be newly eligible to vote this November. And contrary to what most might think, a recent study of how these voters engage in politics using new media shows they're paying close attention.\u003c/p>\n\u003cp>“A lot of what we’re trying to understand is the way in which [using new media] might be related to the ways in which young people are being active politically,” said the study’s co-author, Joseph Kahne.\u003c/p>\n\u003cp>Of the 3,000 young people age 15-25 surveyed in the study, \u003cem>\u003ca href=\"http://ypp.dmlcentral.net/sites/all/files/publications/YPP_Survey_Report_FULL.pdf\" target=\"_blank\">Participatory Politics: New Media and Youth Political Action,\u003c/a>\u003c/em> 41 percent reported using these online activities to engage in political discussions or actions. That could be anything from sharing a video of Mitt Romney giving a speech to the NAACP, to signing a petition on \u003ca href=\"http://www.change.org\">Change.org\u003c/a> asking \u003cem>Seventeen Magazine\u003c/em> to quit photo-shopping pictures of its models, to tweeting about the violence in Syria.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Young people who were engaged in participatory politics were twice as likely to report voting as people who weren’t engaged.”\u003c/p>\n\u003c/aside>\n\u003cp>“Lots of the sort of fundamental things that people have to do to be politically active happen online” now, said Kahne, a professor at Mills College in Oakland, California, who's part of the MacArthur Research Network on Youth & Participatory Politics (YPP). “If they think that sending an email to their friends is the same as showing up and voting, that could be a problem. But in fact, what we found in our study is that young people who were engaged in participatory politics were twice as likely to report voting as people who weren’t engaged.”\u003c/p>\n\u003cp>Last winter, “online activism” became the subject of searing critique after \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/kony-2012-viral-video-prompts-a-teachable-moment/\">a video about African warlord Joseph Kony \u003c/a>made the rounds. The error-ridden video racked up close to 20 million views on YouTube and Vimeo in just a few days and raised millions in real dollars for the non-profit that \u003c!--more-->produced it. Critics were quick to site ill-informed youth as the primary culprits.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Kahne’s study, which was co-authored by Cathy J. Cohen of the University of Chicago, focused more on the fact that the conversation was taking place, and its real-world impact, than the content of the conversation young people were having.\u003c/p>\n\u003cp>“Even when [using new media] is becoming a part of all our practices, we still often imagine it the way they used to be,” Kahne said. This, he said, is a mistake. So much of the flow of information and discussion of new ideas and mobilization of movements from Occupy to the Tea Party are happening online now, and it would be folly to ignore the shift.\u003c/p>\n\u003cp>\u003cstrong>WHAT DIGITAL DIVIDE?\u003c/strong>\u003c/p>\n\u003cp>The other primary finding of the study showed that the digital divide between young people of different ethnicities appears to be shrinking.\u003c/p>\n\u003cp>“Overwhelmingly, white (96%), black (94%), Latino (96%) and Asian American (98%) youth report having access to a computer that connects to the Internet,” the study reported.\u003c/p>\n\u003cp>And when all types of political engagement—participatory politics and institutional politics like voting or helping with a campaign—are taken into account, it’s black youth who are the most engaged.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/Screen-Shot-2012-07-13-at-10.12.27-AM.png\">\u003cimg class=\"alignleft size-full wp-image-22791\" title=\"Screen Shot 2012-07-13 at 10.12.27 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/Screen-Shot-2012-07-13-at-10.12.27-AM.png\" alt=\"\" width=\"408\" height=\"216\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/07/Screen-Shot-2012-07-13-at-10.12.27-AM.png 522w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/Screen-Shot-2012-07-13-at-10.12.27-AM-400x212.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/Screen-Shot-2012-07-13-at-10.12.27-AM-320x170.png 320w\" sizes=\"(max-width: 408px) 100vw, 408px\">\u003c/a>“So overall, we think that we really have to rethink the digital divide,” Kahne said. “It doesn’t follow this kind of conventional wisdom that says whites or upper-income people are the ones doing all of this stuff.”\u003c/p>\n\u003cp>Several youth organizations in Oakland, where Kahne is based, have taken the task of getting kids engaged in politics to heart. In partnership with the school district’s educational access television station, KDOL, these organizations have hosted several \u003ca href=\"http://www.youtube.com/watch?v=PQk6k8OkGYY&noredirect=1\">conversations between students and local leaders.\u003c/a>\u003c/p>\n\u003cp>Seventeen-year-old Damari Lawrence participated in one of these panels with Oakland Mayor Jean Quan last year. After the interview, he said, “I saw that I really wasn’t caring about politics and what goes on in the world. I understood then that these politics have effects—immediate and sometimes long-term—on me and the community.”\u003c/p>\n\u003cp>Lawrence interns for the KDOL-based Media Enterprise Alliance, which teaches students video and multimedia production skills. The program also helps students create news reports on issues of interest to them and their peers.\u003c/p>\n\u003cp>Lawrence said a lot of kids may think they aren’t interested in politics. “But there’s a good, significant portion of teenagers out there who have an interest that could be built upon,” he said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The message to politicians hoping to pull in the youth vote this fall? Get online. The kids are waiting for you.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What's So Great About Schools in Finland?",
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"content": "\u003cfigure id=\"attachment_22778\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/finlands-formula-for-success/\">\u003cimg class=\"size-large wp-image-22778\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/Screen-Shot-2012-07-12-at-8.11.25-AM-620x336.png\" alt=\"\" width=\"620\" height=\"336\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Screen Shot from Edutopia video \"Finalnd's Formula for Success.\"\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Monday's \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/three-things-to-unlearn-about-learning/\">Three Things to Unlearn About Learning\u003c/a> elicited several comments about Finland's school system. Here's a \u003ca href=\"http://wp.me/p2io8W-4IE\">recent post \u003c/a>describing some differences between schools in the U.S. and Finland.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">Finland has been hailed for exemplifying the ideal model of a thriving, innovative education system that prioritizes the most important stakeholders: students.\u003c/p>\n\u003cp>\u003ca href=\"http://www.guardian.co.uk/world/2010/dec/05/finland-schools-curriculum-teaching\">International\u003c/a> and \u003ca href=\"http://www.nytimes.com/2011/12/13/education/from-finland-an-intriguing-school-reform-model.html?pagewanted=all\">American\u003c/a> \u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/post/ravitch-why-finlands-schools-are-great-by-doing-what-we-dont/2011/10/12/gIQAmTyLgL_blog.html\">media\u003c/a> are fascinated by the Scandinavian country's approach to designing the education system. The fact that Finland manages to score among the top three countries on the \u003ca href=\"http://www.pisa.oecd.org/pages/0,2987,en_32252351_32235731_1_1_1_1_1,00.html\">PISA\u003c/a> survey is a tribute to its success, and worth following closely, observers say.\u003c/p>\n\u003cp>So what makes the Finland story so compelling?\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #000000\">\u003cstrong>THERE ARE NO PRIVATE SCHOOLS\u003c/strong>.\u003c/span> Technically, there are a few independent schools, but they're financed by the state and don't charge tuition, according to a wildly \u003ca href=\"http://www.theatlantic.com/national/archive/2011/12/what-americans-keep-ignoring-about-finlands-school-success/250564/\">popular article\u003c/a> in the Atlantic about the school system. “The primary aim of education is to serve as an equalizing instrument for society,” said \u003ca href=\"http://www.pasisahlberg.com/index.php?group=2\">Dr. Pasi Sahlberg\u003c/a>, Director General of the Centre for International Mobility and Cooperation in Finland’s \u003ca href=\"http://www.minedu.fi/OPM/?lang=en\">Ministry of Education and Culture\u003c/a> who was visiting New York. \"Here in America, parents can choose to take their kids to private schools. It's the same idea of a marketplace that applies to, say, shops. Schools are a shop and parents can buy what ever they want. In Finland parents can also choose. But the options are all the same.\" The Atlantic article also notes that all Finnish students receive free meals at school, and have \"easy access to health care, psychological counseling, and individualized student guidance.\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #000000\">\u003cstrong>ALL ADMINISTRATORS HAVE WORKED AS TEACHERS.\u003c/strong>\u003c/span> \"We have very carefully kept the business of education in the hands of educators. It’s practically impossible to become a superintendent without also being a former teacher,\" Sahlberg told the \u003c!--more-->\u003ca href=\"http://hechingerreport.org/content/what-can-we-learn-from-finland-a-qa-with-dr-pasi-sahlberg_4851/\">Hechinger Report\u003c/a>. \"If you have people [in leadership positions] with no background in teaching, they’ll never have the type of communication they need.\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #000000\">\u003cstrong>THEY DON'T FOCUS ON TESTS. \u003c/strong>\u003c/span>\"Finns don’t believe you can reliably measure the essence of learning,\" Sahlberg said to the Hechinger Report. \"You know, one big difference in thinking about education and the whole discourse is that in the U.S. it’s based on a belief in competition. In my country, we are in education because we believe in cooperation and sharing. Cooperation is a core starting point for growth.\" To that end, testing doesn't really begin until students are \"well into their teens,\" \u003ca href=\"http://www.nytimes.com/2011/12/13/education/from-finland-an-intriguing-school-reform-model.html?pagewanted=all\">according to the Times\u003c/a>.\u003c/li>\n\u003cli>\u003cspan style=\"color: #000000\">\u003cstrong>TEACHING IS A REVERED PROFESSION.\u003c/strong>\u003c/span> \"The teaching profession is one of the most famous careers in Finland, so young people want to become teachers,\" said Henna Virkkunen, Finland’s Minister of Education to \u003ca href=\"http://hechingerreport.org/content/an-interview-with-henna-virkkunen-finlands-minister-of-education_5458/\">the Hechinger Report\u003c/a>. \"In Finland, we think that teachers are key for the future and it’s a very important profession—and that’s why all of the young, talented people want to become teachers.\" It's compulsory for teachers to have a master's degree, a process that typically takes five years, and requires intensive supervised teacher-training.\u003c/li>\n\u003cli>\u003cstrong>\u003cspan style=\"color: #000000\">THEY TRUST TEACHERS.\u003c/span> \"\u003c/strong>Teachers in Finland can choose their own teaching methods and materials. They are experts of their own work, and they test their own pupils,\" Virkkunen said. \"I think this is also one of the reasons why teaching is such an attractive profession in Finland because teachers are working like academic experts with their own pupils in schools.\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #000000\">\u003cstrong>THEY INTEGRATE FOREIGN STUDENTS. \u003c/strong>\u003c/span>Though Finland is primarily a homogenous country, there are pockets where immigrant populations are growing, specifically near Helsinki, where 30 percent are immigrants. \"Normally, if children come from a very different schooling system or society, they have one year in a smaller setting where they study Finnish and maybe some other subjects,\" Virkkunen said. \"We try to raise their level before they come to regular classrooms.\" Finnish schools also try to teach immigrant students' native language as much as possible. \"It’s very challenging,\" she said. \"I think in Helsinki, they are teaching 44 different mother tongues. The government pays for two-hour lessons each week for these pupils. We think it is very important to know your own tongue—that you can write and read and think in it. Then it’s easier also to learn other languages like Finnish or English, or other subjects.\"\u003c/li>\n\u003c/ul>\n\u003cp>Clearly, the Finland system can't simply be picked up and dropped into the U.S. -- in fact, Sahlberg himself advised against it: “Don’t try to apply anything,” he said \u003ca href=\"http://www.nytimes.com/2011/12/13/education/from-finland-an-intriguing-school-reform-model.html?pagewanted=all\">in the Times\u003c/a> article. “It won’t work because education is a very complex system.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>There are too many divergent factors for that to happen. Finland's population is about 5.3 million, while there are more than 300 million residents in the U.S. But even more importantly, the culture around competition is vastly different. There's a distinct distaste for unabashed competition.\u003c/p>\n\u003cp>\"You know, one big difference in thinking about education and the whole discourse is that in the U.S. it’s based on a belief in competition,\" Sahlberg said. \"In my country, we are in education because we believe in cooperation and sharing. Cooperation is a core starting point for growth.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_22778\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/finlands-formula-for-success/\">\u003cimg class=\"size-large wp-image-22778\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/Screen-Shot-2012-07-12-at-8.11.25-AM-620x336.png\" alt=\"\" width=\"620\" height=\"336\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Screen Shot from Edutopia video \"Finalnd's Formula for Success.\"\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Monday's \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/three-things-to-unlearn-about-learning/\">Three Things to Unlearn About Learning\u003c/a> elicited several comments about Finland's school system. Here's a \u003ca href=\"http://wp.me/p2io8W-4IE\">recent post \u003c/a>describing some differences between schools in the U.S. and Finland.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">Finland has been hailed for exemplifying the ideal model of a thriving, innovative education system that prioritizes the most important stakeholders: students.\u003c/p>\n\u003cp>\u003ca href=\"http://www.guardian.co.uk/world/2010/dec/05/finland-schools-curriculum-teaching\">International\u003c/a> and \u003ca href=\"http://www.nytimes.com/2011/12/13/education/from-finland-an-intriguing-school-reform-model.html?pagewanted=all\">American\u003c/a> \u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/post/ravitch-why-finlands-schools-are-great-by-doing-what-we-dont/2011/10/12/gIQAmTyLgL_blog.html\">media\u003c/a> are fascinated by the Scandinavian country's approach to designing the education system. The fact that Finland manages to score among the top three countries on the \u003ca href=\"http://www.pisa.oecd.org/pages/0,2987,en_32252351_32235731_1_1_1_1_1,00.html\">PISA\u003c/a> survey is a tribute to its success, and worth following closely, observers say.\u003c/p>\n\u003cp>So what makes the Finland story so compelling?\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #000000\">\u003cstrong>THERE ARE NO PRIVATE SCHOOLS\u003c/strong>.\u003c/span> Technically, there are a few independent schools, but they're financed by the state and don't charge tuition, according to a wildly \u003ca href=\"http://www.theatlantic.com/national/archive/2011/12/what-americans-keep-ignoring-about-finlands-school-success/250564/\">popular article\u003c/a> in the Atlantic about the school system. “The primary aim of education is to serve as an equalizing instrument for society,” said \u003ca href=\"http://www.pasisahlberg.com/index.php?group=2\">Dr. Pasi Sahlberg\u003c/a>, Director General of the Centre for International Mobility and Cooperation in Finland’s \u003ca href=\"http://www.minedu.fi/OPM/?lang=en\">Ministry of Education and Culture\u003c/a> who was visiting New York. \"Here in America, parents can choose to take their kids to private schools. It's the same idea of a marketplace that applies to, say, shops. Schools are a shop and parents can buy what ever they want. In Finland parents can also choose. But the options are all the same.\" The Atlantic article also notes that all Finnish students receive free meals at school, and have \"easy access to health care, psychological counseling, and individualized student guidance.\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #000000\">\u003cstrong>ALL ADMINISTRATORS HAVE WORKED AS TEACHERS.\u003c/strong>\u003c/span> \"We have very carefully kept the business of education in the hands of educators. It’s practically impossible to become a superintendent without also being a former teacher,\" Sahlberg told the \u003c!--more-->\u003ca href=\"http://hechingerreport.org/content/what-can-we-learn-from-finland-a-qa-with-dr-pasi-sahlberg_4851/\">Hechinger Report\u003c/a>. \"If you have people [in leadership positions] with no background in teaching, they’ll never have the type of communication they need.\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #000000\">\u003cstrong>THEY DON'T FOCUS ON TESTS. \u003c/strong>\u003c/span>\"Finns don’t believe you can reliably measure the essence of learning,\" Sahlberg said to the Hechinger Report. \"You know, one big difference in thinking about education and the whole discourse is that in the U.S. it’s based on a belief in competition. In my country, we are in education because we believe in cooperation and sharing. Cooperation is a core starting point for growth.\" To that end, testing doesn't really begin until students are \"well into their teens,\" \u003ca href=\"http://www.nytimes.com/2011/12/13/education/from-finland-an-intriguing-school-reform-model.html?pagewanted=all\">according to the Times\u003c/a>.\u003c/li>\n\u003cli>\u003cspan style=\"color: #000000\">\u003cstrong>TEACHING IS A REVERED PROFESSION.\u003c/strong>\u003c/span> \"The teaching profession is one of the most famous careers in Finland, so young people want to become teachers,\" said Henna Virkkunen, Finland’s Minister of Education to \u003ca href=\"http://hechingerreport.org/content/an-interview-with-henna-virkkunen-finlands-minister-of-education_5458/\">the Hechinger Report\u003c/a>. \"In Finland, we think that teachers are key for the future and it’s a very important profession—and that’s why all of the young, talented people want to become teachers.\" It's compulsory for teachers to have a master's degree, a process that typically takes five years, and requires intensive supervised teacher-training.\u003c/li>\n\u003cli>\u003cstrong>\u003cspan style=\"color: #000000\">THEY TRUST TEACHERS.\u003c/span> \"\u003c/strong>Teachers in Finland can choose their own teaching methods and materials. They are experts of their own work, and they test their own pupils,\" Virkkunen said. \"I think this is also one of the reasons why teaching is such an attractive profession in Finland because teachers are working like academic experts with their own pupils in schools.\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #000000\">\u003cstrong>THEY INTEGRATE FOREIGN STUDENTS. \u003c/strong>\u003c/span>Though Finland is primarily a homogenous country, there are pockets where immigrant populations are growing, specifically near Helsinki, where 30 percent are immigrants. \"Normally, if children come from a very different schooling system or society, they have one year in a smaller setting where they study Finnish and maybe some other subjects,\" Virkkunen said. \"We try to raise their level before they come to regular classrooms.\" Finnish schools also try to teach immigrant students' native language as much as possible. \"It’s very challenging,\" she said. \"I think in Helsinki, they are teaching 44 different mother tongues. The government pays for two-hour lessons each week for these pupils. We think it is very important to know your own tongue—that you can write and read and think in it. Then it’s easier also to learn other languages like Finnish or English, or other subjects.\"\u003c/li>\n\u003c/ul>\n\u003cp>Clearly, the Finland system can't simply be picked up and dropped into the U.S. -- in fact, Sahlberg himself advised against it: “Don’t try to apply anything,” he said \u003ca href=\"http://www.nytimes.com/2011/12/13/education/from-finland-an-intriguing-school-reform-model.html?pagewanted=all\">in the Times\u003c/a> article. “It won’t work because education is a very complex system.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>There are too many divergent factors for that to happen. Finland's population is about 5.3 million, while there are more than 300 million residents in the U.S. But even more importantly, the culture around competition is vastly different. There's a distinct distaste for unabashed competition.\u003c/p>\n\u003cp>\"You know, one big difference in thinking about education and the whole discourse is that in the U.S. it’s based on a belief in competition,\" Sahlberg said. \"In my country, we are in education because we believe in cooperation and sharing. Cooperation is a core starting point for growth.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ciframe src=\"http://fora.tv/embed?id=16109&type=c\" frameborder=\"0\" scrolling=\"no\" width=\"400\" height=\"260\">\u003c/iframe>\u003c/p>\n\u003cp>A fascinating discussion at the Aspen Ideas Festival around the question of character education, and whether that should be, or can be, integrated into curriculum. Author Paul Tough, who wrote the provocative article \"\u003ca href=\"http://www.nytimes.com/2011/09/18/magazine/what-if-the-secret-to-success-is-failure.html?pagewanted=all\">What if the Secret to Success is Failure\u003c/a>,\" says his research shows that things like perseverance, grit, resourcefulness, integrity, willpower -- what he summarizes in the word \"character,\" can be learned. In this context, how do we then measure success and failure?\u003c/p>\n\u003cp>Others also weigh in: Dominic Randolph, the head of school at \u003ca href=\"http://www.riverdale.edu\">Riverdale Country Day School,\u003c/a> a progressive private school in New York; and Russell Shaw, Head of School at Georgetown Day School.\u003c/p>\n\u003cp>And for further thought, read educator \u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/post/why-schools-should-not-grade-character-traits/2011/10/20/gIQAJuoU0L_blog.html\">Larry Ferlazzo's retort\u003c/a> to the idea of grading character: \"Why corrupt the process by assigning numerical values to elements of character? We should focus on encouragement and self-reflection, and help students see how developing these qualities are in their short \u003cem>and\u003c/em> long-term self interest.\"\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://fora.tv/v/c16109\">NBC News Education Nation: Can Character Be Taught?\u003c/a> from \u003ca href=\"http://fora.tv/partner/Aspen_Institute\">The Aspen Institute\u003c/a> and \u003ca href=\"http://fora.tv/partner/Aspen_Institute\">The Aspen Institute\u003c/a> on \u003ca href=\"http://fora.tv\">FORA.tv\u003c/a>\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ciframe src=\"http://fora.tv/embed?id=16109&type=c\" frameborder=\"0\" scrolling=\"no\" width=\"400\" height=\"260\">\u003c/iframe>\u003c/p>\n\u003cp>A fascinating discussion at the Aspen Ideas Festival around the question of character education, and whether that should be, or can be, integrated into curriculum. Author Paul Tough, who wrote the provocative article \"\u003ca href=\"http://www.nytimes.com/2011/09/18/magazine/what-if-the-secret-to-success-is-failure.html?pagewanted=all\">What if the Secret to Success is Failure\u003c/a>,\" says his research shows that things like perseverance, grit, resourcefulness, integrity, willpower -- what he summarizes in the word \"character,\" can be learned. In this context, how do we then measure success and failure?\u003c/p>\n\u003cp>Others also weigh in: Dominic Randolph, the head of school at \u003ca href=\"http://www.riverdale.edu\">Riverdale Country Day School,\u003c/a> a progressive private school in New York; and Russell Shaw, Head of School at Georgetown Day School.\u003c/p>\n\u003cp>And for further thought, read educator \u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/post/why-schools-should-not-grade-character-traits/2011/10/20/gIQAJuoU0L_blog.html\">Larry Ferlazzo's retort\u003c/a> to the idea of grading character: \"Why corrupt the process by assigning numerical values to elements of character? We should focus on encouragement and self-reflection, and help students see how developing these qualities are in their short \u003cem>and\u003c/em> long-term self interest.\"\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://fora.tv/v/c16109\">NBC News Education Nation: Can Character Be Taught?\u003c/a> from \u003ca href=\"http://fora.tv/partner/Aspen_Institute\">The Aspen Institute\u003c/a> and \u003ca href=\"http://fora.tv/partner/Aspen_Institute\">The Aspen Institute\u003c/a> on \u003ca href=\"http://fora.tv\">FORA.tv\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv id=\"attachment_22479\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 591px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/scratchpost/7171535345/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-22479\" title=\"7171535345_65369bbb0b_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/7171535345_65369bbb0b_z.jpg\" alt=\"\" width=\"591\" height=\"420\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/06/7171535345_65369bbb0b_z.jpg 591w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/7171535345_65369bbb0b_z-400x284.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/7171535345_65369bbb0b_z-320x227.jpg 320w\" sizes=\"(max-width: 591px) 100vw, 591px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:ScratchPost\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Amidst a sea of tech devices, and at a gathering of more than 18,000 educators interested in technology, a surprisingly human message rose above the noise at this week's \u003ca href=\"https://www.isteconference.org/2012/\">International Society for Technology in Education\u003c/a>.\u003c/p>\n\u003cp>Kicking off the big event, where crowds overflowed from one packed room to another, \u003ca href=\"http://sirkenrobinson.com/skr/\">Sir Ken Robinson\u003c/a>, renowned author and international education adviser, proposed the idea that technology is not the only driver for learning.\u003c/p>\n\u003cp>\"The problem now is resisting the notion that technology is the answer to everything -- it's clearly not,\" Robinson said. \"But what part of the equation does technology best speak to?\"\u003c/p>\n\u003cp>Robinson, who's been outspoken about the \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/sir-ken-robinson-changes-the-paradigm/\">need to change the education paradigm\u003c/a>, emphasized that educators shouldn't be pushing (or be pushed toward) the gratuitous use of technology. He posed thought-provoking questions that got to the heart of what every stakeholder in education wants: what does it take to engage students -- not just within a standardized curriculum, but in their own learning? What are the roles of technology in doing this? And what are the implications when it comes to implementing practices and policies?\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"We should get rid of the words 'curriculum delivery.' It's an \u003cem>art\u003c/em> form to teach.\"\u003c/p>\n\u003c/aside>\n\u003cp>In the hunt to find the next Holy Grail in education technology, Robinson said we may be losing sight of what teachers are best at.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"We should get rid of the words 'curriculum delivery,'\" he said, referring to the multitudes of tech platforms. \"It's an \u003cem>art\u003c/em> form to teach, the judgement of what might work today may not work tomorrow.\"\u003c/p>\n\u003cp>Teachers are the connective tissue in helping kids find not just subjects at which they test well, but what they're passionate about, he said. \"You often don't know what you're passionate about because you haven't been introduced to it in the right way,\" he said. \"Teachers provide that stewardship we need,\" he said.\u003c/p>\n\u003cp>For teachers, helping kids find their passion outside the confines of standardized curriculum and testing can be a messy endeavor, but worth the challenge. Marc Prensky, author of the book \u003c!--more-->\u003cem>BRAIN GAIN: Technology and the Quest for Digital Wisdom, \u003c/em>added that, rather than finding different ways for everyone to do the same curriculum, we need to find a way to allow individual students to create their own pathways to learning.\u003c/p>\n\u003cp>Though technology could help in this realm, the value that great teachers bring to the equation is immeasurable against what software can do, Prensky said: providing empathy and helping students find their passion by providing a wider place to look.\u003c/p>\n\u003cp>\"Helping students find their passion will lead them to achievement,\" he said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Ever the pithy presenter, Prensky proposed to the audience four ways teachers can do this.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>LISTEN.\u003c/strong> It's impossible to encourage students when we don't know what their passions are, so above all, teachers must listen to their students. \"Or else what we get is 'cellophane kids,' when a teacher looks right through them to the curriculum and test scores and kids become invisible,\" he said.\u003c/li>\n\u003cli>\u003cstrong>RESPECT.\u003c/strong> Adults and kids don't respect each other as much as they should, Prensky said. \"The war between digital natives and immigrants is over, and the natives have won! So let's move forward to mutual respect and wisdom,\" he said. We need both technology and strong pedagogy, but we need to include kids' voices in how we make decisions about learning. \"All education decisions come top down right now,\" he said. \"The next century is about changing that.\"\u003c/li>\n\u003cli>\u003cstrong>OVER-EXPECT FROM STUDENTS.\u003c/strong> Today's kids have far greater capabilities than ever been before, not less. \"What's making them better is connecting their brains to technology wisely,\" he said. Let's step up our expectations of them in that regard.\u003c/li>\n\u003cli>\u003cstrong>DO WHAT YOU KNOW IS RIGHT.\u003c/strong> \"Teachers know what kids need, but someone has convinced them to just cover the curriculum,\" he said. A teacher's job is to help equip kids with skills to function and thrive in the digital future, and though that could be challenging because of conflicting policies in place, that's the definition of courage.\u003c/li>\n\u003c/ol>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_22479\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 591px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/scratchpost/7171535345/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-22479\" title=\"7171535345_65369bbb0b_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/7171535345_65369bbb0b_z.jpg\" alt=\"\" width=\"591\" height=\"420\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/06/7171535345_65369bbb0b_z.jpg 591w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/7171535345_65369bbb0b_z-400x284.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/7171535345_65369bbb0b_z-320x227.jpg 320w\" sizes=\"(max-width: 591px) 100vw, 591px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:ScratchPost\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Amidst a sea of tech devices, and at a gathering of more than 18,000 educators interested in technology, a surprisingly human message rose above the noise at this week's \u003ca href=\"https://www.isteconference.org/2012/\">International Society for Technology in Education\u003c/a>.\u003c/p>\n\u003cp>Kicking off the big event, where crowds overflowed from one packed room to another, \u003ca href=\"http://sirkenrobinson.com/skr/\">Sir Ken Robinson\u003c/a>, renowned author and international education adviser, proposed the idea that technology is not the only driver for learning.\u003c/p>\n\u003cp>\"The problem now is resisting the notion that technology is the answer to everything -- it's clearly not,\" Robinson said. \"But what part of the equation does technology best speak to?\"\u003c/p>\n\u003cp>Robinson, who's been outspoken about the \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/sir-ken-robinson-changes-the-paradigm/\">need to change the education paradigm\u003c/a>, emphasized that educators shouldn't be pushing (or be pushed toward) the gratuitous use of technology. He posed thought-provoking questions that got to the heart of what every stakeholder in education wants: what does it take to engage students -- not just within a standardized curriculum, but in their own learning? What are the roles of technology in doing this? And what are the implications when it comes to implementing practices and policies?\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"We should get rid of the words 'curriculum delivery.' It's an \u003cem>art\u003c/em> form to teach.\"\u003c/p>\n\u003c/aside>\n\u003cp>In the hunt to find the next Holy Grail in education technology, Robinson said we may be losing sight of what teachers are best at.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"We should get rid of the words 'curriculum delivery,'\" he said, referring to the multitudes of tech platforms. \"It's an \u003cem>art\u003c/em> form to teach, the judgement of what might work today may not work tomorrow.\"\u003c/p>\n\u003cp>Teachers are the connective tissue in helping kids find not just subjects at which they test well, but what they're passionate about, he said. \"You often don't know what you're passionate about because you haven't been introduced to it in the right way,\" he said. \"Teachers provide that stewardship we need,\" he said.\u003c/p>\n\u003cp>For teachers, helping kids find their passion outside the confines of standardized curriculum and testing can be a messy endeavor, but worth the challenge. Marc Prensky, author of the book \u003c!--more-->\u003cem>BRAIN GAIN: Technology and the Quest for Digital Wisdom, \u003c/em>added that, rather than finding different ways for everyone to do the same curriculum, we need to find a way to allow individual students to create their own pathways to learning.\u003c/p>\n\u003cp>Though technology could help in this realm, the value that great teachers bring to the equation is immeasurable against what software can do, Prensky said: providing empathy and helping students find their passion by providing a wider place to look.\u003c/p>\n\u003cp>\"Helping students find their passion will lead them to achievement,\" he said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Ever the pithy presenter, Prensky proposed to the audience four ways teachers can do this.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>LISTEN.\u003c/strong> It's impossible to encourage students when we don't know what their passions are, so above all, teachers must listen to their students. \"Or else what we get is 'cellophane kids,' when a teacher looks right through them to the curriculum and test scores and kids become invisible,\" he said.\u003c/li>\n\u003cli>\u003cstrong>RESPECT.\u003c/strong> Adults and kids don't respect each other as much as they should, Prensky said. \"The war between digital natives and immigrants is over, and the natives have won! So let's move forward to mutual respect and wisdom,\" he said. We need both technology and strong pedagogy, but we need to include kids' voices in how we make decisions about learning. \"All education decisions come top down right now,\" he said. \"The next century is about changing that.\"\u003c/li>\n\u003cli>\u003cstrong>OVER-EXPECT FROM STUDENTS.\u003c/strong> Today's kids have far greater capabilities than ever been before, not less. \"What's making them better is connecting their brains to technology wisely,\" he said. Let's step up our expectations of them in that regard.\u003c/li>\n\u003cli>\u003cstrong>DO WHAT YOU KNOW IS RIGHT.\u003c/strong> \"Teachers know what kids need, but someone has convinced them to just cover the curriculum,\" he said. A teacher's job is to help equip kids with skills to function and thrive in the digital future, and though that could be challenging because of conflicting policies in place, that's the definition of courage.\u003c/li>\n\u003c/ol>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Publishers and Libraries Clash Over E-Books",
"title": "Publishers and Libraries Clash Over E-Books",
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"content": "\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/Hutton_SonyRdr_06441.jpg\">\u003cimg class=\"alignright size-large wp-image-22450\" title=\"Hutton_SonyRdr_06441\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/Hutton_SonyRdr_06441-620x437.jpg\" alt=\"\" width=\"620\" height=\"437\">\u003c/a>By Jenny Shank\u003c/h5>\n\u003cp class=\"dropcap-serif\">A new study by the Pew Internet and American Life Project, \u003ca href=\"http://libraries.pewinternet.org/2012/06/22/libraries-patrons-and-e-books/\">Libraries, Patrons, and E-books,\u003c/a> offers a glimpse at the current state of American libraries and finds them eager to lend e-books but struggling to do so, primarily because of budget limits and restrictions publishers place on e-book lending.\u003c/p>\n\u003cp>Of America's 9,000 public library systems, 76 percent now offer e-books, up from 67 percent last year. But patrons are often unaware that libraries offer e-book lending -- 62 percent of those surveyed said they didn't know if their library lends e-books.\u003c/p>\n\u003cp>Twelve percent of e-book readers have tried borrowing digital books from a library, but indicate the process is cumbersome, with wait lists that can stretch for months, lack of availability for many titles, an inability to renew, and difficulty with the downloading process.\u003c/p>\n\u003cp>Fifty-six percent said they couldn't find the particular e-book they wanted from their library, and 18 percent said their library's e-books were incompatible with their e-reader.\u003c/p>\n\u003cp>Many patrons who borrow e-books from libraries report they don't know how to return an e-book before it's due, when it will simply disappear from their e-reader, and that lack of knowledge adds to wait list times. Some librarians are especially fond of e-books, however, because they never have to pester anyone about fines for overdue books.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It's clear library patrons want to borrow e-books, and libraries want to lend them, but because e-book formats, e-readers, and agreements with publishers evolve rapidly, no one has figured out how to make it all work smoothly.\u003c/p>\n\u003ch4>OLD SYSTEMS FOR NEW TECHNOLOGIES\u003c/h4>\n\u003cp>In some ways, publishers artificially impose limits on e-book lending to create the same scarcity and demand that exists with printed books. According to the report, \"In general, publishers' e-book lending restrictions often attempt to mirror the logistics of print lending -- for instance, only allowing an e-book to be lent out to one patron at a time through a 'one book, one user' arrangement.\"\u003c/p>\n\u003cp>At the same time, cuts in library budgets in recent years and publishers' restrictions on purchasing have made it impossible for libraries to acquire enough e-books to keep up with the demand. A \u003c!--more-->report released last week by the American Library Association, \"\u003ca href=\"http://www.ala.org/research/plftas/2011_2012\">Libraries Connect Communities: Public Library Funding & Technology Access Study 2011-2012\u003c/a>,\" found 56.7 percent of American libraries had reduced or flat operating budgets over the past year.\u003c/p>\n\u003cp>One librarian wrote in the Pew survey, \"We boycott HarperCollins due to their use limitations. (Books must be repurchased after 26 checkouts.) We can only purchase one copy per title from Penguin (resulting in extremely long hold lists and disgruntled patrons). Random House has upped their prices to around $100 per copy, so we are only purchasing the top 10 bestsellers from this publisher. I fear what will happen in the next year.\"\u003c/p>\n\u003cp>Some libraries simply can't keep up with the rapid changes in technology due to time and budget limits on their staff. Some librarians might know their way around a Kindle or a Nook, but not an iPad. While better-funded library districts report offering e-reader training sessions and vouchers for librarians to purchase their own e-readers, many of the librarians who responded to the survey indicate their staff is more likely to be self-taught through their own use of personal tablets and e-readers than they are to receive formal training.\u003c/p>\n\u003cp>This mirrors how the general population is learning about e-reading. According to the report, \"Many mentioned having a spouse, child, or friend who is more tech-savvy than them and serves as an inspiration or teacher.\"\u003c/p>\n\u003cp>Several librarians indicated that there is one particular staffer who understands technology better than others and fulfills that go-ask-your-little-brother role, with less tech-comfortable librarians sending people to the resident tech guru with their questions.\u003c/p>\n\u003cp>Libraries' acquisition of printed books was gradual, but many patrons expect the acquisition of e-books to be instant. Some of the surveyed e-book readers imagine a future library where every book ever published is available to patrons instantly, for free, with no wait lists or limits on checkout time.\u003c/p>\n\u003cp>But the ghosts of technologies past provide a warning for libraries that might rush to invest too many resources in one digital format. According to the report, some librarians \"mentioned cutting increasingly obsolete resources, like collections of cassettes or VHS tapes, as well as databases that are rarely used.\" Meanwhile, old-fashioned print books continue to circulate.\u003c/p>\n\u003ch4>PUBLISHERS' REVENUE\u003c/h4>\n\u003cp>While librarians disagree with the publishers' e-book policies, they seem to be working for the moment. A report from the Association of American Publishers released earlier this month showed that for the first time, American publishers are earning more revenue from e-books than hardback books. In the first quarter of 2012, e-books brought in $282.3 million, while hardbacks earned publishers $229.6 million. The revenues from paperback books still have a slight edge over those categories, but paperbacks are slipping, with earnings from adult trade paperbacks falling by 10.5 percent and adult mass-market paperbacks tumbling by 20.8 percent since last year. For publishers and writers, so far it seems the advent of e-books takes away as much as it gives.\u003c/p>\n\u003cp>The restrictions publishers place on library e-book lending are helping them maintain the delicate balance between what e-books are earning and what they are costing. Many of the people surveyed by the Pew Center indicate they find it much more convenient to simply purchase an e-book outright than to wait for it to become available at the library.\u003c/p>\n\u003ch4>NOT YOUR MOTHER'S LIBRARIAN\u003c/h4>\n\u003cp>The role of the librarian as someone eager to help patrons with their questions about the capitol of Peru or the state bird of Colorado has faded in recent years. One librarian told Pew, \"Instead of print indexes or even online databases, many people just Google everything and if they find something 'good enough,' they don't come to or contact the library for help.\"\u003c/p>\n\u003cp>Many library users indicate that most of their interaction with libraries these days is via the computer, through which they either download e-books, sign up on wait lists, or request printed books which they then pick up on the hold shelf rather than visiting the library and lingering in the stacks.\u003c/p>\n\u003cp>But that doesn't mean librarians have a lot of free time -- on the contrary, they have become even busier answering patrons' questions about technology. One librarian wrote, \"It takes a long time to explain and walk patrons through the downloading process -- about half an hour from start to finish most times -- and we often feel rushed at the public assistance desk because there are often other demands on our time.\"\u003c/p>\n\u003cp>Pew's \"Libraries, Patrons, and E-books\" report makes it clear that Americans are more interested in e-books and eager to borrow them from libraries than ever before, but the expansion of the information superhighway has happened so rapidly for everyone involved -- libraries, publishers and readers -- that it is riddled with potholes.\u003c/p>\n\u003cp>Apparently, it will take a nation of little brothers to bring us all up to e-reading speed.\u003c/p>\n\u003ch5>\u003cem>Jenny Shank is the author of the novel \"The Ringer\" (The Permanent Press, 2011), a finalist for the High Plains Book Award.\u003c/em>\u003c/h5>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>This post originally appeared on \u003ca href=\"http://www.pbs.org/mediashift/2012/06/as-e-book-demand-rises-libraries-struggle-with-publishers-budgets-to-deliver178.html\">MediaShift\u003c/a>.\u003c/p>\n\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/pbs-mediashift-logo-final.jpg\">\u003cimg class=\"alignleft size-thumbnail wp-image-22454\" title=\"pbs-mediashift-logo-final\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"62\" height=\"62\">\u003c/a>PBS MediaShift covers the intersection of \u003cem> \u003c/em>\u003cem>media and technology. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It's clear library patrons want to borrow e-books, and libraries want to lend them, but because e-book formats, e-readers, and agreements with publishers evolve rapidly, no one has figured out how to make it all work smoothly.\u003c/p>\n\u003ch4>OLD SYSTEMS FOR NEW TECHNOLOGIES\u003c/h4>\n\u003cp>In some ways, publishers artificially impose limits on e-book lending to create the same scarcity and demand that exists with printed books. According to the report, \"In general, publishers' e-book lending restrictions often attempt to mirror the logistics of print lending -- for instance, only allowing an e-book to be lent out to one patron at a time through a 'one book, one user' arrangement.\"\u003c/p>\n\u003cp>At the same time, cuts in library budgets in recent years and publishers' restrictions on purchasing have made it impossible for libraries to acquire enough e-books to keep up with the demand. A \u003c!--more-->report released last week by the American Library Association, \"\u003ca href=\"http://www.ala.org/research/plftas/2011_2012\">Libraries Connect Communities: Public Library Funding & Technology Access Study 2011-2012\u003c/a>,\" found 56.7 percent of American libraries had reduced or flat operating budgets over the past year.\u003c/p>\n\u003cp>One librarian wrote in the Pew survey, \"We boycott HarperCollins due to their use limitations. (Books must be repurchased after 26 checkouts.) We can only purchase one copy per title from Penguin (resulting in extremely long hold lists and disgruntled patrons). Random House has upped their prices to around $100 per copy, so we are only purchasing the top 10 bestsellers from this publisher. I fear what will happen in the next year.\"\u003c/p>\n\u003cp>Some libraries simply can't keep up with the rapid changes in technology due to time and budget limits on their staff. Some librarians might know their way around a Kindle or a Nook, but not an iPad. While better-funded library districts report offering e-reader training sessions and vouchers for librarians to purchase their own e-readers, many of the librarians who responded to the survey indicate their staff is more likely to be self-taught through their own use of personal tablets and e-readers than they are to receive formal training.\u003c/p>\n\u003cp>This mirrors how the general population is learning about e-reading. According to the report, \"Many mentioned having a spouse, child, or friend who is more tech-savvy than them and serves as an inspiration or teacher.\"\u003c/p>\n\u003cp>Several librarians indicated that there is one particular staffer who understands technology better than others and fulfills that go-ask-your-little-brother role, with less tech-comfortable librarians sending people to the resident tech guru with their questions.\u003c/p>\n\u003cp>Libraries' acquisition of printed books was gradual, but many patrons expect the acquisition of e-books to be instant. Some of the surveyed e-book readers imagine a future library where every book ever published is available to patrons instantly, for free, with no wait lists or limits on checkout time.\u003c/p>\n\u003cp>But the ghosts of technologies past provide a warning for libraries that might rush to invest too many resources in one digital format. According to the report, some librarians \"mentioned cutting increasingly obsolete resources, like collections of cassettes or VHS tapes, as well as databases that are rarely used.\" Meanwhile, old-fashioned print books continue to circulate.\u003c/p>\n\u003ch4>PUBLISHERS' REVENUE\u003c/h4>\n\u003cp>While librarians disagree with the publishers' e-book policies, they seem to be working for the moment. A report from the Association of American Publishers released earlier this month showed that for the first time, American publishers are earning more revenue from e-books than hardback books. In the first quarter of 2012, e-books brought in $282.3 million, while hardbacks earned publishers $229.6 million. The revenues from paperback books still have a slight edge over those categories, but paperbacks are slipping, with earnings from adult trade paperbacks falling by 10.5 percent and adult mass-market paperbacks tumbling by 20.8 percent since last year. For publishers and writers, so far it seems the advent of e-books takes away as much as it gives.\u003c/p>\n\u003cp>The restrictions publishers place on library e-book lending are helping them maintain the delicate balance between what e-books are earning and what they are costing. Many of the people surveyed by the Pew Center indicate they find it much more convenient to simply purchase an e-book outright than to wait for it to become available at the library.\u003c/p>\n\u003ch4>NOT YOUR MOTHER'S LIBRARIAN\u003c/h4>\n\u003cp>The role of the librarian as someone eager to help patrons with their questions about the capitol of Peru or the state bird of Colorado has faded in recent years. One librarian told Pew, \"Instead of print indexes or even online databases, many people just Google everything and if they find something 'good enough,' they don't come to or contact the library for help.\"\u003c/p>\n\u003cp>Many library users indicate that most of their interaction with libraries these days is via the computer, through which they either download e-books, sign up on wait lists, or request printed books which they then pick up on the hold shelf rather than visiting the library and lingering in the stacks.\u003c/p>\n\u003cp>But that doesn't mean librarians have a lot of free time -- on the contrary, they have become even busier answering patrons' questions about technology. 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"content": "\u003cdiv id=\"attachment_22136\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/marcin-wichery.jpg\">\u003cimg class=\"size-medium wp-image-22136\" title=\"marcin wichery\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/marcin-wichery-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Marcin Wichery\u003c/p>\n\u003c/div>\n\u003ch5>By Kyle Palmer\u003c/h5>\n\u003cp>Technology can be a powerful tool for helping close the communication gap between parents and schools. But for low-income, immigrant parents of school-age kids, just having access to the internet might not be enough.\u003c/p>\n\u003cp>At \u003ca href=\"http://ousdes2.ousd.k12.ca.us/210520814173530880/site/default.asp\">Think College Now Elementary School\u003c/a> in Oakland, Calif., where 95 percent of students' families live at or near the poverty line and more than two-thirds are Latino, the school is combining technology and one-on-one communication to help families through a variety of issues.\u003c/p>\n\u003cp>In addition to a long list of \u003ca href=\"http://ousdes2.ousd.k12.ca.us/210520127121797/blank/browse.asp?A=383&BMDRN=2000&BCOB=0&C=57486\">resources for families\u003c/a> -- including counseling, home visits, workshops, and connections to colleges -- the school is piloting a series of online videos called \u003ca href=\"http://collegebound.greatschools.org/register/target\">College Bound \u003c/a>created by \u003ca href=\"http://www.greatschools.org\">GreatSchools\u003c/a>. The videos, each a few minutes long, depict cartoon parents interacting with their kids in a variety of situations, from creating a homework routine to reading together. The videos offer tips on how parents can support their children at home, which, in theory, will increase student success at school.\u003c/p>\n\u003cp>In addition to the videos, the school has also set up in-person workshops that discuss the videos in depth. “This has given our parents a chance to meet and debrief about what they had seen in the videos and talk about their feelings and reactions,” said Jennifer Kaufman, the school’s reading specialist, who led nearly 100 parents through the College Bound pilot.\u003c/p>\n\u003cp>Kaufman also regularly sends out reading tips via text message, and meets with a handful of families whose children are far behind in reading.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This more holistic approach has helped Think College Now build better relationships with the \u003c!--more-->school’s low-income and immigrant families, many of whom lack broadband access at home.\u003c/p>\n\u003cp>“For some schools without such a big digital divide, they might be able to rely on parents doing more work with the videos at home,” she said. “But it was important for us to combine the videos with workshops and one-on-one coaching at school.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Cultural sensitivity goes beyond language.\"\u003c/p>\n\u003c/aside>\n\u003cp>More than 7,500 parents have tested the 100 College Bound videos across the country, including Think College Now and several others in the Bay Area. The videos are made in both English and Spanish, targeted to low-income and immigrant parents of children between kindergarten and fifth grade who may find they have trouble communicating school-related skills to their children.\u003c/p>\n\u003cp>“Parents have just as much impact on a child’s education as schools do,” said GreatSchools CEO Bill Jackson. \"We are trying to figure out a balance between preaching to parents, because nobody wants a cartoon character telling them what a bad parent they are. But we also want to help improve parenting competencies if parents think they need help.”\u003c/p>\n\u003cp>But taking into account the particular needs of minority parents, especially immigrant families, has been a challenge when creating these videos, according to Guadalupe Valdes, a professor of education at Stanford University and an adviser to GreatSchools. Valdes said the first versions of the College Bound videos have struggled to maintain that “cultural sensitivity.”\u003c/p>\n\u003cp>“I think they tried by making Spanish language versions,” she said, “but cultural sensitivity goes beyond language. The underlying assumption seems to be that if minority parents carry out some of the practices that have led to success for majority families, that will be good for them.”\u003c/p>\n\u003cp>Still, Valdes said the videos could be a way for willing parents to learn about what teachers and schools expect from them in supporting their children at home.\u003c/p>\n\u003cp>Great Schools plans on continuing more pilot programs of the videos next school year in more schools. Jackson said he hopes to expand parents’ choices for what videos they watch with the aim of being more responsive to individual needs.\u003c/p>\n\u003cp>“One parent might have trouble getting their kid to do homework,” he said, “and for another parent it might be that their kid is always bored. We want to tailor our videos to whatever the parents are thinking about and not make it a laundry list of skills you have to click through.”\u003c/p>\n\u003cp>The videos have helped Abellanira Santos, a mother of three, who was having difficulty convincing her middle child Maria Victoria to go to bed before 10 pm. So she sat down with the kindergartner and began counting the number of hours Maria Victoria slept each night.\u003c/p>\n\u003cp>“I showed her how many hours she would get to sleep if she went to bed at eight than if she went to bed at 10 or 11,” Santos said. “I told her it would help her in school if she got more hours of sleep, and she got excited as we started counting the hours.”\u003c/p>\n\u003cp>Now, Maria Victoria, who attends Think College Now Elementary, hardly ever puts up a fight at bedtime. Santos said she learned new strategies for talking to her daughter about bedtime from watching the College Bound videos.\u003c/p>\n\u003cp>Abellanira Santos recently got a personal computer and watches the videos at home as Maria Victoria sits on her lap. “I sometimes feel like I need a little review,” she said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>[UPDATE 6/15/12]: CEO of GreatSchools Bill Jackson would like to add the following quote regarding parents: “We don’t want to preach to them about what they should do. Parents are doing a lot already. Instead we offer them a place to get the information, inspiration and the social support they’re seeking to raise children who will succeed in school and emerge ready for the world.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_22136\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/marcin-wichery.jpg\">\u003cimg class=\"size-medium wp-image-22136\" title=\"marcin wichery\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/marcin-wichery-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Marcin Wichery\u003c/p>\n\u003c/div>\n\u003ch5>By Kyle Palmer\u003c/h5>\n\u003cp>Technology can be a powerful tool for helping close the communication gap between parents and schools. But for low-income, immigrant parents of school-age kids, just having access to the internet might not be enough.\u003c/p>\n\u003cp>At \u003ca href=\"http://ousdes2.ousd.k12.ca.us/210520814173530880/site/default.asp\">Think College Now Elementary School\u003c/a> in Oakland, Calif., where 95 percent of students' families live at or near the poverty line and more than two-thirds are Latino, the school is combining technology and one-on-one communication to help families through a variety of issues.\u003c/p>\n\u003cp>In addition to a long list of \u003ca href=\"http://ousdes2.ousd.k12.ca.us/210520127121797/blank/browse.asp?A=383&BMDRN=2000&BCOB=0&C=57486\">resources for families\u003c/a> -- including counseling, home visits, workshops, and connections to colleges -- the school is piloting a series of online videos called \u003ca href=\"http://collegebound.greatschools.org/register/target\">College Bound \u003c/a>created by \u003ca href=\"http://www.greatschools.org\">GreatSchools\u003c/a>. The videos, each a few minutes long, depict cartoon parents interacting with their kids in a variety of situations, from creating a homework routine to reading together. The videos offer tips on how parents can support their children at home, which, in theory, will increase student success at school.\u003c/p>\n\u003cp>In addition to the videos, the school has also set up in-person workshops that discuss the videos in depth. “This has given our parents a chance to meet and debrief about what they had seen in the videos and talk about their feelings and reactions,” said Jennifer Kaufman, the school’s reading specialist, who led nearly 100 parents through the College Bound pilot.\u003c/p>\n\u003cp>Kaufman also regularly sends out reading tips via text message, and meets with a handful of families whose children are far behind in reading.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This more holistic approach has helped Think College Now build better relationships with the \u003c!--more-->school’s low-income and immigrant families, many of whom lack broadband access at home.\u003c/p>\n\u003cp>“For some schools without such a big digital divide, they might be able to rely on parents doing more work with the videos at home,” she said. “But it was important for us to combine the videos with workshops and one-on-one coaching at school.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Cultural sensitivity goes beyond language.\"\u003c/p>\n\u003c/aside>\n\u003cp>More than 7,500 parents have tested the 100 College Bound videos across the country, including Think College Now and several others in the Bay Area. The videos are made in both English and Spanish, targeted to low-income and immigrant parents of children between kindergarten and fifth grade who may find they have trouble communicating school-related skills to their children.\u003c/p>\n\u003cp>“Parents have just as much impact on a child’s education as schools do,” said GreatSchools CEO Bill Jackson. \"We are trying to figure out a balance between preaching to parents, because nobody wants a cartoon character telling them what a bad parent they are. But we also want to help improve parenting competencies if parents think they need help.”\u003c/p>\n\u003cp>But taking into account the particular needs of minority parents, especially immigrant families, has been a challenge when creating these videos, according to Guadalupe Valdes, a professor of education at Stanford University and an adviser to GreatSchools. Valdes said the first versions of the College Bound videos have struggled to maintain that “cultural sensitivity.”\u003c/p>\n\u003cp>“I think they tried by making Spanish language versions,” she said, “but cultural sensitivity goes beyond language. The underlying assumption seems to be that if minority parents carry out some of the practices that have led to success for majority families, that will be good for them.”\u003c/p>\n\u003cp>Still, Valdes said the videos could be a way for willing parents to learn about what teachers and schools expect from them in supporting their children at home.\u003c/p>\n\u003cp>Great Schools plans on continuing more pilot programs of the videos next school year in more schools. Jackson said he hopes to expand parents’ choices for what videos they watch with the aim of being more responsive to individual needs.\u003c/p>\n\u003cp>“One parent might have trouble getting their kid to do homework,” he said, “and for another parent it might be that their kid is always bored. We want to tailor our videos to whatever the parents are thinking about and not make it a laundry list of skills you have to click through.”\u003c/p>\n\u003cp>The videos have helped Abellanira Santos, a mother of three, who was having difficulty convincing her middle child Maria Victoria to go to bed before 10 pm. So she sat down with the kindergartner and began counting the number of hours Maria Victoria slept each night.\u003c/p>\n\u003cp>“I showed her how many hours she would get to sleep if she went to bed at eight than if she went to bed at 10 or 11,” Santos said. “I told her it would help her in school if she got more hours of sleep, and she got excited as we started counting the hours.”\u003c/p>\n\u003cp>Now, Maria Victoria, who attends Think College Now Elementary, hardly ever puts up a fight at bedtime. Santos said she learned new strategies for talking to her daughter about bedtime from watching the College Bound videos.\u003c/p>\n\u003cp>Abellanira Santos recently got a personal computer and watches the videos at home as Maria Victoria sits on her lap. “I sometimes feel like I need a little review,” she said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>[UPDATE 6/15/12]: CEO of GreatSchools Bill Jackson would like to add the following quote regarding parents: “We don’t want to preach to them about what they should do. Parents are doing a lot already. Instead we offer them a place to get the information, inspiration and the social support they’re seeking to raise children who will succeed in school and emerge ready for the world.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Can Free, High-Quality Education Get You A Job?",
"title": "Can Free, High-Quality Education Get You A Job?",
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"content": "\u003cdiv id=\"attachment_22061\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 608px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/mkeefe/3123775954/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-22061\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/3123775954_a2a25b2eb2_z.jpg\" alt=\"\" width=\"608\" height=\"381\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/06/3123775954_a2a25b2eb2_z.jpg 608w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/3123775954_a2a25b2eb2_z-400x251.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/3123775954_a2a25b2eb2_z-320x201.jpg 320w\" sizes=\"(max-width: 608px) 100vw, 608px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:M.Keefe\u003c/p>\n\u003c/div>\n\u003ch5>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">The sudden growth of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/guide-to-free-quality-higher-education/\">free, top-shelf online education\u003c/a> sites has the potential to democratize high-caliber education that's long been reserved for only those who could afford it.\u003c/p>\n\u003cp>But as these new sites begin to blaze a new path to the possibility of a level playing field, it's still unclear whether taking courses in subjects like artificial intelligence or game theory will eventually lead to employment.\u003c/p>\n\u003cp>Are certificates of online course completion from venerable institutions viable substitutes for diplomas and degrees from the same brick-and-mortar four-year universities? Though professors who teach these Massive Open Online Courses are well respected in their fields, is their stamp of approval enough to land a job?\u003c/p>\n\u003cp>If any job market would be receptive to a non-traditional educational path, one might think it would be Silicon Valley. There are plenty of examples of tech tycoons like Steve Jobs, Bill Gates, and Mark Zuckerberg who dropped out of school or otherwise bucked the system only to become wildly successful. It’s a hub that values creativity and technical skills and might seem a likely environment where a company might be willing to hire a person on the basis of their knowledge rather than where where they got their degree.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"A college degree is very fundamental -- a weeding out process.\"\u003c/p>\n\u003c/aside>\n\u003cp>If that's somewhere on the horizon, it's not necessarily happening yet. When contacted about these online education sites -- courses taught by professors at MIT, Harvard, Stanford, Princeton, Berkeley -- many companies directly refused to talk about how their human resources departments would view a non-traditional candidate. Many had never even heard of Coursera, edX, or Udacity.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But recruiters who did agree to go on the record said that, for the most part, companies big and small looking for computer engineers want employees with college degrees from schools known for their computer science programs. “I couldn’t personally help them,” said Robert Greene, founder of technical recruiting firm GreeneSearch, when he heard the profile of a potential job \u003c!--more-->applicant who had taken all the courses for a computer science degree, from a free site like \u003ca href=\"https://www.coursera.org/courses\">Coursera\u003c/a> or \u003ca href=\"http://www.edxonline.org/\">edX\u003c/a>. “I work with startups so they want someone with experience and if not that, then a degree from a top school,” he said.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/can-free-high-quality-education-get-you-a-job/colleges2-2/\" rel=\"attachment wp-att-22063\">\u003cimg class=\"alignleft size-medium wp-image-22063\" title=\"colleges2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/colleges2-300x166.jpg\" alt=\"\" width=\"300\" height=\"166\">\u003c/a>In fact, for start-ups, it’s \u003cem>especially\u003c/em> important for programmers to have high pedigrees because those big-name degrees play a big role in acquisition negotiations, he said. “They will value at a top notch engineer at $1 to $3 million in evaluation,” said Erin Wilson, division manager of Jobspring Partners, Silicon Valley. “In that sense I think Coursera will take a long time to catch up to a top-notch degree.\" Wilson himself is enrolled in a Coursera Computer Science 101 class -- just for fun. He’s “stoked” to learn from Stanford professors, but has no illusions that it will lead him to a different job.\u003c/p>\n\u003cp>Still, Wilson said there are anomalies in the Valley -- not \u003cem>all\u003c/em> great programmers went to the top 25 computer science schools. And although he doesn’t think that getting in the door will be easy without an official degree of some kind, he said the idea that down the road when educational models are less fixed, a hard worker with a free online education that comes with practical skills could make the cut.\u003c/p>\n\u003cp>In the meantime, large, well-established can afford to be picky – places like Google, Groupon and Facebook mostly take applicants from the top 25 computer science programs. Wilson said there’s an “element of elitism in the Valley” that would be hard to overcome.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"I think Coursera will take a long time to catch up to a top-notch degree.\"\u003c/p>\n\u003c/aside>\n\u003cp>The skepticism was palpable from those interviewed who know the Silicon Valley job market well. There’s a sense that free education could not be great education. “If you are a smart student some school will take you and you’ll get a degree,” Greene said. “In the Valley, the education is usually a pretty good barometer.”\u003c/p>\n\u003cp>Companies in finance and banking had similar responses. “Generally we would not look at someone without college experience,” said Rebecca McGovern, executive assistant at the global private investment firm H.I.G Capitol, and the person in charge of recruiting for their San Francisco office. “A college degree is very fundamental -- a weeding out process,” she added. She said no H.I.G office would take someone without a four-year degree.\u003c/p>\n\u003cp>It’s possible that these nascent education sites, many of which offer more than computer science and engineering classes, are too new to have gained traction. Instead, they are being confused with for-profit certificate programs that don’t always have a good reputation.\u003c/p>\n\u003cp>In this anecdotal and limited survey, the current conclusion seems to be that employers don’t trust these new educational sites yet. Regardless of the names behind them -- whether the school or the professor -- the four-year degree and the on-campus experience are still highly critical.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_22061\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 608px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/mkeefe/3123775954/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-22061\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/3123775954_a2a25b2eb2_z.jpg\" alt=\"\" width=\"608\" height=\"381\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/06/3123775954_a2a25b2eb2_z.jpg 608w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/3123775954_a2a25b2eb2_z-400x251.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/3123775954_a2a25b2eb2_z-320x201.jpg 320w\" sizes=\"(max-width: 608px) 100vw, 608px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:M.Keefe\u003c/p>\n\u003c/div>\n\u003ch5>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">The sudden growth of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/guide-to-free-quality-higher-education/\">free, top-shelf online education\u003c/a> sites has the potential to democratize high-caliber education that's long been reserved for only those who could afford it.\u003c/p>\n\u003cp>But as these new sites begin to blaze a new path to the possibility of a level playing field, it's still unclear whether taking courses in subjects like artificial intelligence or game theory will eventually lead to employment.\u003c/p>\n\u003cp>Are certificates of online course completion from venerable institutions viable substitutes for diplomas and degrees from the same brick-and-mortar four-year universities? Though professors who teach these Massive Open Online Courses are well respected in their fields, is their stamp of approval enough to land a job?\u003c/p>\n\u003cp>If any job market would be receptive to a non-traditional educational path, one might think it would be Silicon Valley. There are plenty of examples of tech tycoons like Steve Jobs, Bill Gates, and Mark Zuckerberg who dropped out of school or otherwise bucked the system only to become wildly successful. It’s a hub that values creativity and technical skills and might seem a likely environment where a company might be willing to hire a person on the basis of their knowledge rather than where where they got their degree.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"A college degree is very fundamental -- a weeding out process.\"\u003c/p>\n\u003c/aside>\n\u003cp>If that's somewhere on the horizon, it's not necessarily happening yet. When contacted about these online education sites -- courses taught by professors at MIT, Harvard, Stanford, Princeton, Berkeley -- many companies directly refused to talk about how their human resources departments would view a non-traditional candidate. Many had never even heard of Coursera, edX, or Udacity.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But recruiters who did agree to go on the record said that, for the most part, companies big and small looking for computer engineers want employees with college degrees from schools known for their computer science programs. “I couldn’t personally help them,” said Robert Greene, founder of technical recruiting firm GreeneSearch, when he heard the profile of a potential job \u003c!--more-->applicant who had taken all the courses for a computer science degree, from a free site like \u003ca href=\"https://www.coursera.org/courses\">Coursera\u003c/a> or \u003ca href=\"http://www.edxonline.org/\">edX\u003c/a>. “I work with startups so they want someone with experience and if not that, then a degree from a top school,” he said.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/can-free-high-quality-education-get-you-a-job/colleges2-2/\" rel=\"attachment wp-att-22063\">\u003cimg class=\"alignleft size-medium wp-image-22063\" title=\"colleges2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/colleges2-300x166.jpg\" alt=\"\" width=\"300\" height=\"166\">\u003c/a>In fact, for start-ups, it’s \u003cem>especially\u003c/em> important for programmers to have high pedigrees because those big-name degrees play a big role in acquisition negotiations, he said. “They will value at a top notch engineer at $1 to $3 million in evaluation,” said Erin Wilson, division manager of Jobspring Partners, Silicon Valley. “In that sense I think Coursera will take a long time to catch up to a top-notch degree.\" Wilson himself is enrolled in a Coursera Computer Science 101 class -- just for fun. He’s “stoked” to learn from Stanford professors, but has no illusions that it will lead him to a different job.\u003c/p>\n\u003cp>Still, Wilson said there are anomalies in the Valley -- not \u003cem>all\u003c/em> great programmers went to the top 25 computer science schools. And although he doesn’t think that getting in the door will be easy without an official degree of some kind, he said the idea that down the road when educational models are less fixed, a hard worker with a free online education that comes with practical skills could make the cut.\u003c/p>\n\u003cp>In the meantime, large, well-established can afford to be picky – places like Google, Groupon and Facebook mostly take applicants from the top 25 computer science programs. Wilson said there’s an “element of elitism in the Valley” that would be hard to overcome.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"I think Coursera will take a long time to catch up to a top-notch degree.\"\u003c/p>\n\u003c/aside>\n\u003cp>The skepticism was palpable from those interviewed who know the Silicon Valley job market well. There’s a sense that free education could not be great education. “If you are a smart student some school will take you and you’ll get a degree,” Greene said. “In the Valley, the education is usually a pretty good barometer.”\u003c/p>\n\u003cp>Companies in finance and banking had similar responses. “Generally we would not look at someone without college experience,” said Rebecca McGovern, executive assistant at the global private investment firm H.I.G Capitol, and the person in charge of recruiting for their San Francisco office. “A college degree is very fundamental -- a weeding out process,” she added. She said no H.I.G office would take someone without a four-year degree.\u003c/p>\n\u003cp>It’s possible that these nascent education sites, many of which offer more than computer science and engineering classes, are too new to have gained traction. Instead, they are being confused with for-profit certificate programs that don’t always have a good reputation.\u003c/p>\n\u003cp>In this anecdotal and limited survey, the current conclusion seems to be that employers don’t trust these new educational sites yet. Regardless of the names behind them -- whether the school or the professor -- the four-year degree and the on-campus experience are still highly critical.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_21871\" class=\"wp-caption alignright\" style=\"max-width: 550px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/kids-adults-media-companies-whos-in-charge/screen-shot-2012-06-05-at-11-42-50-am-3/\" rel=\"attachment wp-att-21871\">\u003cimg class=\"size-full wp-image-21871\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/Screen-Shot-2012-06-05-at-11.42.50-AM2.png\" alt=\"\" width=\"550\" height=\"341\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/06/Screen-Shot-2012-06-05-at-11.42.50-AM2.png 550w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/Screen-Shot-2012-06-05-at-11.42.50-AM2-400x248.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/Screen-Shot-2012-06-05-at-11.42.50-AM2-320x198.png 320w\" sizes=\"(max-width: 550px) 100vw, 550px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Fourteen year-old \u003ca href=\"http://www.adorasvitak.com/\">Adora Svitak \u003c/a>wishes that Facebook came up with a popup window that read, \"Are you going to regret this later?\" before allowing people to post their updates.\u003c/p>\n\u003cp>It's that kind of long-term vision that's missing from a lot of how kids act and how they're being educated about using social media. And because adults are navigating the same uncharted waters alongside -- or in many cases, far behind -- their kids, sometimes using what's considered common sense at the time might not even be enough of a filter.\u003c/p>\n\u003cp>Svitak is already a fairly savvy social media user herself, having launched her own Facebook brand, website, and even TED talks. She and her peers are pushing boundaries on sites like Tumblr, posting videos on YouTube and creating their own blogs -- and getting a lot of traction.\u003c/p>\n\u003cp>Cases in point: Teenager Rebecca Black's \u003ca href=\"http://www.youtube.com/watch?v=kfVsfOSbJY0\">\u003cem>Friday\u003c/em>\u003c/a>, last year's viral YouTube music video (more than 32 million views) and the \u003ca href=\"http://www.youtube.com/watch?v=Y4MnpzG5Sqc\">Kony 2012 video\u003c/a>, whose 90 million views was propelled by kids passing it along to each other.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"We are co-creators of the world we live in. We're not just watching the screen in front of us. Whether it’s good or bad, you can’t argue it’s influential.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"We can have tremendous influence on the cultural landscape,\" Svitak said at the \u003ca href=\"http://www.bigtentmtv.com/\">recent Big Tent event\u003c/a> in San Jose. \"We are co-creators of the world we live in. We're not just watching the screen in front of us. Whether it’s good or bad, you can’t argue it’s influential.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>She's got a point there -- kids' influence can be powerful, especially with the help of social media sites like YouTube and Twitter. But unlike the kids who create the content that goes on those sites, the companies that host the content are forced to weigh in on whether it's \"good\" or \"bad,\" or more pointedly, what they should do about it.\u003c/p>\n\u003cp>Victoria Grand, director of communications and policy at YouTube, said company staff is constantly searching for questionable content and deciding what action to take. For example, a spate of \u003c!--more-->videos created by girls who ask the viewing public, \"Am I pretty or ugly,\" have been circulating for about four years, and YouTube must contend with whether, as a private company, it should take action to remove the videos.\u003c/p>\n\u003cp>\"Is this a disturbing teenage trend? Should a private company take away the right of a girl to ask the world if she’s pretty? Is this hate speech territory? Do we make it go away?\" she said, listing the litany of questions the company must contend with each day. The answer is not always clear. After some investigation, Grand said one of the girls posting the \"Am I pretty or ugly\" video was a 21-year-old art student embarking on an art project.\u003c/p>\n\u003cp>Other examples: the cinnamon challenge, whereby people upload videos of themselves eating a spoon full of cinnamon, and their subsequent reactions, which are, as Grand puts it \"just repulsive.\" So far, \u003ca href=\"http://online.wsj.com/article/SB10001424052702304537904577279663808279888.html?mod=WSJ_LifeStyle_Lifestyle_6\">30,000 such YouTube videos\u003c/a> have been tagged, and Grand said YouTube has been contacted by physicians imploring the company to take those videos down because eating raw cinnamon can be bad for the respiratory system. The question, again, YouTube must contend with: How dangerous is this?\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"Should a private company take away the right of a girl to ask the world if she’s pretty? Is this hate speech territory? Do we make it go away?\"\u003c/p>\n\u003c/aside>\n\u003cp>And what should YouTube do about what Grand calls \"self-injury videos,\" especially those that show girls cutting themselves? \"The cutting videos are really interesting,\" Grand said. \"In large part, they’re public service announcements by fellow teenagers. They’re saying, 'Don’t do it,' or they're documenting it in a neutral way that says, 'This is what’s happening.' Only a fraction is promoting self injury.\"\u003c/p>\n\u003cp>In that light, Grand said the videos reflect authentic voices that can be helpful to other girls considering cutting themselves. At the same time, though, she said \"the very act of cutting triggers additional trigger.\"\u003c/p>\n\u003cfigure id=\"attachment_21872\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/kids-adults-media-companies-whos-in-charge/screen-shot-2012-03-16-at-10-20-45-am-620x351/\" rel=\"attachment wp-att-21872\">\u003cimg class=\"size-medium wp-image-21872\" title=\"Screen-shot-2012-03-16-at-10.20.45-AM-620x351\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/Screen-shot-2012-03-16-at-10.20.45-AM-620x351-300x169.png\" alt=\"\" width=\"300\" height=\"169\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Kony 2012 video that went viral.\u003c/figcaption>\u003c/figure>\n\u003cp>The same premise applies to videos showing people smoking. YouTube has been asked to remove videos of people smoking, because \"when you see images of people smoking, it leads to more smoking,\" Grand said.\u003c/p>\n\u003cp>Though companies can -- and in some cases, should -- edit online content that might lead to dangerous behavior, the more proactive approach is educating kids about possible dangers, said Amanda Lenhart, a senior research specialist at the Pew Research Center’s Internet & American Life Project, where she directs research on young adults, teens, children and families. These are global companies with a reach that goes far and wide, and it could be impossible to manage these issues on a global scale.\u003c/p>\n\u003cp>\"There’s certainly a side of it [that can be approached with] advocacy and work with kids,\" she said. \"On the other hand, we have to protect free speech. Those are the real tensions behind the debate.\"\u003c/p>\n\u003cp>Educating kids about the issues underlying the content is what Lenhart calls the \"middle ground.\"\u003c/p>\n\u003cp>\"It can be incredibly localized,\" she said. \"It starts at the user, and it doesn’t require tech innovation or regulation. But it requires a lot of work on the part of parents and end users.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Algorithms can’t do most of this work. With things like nudity, algorithm doesn’t know if it’s surgery, or if it's a breast cancer announcement.\"\u003c/p>\n\u003c/aside>\n\u003cp>But as Svitak pointed out, though kids' influence is powerful, especially with the help of the vast online megaphone, kids don't always understand the repercussions of their online behavior. And because this is still very much new territory for a lot of adults, education around these issues doesn't always flow from parent to child. In that case, who's teaching whom? And what are the appropriate models?\u003c/p>\n\u003cp>For its part, YouTube wants to draw youth to teach youth about these issues, Grand said.\u003c/p>\n\u003cp>\"But it's like feeding people spinach,\" she said. \"How do you rally youth around issues like flagging inappropriate content and privacy controls? It's hard... They have a limited attention span. We have breakthroughs sometimes with the teen safety community, but those blog posts don’t get nearly enough awareness. It's hard to cut through the noise.\"\u003c/p>\n\u003cp>Technology can actually help is this realm -- at least to some extent. For the \"Am I Ugly\" videos, images can be blurred, and comment settings can be adjusted to protect kids. The \"safety mode\" scans videos for fleshtones, she said, but as a result, videos of babies are deleted. And what happens to artistic videos that include nudity?\u003c/p>\n\u003cp>\"People say we should come up with some kind of predictive algorithm: 'You're Google -- figure it out!'\" she said. \"But algorithms can’t do most of this work. With things like nudity, algorithm doesn’t know if it’s surgery, or if it's a breast cancer announcement.\"\u003c/p>\n\u003cp>YouTube does organize videos for review, and those that rank high on flesh tones will be reviewed faster by YouTube staff. And factors like the flagger's reputation, the number of times the video has been flagged, how \"hot\" it is in terms of virality, all help YouTube prioritize review of the algorithm.\u003c/p>\n\u003cp>\"But humans need to see it,\" she said. And that takes time.\u003c/p>\n\u003cp>\u003cstrong>THE STOVE APPROACH\u003c/strong>\u003c/p>\n\u003cp>Fourteen-year-old Svitak offers some advice to adults: think long-term. At her school, she says all devices must be turned off -- no blogs, no email, and no access to websites.\u003c/p>\n\u003cp>\"This is a short-term approach,\" she said, adding that she prefers the \"touch-the-stove approach.\" When she was younger, she learned quickly to stay away from the stove after she touched it -- but in her effort to exert independence and push boundaries, she didn't get badly burned.\u003c/p>\n\u003cp>\"If you never teach the child to cross the street, they won't know how to do it,\" she said. \"We need to emphasize the long-term approach with education -- not just block everything, but teach kids how to evaluate. Then they won't post inappropriate content.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "Kids’ online influence can be powerful, especially with the help of social media sites like YouTube and Twitter. But unlike the kids who create the content that goes on those sites, the companies that host the content are sometimes forced to weigh in on whether it’s “good” or “bad,” or more pointedly, what they should do about it.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_21871\" class=\"wp-caption alignright\" style=\"max-width: 550px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/kids-adults-media-companies-whos-in-charge/screen-shot-2012-06-05-at-11-42-50-am-3/\" rel=\"attachment wp-att-21871\">\u003cimg class=\"size-full wp-image-21871\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/Screen-Shot-2012-06-05-at-11.42.50-AM2.png\" alt=\"\" width=\"550\" height=\"341\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/06/Screen-Shot-2012-06-05-at-11.42.50-AM2.png 550w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/Screen-Shot-2012-06-05-at-11.42.50-AM2-400x248.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/Screen-Shot-2012-06-05-at-11.42.50-AM2-320x198.png 320w\" sizes=\"(max-width: 550px) 100vw, 550px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Fourteen year-old \u003ca href=\"http://www.adorasvitak.com/\">Adora Svitak \u003c/a>wishes that Facebook came up with a popup window that read, \"Are you going to regret this later?\" before allowing people to post their updates.\u003c/p>\n\u003cp>It's that kind of long-term vision that's missing from a lot of how kids act and how they're being educated about using social media. And because adults are navigating the same uncharted waters alongside -- or in many cases, far behind -- their kids, sometimes using what's considered common sense at the time might not even be enough of a filter.\u003c/p>\n\u003cp>Svitak is already a fairly savvy social media user herself, having launched her own Facebook brand, website, and even TED talks. She and her peers are pushing boundaries on sites like Tumblr, posting videos on YouTube and creating their own blogs -- and getting a lot of traction.\u003c/p>\n\u003cp>Cases in point: Teenager Rebecca Black's \u003ca href=\"http://www.youtube.com/watch?v=kfVsfOSbJY0\">\u003cem>Friday\u003c/em>\u003c/a>, last year's viral YouTube music video (more than 32 million views) and the \u003ca href=\"http://www.youtube.com/watch?v=Y4MnpzG5Sqc\">Kony 2012 video\u003c/a>, whose 90 million views was propelled by kids passing it along to each other.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"We are co-creators of the world we live in. We're not just watching the screen in front of us. Whether it’s good or bad, you can’t argue it’s influential.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"We can have tremendous influence on the cultural landscape,\" Svitak said at the \u003ca href=\"http://www.bigtentmtv.com/\">recent Big Tent event\u003c/a> in San Jose. \"We are co-creators of the world we live in. We're not just watching the screen in front of us. Whether it’s good or bad, you can’t argue it’s influential.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She's got a point there -- kids' influence can be powerful, especially with the help of social media sites like YouTube and Twitter. But unlike the kids who create the content that goes on those sites, the companies that host the content are forced to weigh in on whether it's \"good\" or \"bad,\" or more pointedly, what they should do about it.\u003c/p>\n\u003cp>Victoria Grand, director of communications and policy at YouTube, said company staff is constantly searching for questionable content and deciding what action to take. For example, a spate of \u003c!--more-->videos created by girls who ask the viewing public, \"Am I pretty or ugly,\" have been circulating for about four years, and YouTube must contend with whether, as a private company, it should take action to remove the videos.\u003c/p>\n\u003cp>\"Is this a disturbing teenage trend? Should a private company take away the right of a girl to ask the world if she’s pretty? Is this hate speech territory? Do we make it go away?\" she said, listing the litany of questions the company must contend with each day. The answer is not always clear. After some investigation, Grand said one of the girls posting the \"Am I pretty or ugly\" video was a 21-year-old art student embarking on an art project.\u003c/p>\n\u003cp>Other examples: the cinnamon challenge, whereby people upload videos of themselves eating a spoon full of cinnamon, and their subsequent reactions, which are, as Grand puts it \"just repulsive.\" So far, \u003ca href=\"http://online.wsj.com/article/SB10001424052702304537904577279663808279888.html?mod=WSJ_LifeStyle_Lifestyle_6\">30,000 such YouTube videos\u003c/a> have been tagged, and Grand said YouTube has been contacted by physicians imploring the company to take those videos down because eating raw cinnamon can be bad for the respiratory system. The question, again, YouTube must contend with: How dangerous is this?\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"Should a private company take away the right of a girl to ask the world if she’s pretty? Is this hate speech territory? Do we make it go away?\"\u003c/p>\n\u003c/aside>\n\u003cp>And what should YouTube do about what Grand calls \"self-injury videos,\" especially those that show girls cutting themselves? \"The cutting videos are really interesting,\" Grand said. \"In large part, they’re public service announcements by fellow teenagers. They’re saying, 'Don’t do it,' or they're documenting it in a neutral way that says, 'This is what’s happening.' Only a fraction is promoting self injury.\"\u003c/p>\n\u003cp>In that light, Grand said the videos reflect authentic voices that can be helpful to other girls considering cutting themselves. At the same time, though, she said \"the very act of cutting triggers additional trigger.\"\u003c/p>\n\u003cfigure id=\"attachment_21872\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/kids-adults-media-companies-whos-in-charge/screen-shot-2012-03-16-at-10-20-45-am-620x351/\" rel=\"attachment wp-att-21872\">\u003cimg class=\"size-medium wp-image-21872\" title=\"Screen-shot-2012-03-16-at-10.20.45-AM-620x351\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/Screen-shot-2012-03-16-at-10.20.45-AM-620x351-300x169.png\" alt=\"\" width=\"300\" height=\"169\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Kony 2012 video that went viral.\u003c/figcaption>\u003c/figure>\n\u003cp>The same premise applies to videos showing people smoking. YouTube has been asked to remove videos of people smoking, because \"when you see images of people smoking, it leads to more smoking,\" Grand said.\u003c/p>\n\u003cp>Though companies can -- and in some cases, should -- edit online content that might lead to dangerous behavior, the more proactive approach is educating kids about possible dangers, said Amanda Lenhart, a senior research specialist at the Pew Research Center’s Internet & American Life Project, where she directs research on young adults, teens, children and families. These are global companies with a reach that goes far and wide, and it could be impossible to manage these issues on a global scale.\u003c/p>\n\u003cp>\"There’s certainly a side of it [that can be approached with] advocacy and work with kids,\" she said. \"On the other hand, we have to protect free speech. Those are the real tensions behind the debate.\"\u003c/p>\n\u003cp>Educating kids about the issues underlying the content is what Lenhart calls the \"middle ground.\"\u003c/p>\n\u003cp>\"It can be incredibly localized,\" she said. \"It starts at the user, and it doesn’t require tech innovation or regulation. But it requires a lot of work on the part of parents and end users.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Algorithms can’t do most of this work. With things like nudity, algorithm doesn’t know if it’s surgery, or if it's a breast cancer announcement.\"\u003c/p>\n\u003c/aside>\n\u003cp>But as Svitak pointed out, though kids' influence is powerful, especially with the help of the vast online megaphone, kids don't always understand the repercussions of their online behavior. And because this is still very much new territory for a lot of adults, education around these issues doesn't always flow from parent to child. In that case, who's teaching whom? And what are the appropriate models?\u003c/p>\n\u003cp>For its part, YouTube wants to draw youth to teach youth about these issues, Grand said.\u003c/p>\n\u003cp>\"But it's like feeding people spinach,\" she said. \"How do you rally youth around issues like flagging inappropriate content and privacy controls? It's hard... They have a limited attention span. We have breakthroughs sometimes with the teen safety community, but those blog posts don’t get nearly enough awareness. It's hard to cut through the noise.\"\u003c/p>\n\u003cp>Technology can actually help is this realm -- at least to some extent. For the \"Am I Ugly\" videos, images can be blurred, and comment settings can be adjusted to protect kids. The \"safety mode\" scans videos for fleshtones, she said, but as a result, videos of babies are deleted. And what happens to artistic videos that include nudity?\u003c/p>\n\u003cp>\"People say we should come up with some kind of predictive algorithm: 'You're Google -- figure it out!'\" she said. \"But algorithms can’t do most of this work. With things like nudity, algorithm doesn’t know if it’s surgery, or if it's a breast cancer announcement.\"\u003c/p>\n\u003cp>YouTube does organize videos for review, and those that rank high on flesh tones will be reviewed faster by YouTube staff. And factors like the flagger's reputation, the number of times the video has been flagged, how \"hot\" it is in terms of virality, all help YouTube prioritize review of the algorithm.\u003c/p>\n\u003cp>\"But humans need to see it,\" she said. And that takes time.\u003c/p>\n\u003cp>\u003cstrong>THE STOVE APPROACH\u003c/strong>\u003c/p>\n\u003cp>Fourteen-year-old Svitak offers some advice to adults: think long-term. At her school, she says all devices must be turned off -- no blogs, no email, and no access to websites.\u003c/p>\n\u003cp>\"This is a short-term approach,\" she said, adding that she prefers the \"touch-the-stove approach.\" When she was younger, she learned quickly to stay away from the stove after she touched it -- but in her effort to exert independence and push boundaries, she didn't get badly burned.\u003c/p>\n\u003cp>\"If you never teach the child to cross the street, they won't know how to do it,\" she said. \"We need to emphasize the long-term approach with education -- not just block everything, but teach kids how to evaluate. Then they won't post inappropriate content.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Will More Prominent Colleges Abandon the SAT?",
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"content": "\u003cdiv id=\"attachment_21844\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://www.flickr.com/photos/albertogp123/5843577306/\">\u003cimg class=\"size-large wp-image-21844\" title=\"Exam\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/5843577306_06fd6132f7_z1-620x333.jpg\" alt=\"\" width=\"620\" height=\"333\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Albertogp\u003c/p>\n\u003c/div>\n\u003ch5>By Chris Thompson\u003c/h5>\n\u003cp class=\"dropcap-serif\">For college-bound students, scoring high on the SAT has always been imperative to getting admitted into universities and colleges of stature. Admissions offices traditionally weigh SAT scores as one of the predominant factors in offering acceptance letters to students. And though that's still the case for many elite universities, more higher ed institutions are taking the SAT and ACT off the criteria list for admission.\u003c/p>\n\u003cp>The most recent addition to the list of \"test optional\" institutions is the prominent Ithaca College, which announced that it would abandon test score requirements for admissions last month.\u003c/p>\n\u003cp>Ithaca College, averaging 12,000 yearly applicants, will now base an applicant’s ability on predictors other than SAT or the ACT test scores. The college has been rethinking standardized tests for some time, according to the vice president of Enrollment and Communication Eric Maguire. Not only do these tests fail to give a truly accurate assessment of a student’s ability, but they also bar diverse range of students from applying, he says.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“Standardized test scores add remarkably little to our ability to predict a student’s success.\"\u003c/p>\n\u003c/aside>\n\u003cp>“Standardized test scores add remarkably little to our ability to predict a student’s success beyond what their high school GPA and course schedule already tell us,” Maguire claims. “We believe our new test optional policy better aligns with our holistic and careful reviews of student applications. We also believe the policy will encourage more students to consider Ithaca College and help further diversify our applicant pool.”\u003c/p>\n\u003cp>Though Ithaca is perhaps the most prominent institution to abandon standardized testing as a key element in the admissions process, the test optional movement, as it's called, has been around for more than 40 years. It began in the late 1960s, when alternative schools like Vermont’s Burlington College rejected standardized testing – or even letter grades. Civil rights groups posited that standardized tests harbor a cultural and racial bias, and that they screen out qualified students \u003c!--more-->who might be unfamiliar with certain cultural assumptions. For instance, students who know little about credit cards will be hard pressed to answer questions about interest rates.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In 1985, the National Center for Fair and Open Testing – or FairTest – was formed to advocate for a more holistic and concentrated look at a student’s qualifications. The organization initially focused on unconscious racial bias built into the SAT and ACT content, but has since expanded its critique to denounce the standardized testing regimen more generally.\u003c/p>\n\u003cp>“They’re incredibly imprecise,” says FairTest spokesman Robert Schaeffer. “They under-predict for women and over-predict for men, for example. And they’re highly coachable, which gives kids who are already likely to do well another leg up.”\u003c/p>\n\u003cp>The movement got a big boost in 2001, when Richard Atkinson, the president of the University of California system, proposed abandoning the SAT as a requirement for admission. “America’s overemphasis on the SAT is compromising our educational system,” he said in a \u003ca href=\"http://www.ucop.edu/news/sat/speech.html\">speech\u003c/a> to the American Council on Education.\u003c/p>\n\u003cp>The UC Board of Regents never adopted Atkinson’s suggestion, but since then, more and more colleges have adopted “test optional” admissions programs. Many have adopted the system used by the Lewis & Clark College of Arts and Sciences, which went test optional in 1990. Most applicants still offer SAT scores, but those who don’t may submit a portfolio of a grade point average, a sample of math tests and science laboratory reports, and analytical writing samples; teacher evaluations are mandatory.\u003c/p>\n\u003cp>“It takes students more time to submit a portfolio, and it certainly takes more effort,” says Lisa Meyer, the dean of admissions at Lewis & Clark. “It's a lengthier process and it's a more thorough process.”\u003c/p>\n\u003cp>Nevertheless, Meyer understands why more universities don’t adopt a test-optional policy. Smaller colleges like Lewis & Clark have a smaller number of applicants – roughly 6,500 every year -- and the time and staff needed to more thoroughly review applications. According to FairTest’s Robert Schaeffer, only 850 colleges offer some sort of test optional review process. And of those, according to a review of the list on FairTest’s website, most are either vocational colleges like the DeVry Institute, Yeshiva schools, or small liberal arts colleges like Lewis & Clark.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>That’s why Ithaca College’s decision is so important. This year, the college reviewed more than 12,000 applications. If Ithaca can assess this many candidates without the SAT, maybe the test could be optional for more than the boutique colleges of America.\u003c/p>\n\n",
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"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 />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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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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"order": 9
},
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"id": "freakonomics-radio",
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"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
"fresh-air": {
"id": "fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"hidden-brain": {
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"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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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
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"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
"meta": {
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"link": "/radio/program/how-i-built-this",
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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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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/",
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},
"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": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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},
"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)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"rss": "https://feeds.npr.org/510360/podcast.xml"
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},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
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"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
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"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
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},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
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"rss": "https://feeds.npr.org/510289/podcast.xml"
}
},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/politicalbreakdown",
"meta": {
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"source": "kqed",
"order": 5
},
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