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"content": "\u003cp>It's a bill that's drawn nationwide controversy, dubbed by opponents as the \"Don't Say Gay\" bill.\u003c/p>\n\u003cp>President Biden \u003ca href=\"https://twitter.com/POTUS/status/1491186973511458818?s=20&t=XHy3G03S5p-ePVvzs1Zw6Q\">called it \"hateful.\"\u003c/a>\u003c/p>\n\u003cp>It was \u003ca href=\"https://www.youtube.com/watch?v=exa_ux5kQAs\">ridiculed by the hosts\u003c/a> of this year's Academy Awards.\u003c/p>\n\u003cp>On Monday, \u003ca href=\"https://www.npr.org/2022/03/28/1089221657/dont-say-gay-florida-desantis\">it became Florida law\u003c/a>, when Gov. Ron DeSantis signed the \u003ca href=\"https://www.flsenate.gov/Session/Bill/2022/1557/BillText/er/PDF\">Parental Rights in Education bill\u003c/a>.\u003c/p>\n\u003cp>Now, Florida teachers are wondering how the new law will affect them and their students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Among its controversial measures, the law forbids instruction on sexual orientation and gender identity from kindergarten through third grade.\u003c/p>\n\u003cp>\"We will make sure that parents can send their kids to school to get an education, not an indoctrination,\" DeSantis said at \u003ca href=\"https://thefloridachannel.org/videos/3-28-22-signing-of-hb-1557-parental-rights-in-education/\">the bill signing\u003c/a> in Spring Hill, Fla., flanked by young children at Classical Preparatory School which, as a charter school, will not be affected by the law.\u003c/p>\n\u003cp>Opponents of the law, DeSantis said, \"support sexualizing kids in kindergarten. They support injecting woke gender ideology into second grade classrooms.\"\u003c/p>\n\u003ch3>Teachers say students have other concerns\u003c/h3>\n\u003cfigure id=\"attachment_59256\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-59256\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/resized_20220329_100716_custom-d6b80263d7acc2e89d8aa2ff892842401a258b6f.jpe\" alt=\"\" width=\"200\" height=\"266\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/resized_20220329_100716_custom-d6b80263d7acc2e89d8aa2ff892842401a258b6f.jpe 200w, https://ww2.kqed.org/app/uploads/sites/23/2022/03/resized_20220329_100716_custom-d6b80263d7acc2e89d8aa2ff892842401a258b6f-160x213.jpe 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Paula Stephens teaches first grade at Eisenhower Elementary School in Clearwater, Fla. \"I see this as opening a door to putting a lot more restrictions in the classroom,\" she says, \"and it's just worrisome to me.\" \u003ccite>(Paula Stephens)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That's news to teachers such as Paula Stephens, who teaches first grade at Eisenhower Elementary School in Clearwater, Fla.\u003c/p>\n\u003cp>Her first-graders aren't focused on sexual orientation or gender identity. Their main concern, she says, is \"Is it snack time?\"\u003c/p>\n\u003cp>After all, Stephens says, teaching about sexual orientation and gender identity isn't part of the first\u003cem>-\u003c/em>grade curriculum. But talking about families \u003cem>is\u003c/em> part of her curriculum, and some of her students may have two moms or two dads.\u003c/p>\n\u003cp>\"It makes me wonder,\" she says, \"when I talk about families in my classroom, am I going to be violating this law because the children were having discussions about what their family looks like?\"\u003c/p>\n\u003cp>The law's sponsors say that's not the intent. But Stephens fears the law's language is so vague that it will have a chilling effect, and she worries about what other topics might become a target.\u003c/p>\n\u003cp>\"What's next?\" she asks. \"If they're going after this conversation now, where does this stop? ... I'm very fearful that this law is going to just open it up for a lot more things to start being discriminated against.\"\u003c/p>\n\u003ch3>Some teachers view the law as 'a blatant attack on education'\u003c/h3>\n\u003cp>Beyond kindergarten through third grade, the Florida law also says that any instruction about sexual orientation or gender identity, in any grade, has to be \"age-appropriate or developmentally appropriate in accordance with state standards.\"\u003c/p>\n\u003cp>Opponents say the law will effectively muzzle any discussion of sexual orientation or gender identity, out of fear. Under the law, parents can sue the school district if they believe the school is in violation.\u003c/p>\n\u003cfigure id=\"attachment_59257\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-59257\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/img_9462_custom-0a77e2b12ee4b2298b60f6a64339b0ec7dcb9eb6.jpe\" alt=\"\" width=\"200\" height=\"251\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/img_9462_custom-0a77e2b12ee4b2298b60f6a64339b0ec7dcb9eb6.jpe 200w, https://ww2.kqed.org/app/uploads/sites/23/2022/03/img_9462_custom-0a77e2b12ee4b2298b60f6a64339b0ec7dcb9eb6-160x201.jpe 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Jorje Botello, teaches 8th grade American history at Osceola Middle School in Okeechobee, Fla. \"If I feel like I'm going to be watched by Big Brother all the time,\" he says, \"what's the point?\" \u003ccite>(Jorje Botello)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"Honestly, I feel like it's just a blatant attack on education,\" says Jorje Botello, who has taught eighth grade American history for 19 years at Osceola Middle School in rural Okeechobee, Fla. \"A lot of these bills are written by people that have never set foot in a public education classroom.\"\u003c/p>\n\u003cp>Under the new law, he wonders, will it be considered age-appropriate to tell his students that the Revolutionary War hero, the Prussian General Friedrich Wilhelm Von Steuben, is widely believed to have been openly gay?\u003c/p>\n\u003cp>\"When you look back in history,\" Botello says, \"there's clear examples of how these different groups that are being attacked today actually helped form our country. ... They're a part of our story.\"\u003c/p>\n\u003cp>Botello believes lessons like these can empower LGBTQ students, weaving them into America's history. As a Mexican-American, he says, he knows how important that kind of representation is; growing up, he didn't see himself in the history books.\u003c/p>\n\u003cp>Looking ahead to teaching under the new law, Botello says he'll be more cautious.\u003c/p>\n\u003cp>\"I know that I have to think a little harder when I navigate [these subjects] next year, now that this bill is gonna be in effect,\" he says.\u003c/p>\n\u003cp>If the climate becomes too restrictive, Botello says, he might have to consider retiring.\u003c/p>\n\u003cp>\"If I feel like I'm gonna be watched by Big Brother all the time,\" he says, \"like, what's the point?\"\u003c/p>\n\u003ch3>Some teachers say their role is to help students feel OK with who they are\u003c/h3>\n\u003cp>For Clinton McCracken, who has taught art for 21 years at Howard Middle School Academy of Arts in Orlando, this law feels like a hateful, personal attack.\u003c/p>\n\u003cp>As a gay man, he says, it tells him and his LGBTQ students that there's something \"inappropriate\" about them: that their identity is taboo, or somehow dirty.\u003c/p>\n\u003cfigure id=\"attachment_59254\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-59254\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/thumbnail_img_1913_custom-bbbf9b3b1c5b8bebe0259980dcd6ccbfed21a0b4.jpe\" alt=\"\" width=\"200\" height=\"256\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/thumbnail_img_1913_custom-bbbf9b3b1c5b8bebe0259980dcd6ccbfed21a0b4.jpe 200w, https://ww2.kqed.org/app/uploads/sites/23/2022/03/thumbnail_img_1913_custom-bbbf9b3b1c5b8bebe0259980dcd6ccbfed21a0b4-160x205.jpe 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Clinton McCracken teaches art at Howard Middle School Academy of Arts in Orlando. The new law, he says, \"tries to teach vulnerable youth that there's something wrong with them, that there's something bad about being LGBTQ.\" \u003ccite>(Dr. Bob Walker)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>McCracken points to a \u003ca href=\"https://www.thetrevorproject.org/survey-2021/\">2021 survey\u003c/a> from the Trevor Project, a nonprofit suicide prevention organization for LGBTQ youth, which found that 42% of LGBTQ youth seriously considered attempting suicide in the past year.\u003c/p>\n\u003cp>\"I can tell you as someone who grew up as a gay boy, how real that statistic is,\" he says, \"and how dangerous it is that these Republican legislators are playing with the safety of our vulnerable youth.\"\u003c/p>\n\u003cp>McCracken is appalled when he hears DeSantis claim that schools are, in the governor's words, \"sexualizing\" kids and \u003ca href=\"https://www.winknews.com/2022/03/05/desantis-defends-dont-say-gay-bill-warns-of-transgender-issues-injected-into-classroom-instruction/\">\"injecting transgenderism\"\u003c/a> into the classroom.\u003c/p>\n\u003cp>\"This is a created culture war from him so that he can achieve his political ambitions. That's all this is,\" McCracken says. \"So yeah, I'm not teaching kids how to be gay in my classroom, but I'll tell you what I am doing. I am trying with all my power to teach kids to be OK with who they are.\"\u003c/p>\n\u003cp>McCracken says the teachers he's talked with say the new law won't silence them.\u003c/p>\n\u003cp>\"They're going to teach just like they were teaching and they're going to provide safe spaces in their classrooms just like they have been,\" he says.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>If that means parents sue their school districts, he says, then so be it: \"It's the right thing to do.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Teachers+fear+the+chilling+effect+of+Florida%27s+so-called+%27Don%27t+Say+Gay%27+law&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It's a bill that's drawn nationwide controversy, dubbed by opponents as the \"Don't Say Gay\" bill.\u003c/p>\n\u003cp>President Biden \u003ca href=\"https://twitter.com/POTUS/status/1491186973511458818?s=20&t=XHy3G03S5p-ePVvzs1Zw6Q\">called it \"hateful.\"\u003c/a>\u003c/p>\n\u003cp>It was \u003ca href=\"https://www.youtube.com/watch?v=exa_ux5kQAs\">ridiculed by the hosts\u003c/a> of this year's Academy Awards.\u003c/p>\n\u003cp>On Monday, \u003ca href=\"https://www.npr.org/2022/03/28/1089221657/dont-say-gay-florida-desantis\">it became Florida law\u003c/a>, when Gov. Ron DeSantis signed the \u003ca href=\"https://www.flsenate.gov/Session/Bill/2022/1557/BillText/er/PDF\">Parental Rights in Education bill\u003c/a>.\u003c/p>\n\u003cp>Now, Florida teachers are wondering how the new law will affect them and their students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Among its controversial measures, the law forbids instruction on sexual orientation and gender identity from kindergarten through third grade.\u003c/p>\n\u003cp>\"We will make sure that parents can send their kids to school to get an education, not an indoctrination,\" DeSantis said at \u003ca href=\"https://thefloridachannel.org/videos/3-28-22-signing-of-hb-1557-parental-rights-in-education/\">the bill signing\u003c/a> in Spring Hill, Fla., flanked by young children at Classical Preparatory School which, as a charter school, will not be affected by the law.\u003c/p>\n\u003cp>Opponents of the law, DeSantis said, \"support sexualizing kids in kindergarten. They support injecting woke gender ideology into second grade classrooms.\"\u003c/p>\n\u003ch3>Teachers say students have other concerns\u003c/h3>\n\u003cfigure id=\"attachment_59256\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-59256\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/resized_20220329_100716_custom-d6b80263d7acc2e89d8aa2ff892842401a258b6f.jpe\" alt=\"\" width=\"200\" height=\"266\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/resized_20220329_100716_custom-d6b80263d7acc2e89d8aa2ff892842401a258b6f.jpe 200w, https://ww2.kqed.org/app/uploads/sites/23/2022/03/resized_20220329_100716_custom-d6b80263d7acc2e89d8aa2ff892842401a258b6f-160x213.jpe 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Paula Stephens teaches first grade at Eisenhower Elementary School in Clearwater, Fla. \"I see this as opening a door to putting a lot more restrictions in the classroom,\" she says, \"and it's just worrisome to me.\" \u003ccite>(Paula Stephens)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That's news to teachers such as Paula Stephens, who teaches first grade at Eisenhower Elementary School in Clearwater, Fla.\u003c/p>\n\u003cp>Her first-graders aren't focused on sexual orientation or gender identity. Their main concern, she says, is \"Is it snack time?\"\u003c/p>\n\u003cp>After all, Stephens says, teaching about sexual orientation and gender identity isn't part of the first\u003cem>-\u003c/em>grade curriculum. But talking about families \u003cem>is\u003c/em> part of her curriculum, and some of her students may have two moms or two dads.\u003c/p>\n\u003cp>\"It makes me wonder,\" she says, \"when I talk about families in my classroom, am I going to be violating this law because the children were having discussions about what their family looks like?\"\u003c/p>\n\u003cp>The law's sponsors say that's not the intent. But Stephens fears the law's language is so vague that it will have a chilling effect, and she worries about what other topics might become a target.\u003c/p>\n\u003cp>\"What's next?\" she asks. \"If they're going after this conversation now, where does this stop? ... I'm very fearful that this law is going to just open it up for a lot more things to start being discriminated against.\"\u003c/p>\n\u003ch3>Some teachers view the law as 'a blatant attack on education'\u003c/h3>\n\u003cp>Beyond kindergarten through third grade, the Florida law also says that any instruction about sexual orientation or gender identity, in any grade, has to be \"age-appropriate or developmentally appropriate in accordance with state standards.\"\u003c/p>\n\u003cp>Opponents say the law will effectively muzzle any discussion of sexual orientation or gender identity, out of fear. Under the law, parents can sue the school district if they believe the school is in violation.\u003c/p>\n\u003cfigure id=\"attachment_59257\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-59257\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/img_9462_custom-0a77e2b12ee4b2298b60f6a64339b0ec7dcb9eb6.jpe\" alt=\"\" width=\"200\" height=\"251\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/img_9462_custom-0a77e2b12ee4b2298b60f6a64339b0ec7dcb9eb6.jpe 200w, https://ww2.kqed.org/app/uploads/sites/23/2022/03/img_9462_custom-0a77e2b12ee4b2298b60f6a64339b0ec7dcb9eb6-160x201.jpe 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Jorje Botello, teaches 8th grade American history at Osceola Middle School in Okeechobee, Fla. \"If I feel like I'm going to be watched by Big Brother all the time,\" he says, \"what's the point?\" \u003ccite>(Jorje Botello)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"Honestly, I feel like it's just a blatant attack on education,\" says Jorje Botello, who has taught eighth grade American history for 19 years at Osceola Middle School in rural Okeechobee, Fla. \"A lot of these bills are written by people that have never set foot in a public education classroom.\"\u003c/p>\n\u003cp>Under the new law, he wonders, will it be considered age-appropriate to tell his students that the Revolutionary War hero, the Prussian General Friedrich Wilhelm Von Steuben, is widely believed to have been openly gay?\u003c/p>\n\u003cp>\"When you look back in history,\" Botello says, \"there's clear examples of how these different groups that are being attacked today actually helped form our country. ... They're a part of our story.\"\u003c/p>\n\u003cp>Botello believes lessons like these can empower LGBTQ students, weaving them into America's history. As a Mexican-American, he says, he knows how important that kind of representation is; growing up, he didn't see himself in the history books.\u003c/p>\n\u003cp>Looking ahead to teaching under the new law, Botello says he'll be more cautious.\u003c/p>\n\u003cp>\"I know that I have to think a little harder when I navigate [these subjects] next year, now that this bill is gonna be in effect,\" he says.\u003c/p>\n\u003cp>If the climate becomes too restrictive, Botello says, he might have to consider retiring.\u003c/p>\n\u003cp>\"If I feel like I'm gonna be watched by Big Brother all the time,\" he says, \"like, what's the point?\"\u003c/p>\n\u003ch3>Some teachers say their role is to help students feel OK with who they are\u003c/h3>\n\u003cp>For Clinton McCracken, who has taught art for 21 years at Howard Middle School Academy of Arts in Orlando, this law feels like a hateful, personal attack.\u003c/p>\n\u003cp>As a gay man, he says, it tells him and his LGBTQ students that there's something \"inappropriate\" about them: that their identity is taboo, or somehow dirty.\u003c/p>\n\u003cfigure id=\"attachment_59254\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-59254\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/thumbnail_img_1913_custom-bbbf9b3b1c5b8bebe0259980dcd6ccbfed21a0b4.jpe\" alt=\"\" width=\"200\" height=\"256\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/thumbnail_img_1913_custom-bbbf9b3b1c5b8bebe0259980dcd6ccbfed21a0b4.jpe 200w, https://ww2.kqed.org/app/uploads/sites/23/2022/03/thumbnail_img_1913_custom-bbbf9b3b1c5b8bebe0259980dcd6ccbfed21a0b4-160x205.jpe 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Clinton McCracken teaches art at Howard Middle School Academy of Arts in Orlando. The new law, he says, \"tries to teach vulnerable youth that there's something wrong with them, that there's something bad about being LGBTQ.\" \u003ccite>(Dr. Bob Walker)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>McCracken points to a \u003ca href=\"https://www.thetrevorproject.org/survey-2021/\">2021 survey\u003c/a> from the Trevor Project, a nonprofit suicide prevention organization for LGBTQ youth, which found that 42% of LGBTQ youth seriously considered attempting suicide in the past year.\u003c/p>\n\u003cp>\"I can tell you as someone who grew up as a gay boy, how real that statistic is,\" he says, \"and how dangerous it is that these Republican legislators are playing with the safety of our vulnerable youth.\"\u003c/p>\n\u003cp>McCracken is appalled when he hears DeSantis claim that schools are, in the governor's words, \"sexualizing\" kids and \u003ca href=\"https://www.winknews.com/2022/03/05/desantis-defends-dont-say-gay-bill-warns-of-transgender-issues-injected-into-classroom-instruction/\">\"injecting transgenderism\"\u003c/a> into the classroom.\u003c/p>\n\u003cp>\"This is a created culture war from him so that he can achieve his political ambitions. That's all this is,\" McCracken says. \"So yeah, I'm not teaching kids how to be gay in my classroom, but I'll tell you what I am doing. I am trying with all my power to teach kids to be OK with who they are.\"\u003c/p>\n\u003cp>McCracken says the teachers he's talked with say the new law won't silence them.\u003c/p>\n\u003cp>\"They're going to teach just like they were teaching and they're going to provide safe spaces in their classrooms just like they have been,\" he says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>If that means parents sue their school districts, he says, then so be it: \"It's the right thing to do.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Teachers+fear+the+chilling+effect+of+Florida%27s+so-called+%27Don%27t+Say+Gay%27+law&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "The inspirational story of Bhutan's first Oscar nod: 'Lunana: A Yak in the Classroom'",
"title": "The inspirational story of Bhutan's first Oscar nod: 'Lunana: A Yak in the Classroom'",
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"content": "\u003cp>The film\u003cem> Lunana: A Yak in the Classroom, \u003c/em>nominated for an Oscar in the Best International Feature category, traces the year-long transformative journey of a young Bhutanese teacher, Ugyen Dorji (played by actor Sherab Dorji).\u003c/p>\n\u003cp>Bhutanese writer and director Pawo Choyning Dorji's first film — and Bhutan's first ever Oscar nomination — is set in the real village of Lunana, a remote community of nomadic yak herders situated at a dizzying altitude of more than 11,000 feet.\u003c/p>\n\u003cp>When Ugyen is told he must relocate there from the capital city of Thimpu to serve out the end of his teaching contract, he tries to convince his boss that the move would make him sick. She snaps back, \"This is not an altitude problem, but an \u003cem>attitude\u003c/em> problem. Are you even Bhutanese?\"\u003c/p>\n\u003cp>So he postpones his dream of becoming a singer in Australia and instead goes on a long van ride, then a five-day trek with nights spent in caves and finally to a valley with a total population of 50 people and no electricity — and yes, a yak in the classroom, put there by a young woman from the village who wants the teacher to cherish it, to understand the relationship the villagers have with their yaks and to have access to yak dung, which is used to warm homes and seen to be of great value.\u003c/p>\n\u003cfigure id=\"attachment_59247\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg class=\"wp-image-59247 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/yak-classroom-1387580107-db001564b8458cc67e737240968706d3bba0676d-160x120.jpg\" alt=\"\" width=\"160\" height=\"120\">\u003cfigcaption class=\"wp-caption-text\">Filmmaker Pawo Choyning Dorji attends the 94th Oscars Week Event: International Feature Film at Samuel Goldwyn Theater on March 24, 2022 in Beverly Hills, California. \u003ccite>(Photo by Mike Coppola/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Life in the Himalayas proves difficult but rewarding for Ugyen. It was a similar experience for Pawo Choyning Dorji, who spent a year and a half preparing for filming, hauling in all of the necessary equipment and overseeing the construction of housing for his crew. He used the time to get to know the cast of locals he hired to play themselves, and slipped details of their lives into the script.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"They'd never set foot in a cinema or seen a movie,\" he says. \"They acted naturally, as they were, and it worked out in a beautiful way.\" He shared more about the movie and its message in an interview with NPR.\u003c/p>\n\u003cp>\u003cstrong>Shooting in Lunana must have posed many challenges.\u003c/strong>\u003c/p>\n\u003cp>It certainly did. The weather conditions are harsh, and it is always raining or snowing. There's only a two-month window when the sun shines — in September and October. Even though September and October are considered pleasant months, it was still very cold. I had three layers of pants and thermal jackets. We'd shoot the entire day and come home and there would be no light or beds — We slept on the floor, on blankets and yak hair mats. It was too cold to even change, so we'd sleep in our clothes. Taking a shower was a luxury and locals took a bath once a year. I didn't shower for two months! The strange thing is that when you're up there, living that life with the highlanders and the yaks, you don't miss it. I felt very clean.\u003c/p>\n\u003cp>\u003cstrong>And then on top of that, you made this film carbon negative, right? What did that require?\u003c/strong>\u003c/p>\n\u003cp>We had a good production team who researched the best solar panels and batteries. We had to collate 15 years of data that recorded the rainfall of every month and that's how we could plan our shoots. If there's rain, there's no sunlight to charge our batteries. In case it didn't work out, we carried two power generators and 2,000 liters of petrol, which we ended up leaving for the locals because we didn't need it. When we were making the film, there was always a constant worry that we wouldn't be able to finish it, given these logistic challenges. I told my crew that if it happens, it happens. We should try, but we can fail trying!\u003c/p>\n\u003cfigure id=\"attachment_59246\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59246\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/yak-classroom-1004415-d5572c4063d5bada6365a203da24f24fb85faa78-scaled-e1648624497752.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">In Lunana: A Yak in the Classroom, a teacher in Bhutan is sent — against his wishes — to a remote village to work for a year. A spiritual awakening ensues in a remote place with no electricity and great respect for educators. One of the students in Lunana says he wants to be a teacher when he grows up because he wants to \"touch the future.\" \u003ccite>(Samuel Goldwyn Films)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Why did you choose to highlight the value of a teacher, especially in remote communities like this? \u003c/strong>\u003c/p>\n\u003cp>I am very spiritual, and Buddhism is an important part of my life. Veneration of the teacher or the guru is an important aspect of Buddhism and indeed, all Eastern cultures. I was particular about making him a teacher because I felt that it was a special profession. In Bhutan, we're currently losing our youth to Australia by the thousands. Many of them are teachers. And they're leaving because they're not happy with their jobs and they don't realize what an important responsibility they have back home. The village we were at was one of the few villages in the region with a school and teacher. The actual teacher of the village let us use the school and worked with us to make the film. The film was inspired by his stories.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/03/25/yak-classroom-0123961_custom-0c99f9932fd7d94cf8b4e189dab434b73ba67bfb-s1100-c50.jpg\" alt=\"Yak in a classroom with children.\" width=\"1100\" height=\"460\">\u003cfigcaption class=\"wp-caption-text\">The titular yak from Lunana: A Yak in the Classroom. (Samuel Goldwyn Films)\u003c/figcaption>\u003c/figure>\n\u003cp>When we were shooting, I saw this tarpaulin tent pitched in a field, smoke curling out of it. Four days later, I poked my head in to find out who had pitched it. I found a grandmother trying to light a fire with twigs, to make dinner for her granddaughter. She said they lived six hours away, up the mountain. She'd brought her granddaughter here because she heard there was a teacher! There was no teacher in her village. I was so touched by her sacrifice.\u003c/p>\n\u003cp>\u003cstrong>That reminds me of a powerful line in the film. One of the students in Lunana says he wants to be a teacher when he grows up because he wants to \"touch the future.\"\u003c/strong>\u003c/p>\n\u003cp>People around the world have told me that they were impressed by that line and paused the movie to think about it. There's a funny story behind it though. In grade 11, I was summoned to the Dean's office because I had gotten in trouble. While I was being scolded, I noticed a sign over her head that said, \"I am a teacher. I touch the future.\" I thought it was so profound that I had to write it in the script!\u003c/p>\n\u003cp>\u003cstrong>Seeking happiness is the central premise of the film. How important is happiness to Bhutanese people? \u003c/strong>\u003c/p>\n\u003cp>I am so proud to be Bhutanese — to come from a country that places happiness above all else. When the constitution of our country was first drafted [in 2008], it stated that the purpose of the government was to provide happiness for its citizens and that if the citizens weren't happy, the government doesn't have the right to exist. So Gross National Happiness is the philosophy that guides the government of Bhutan. When our beloved fourth king of Bhutan was coronated, he was 17 years old. In his coronation address in 1974, he said Gross National Happiness is more important than Gross Domestic Product. We don't try to be a rich country, we try to be a happy one.\u003c/p>\n\u003cfigure id=\"attachment_59249\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59249\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/yak-classroom-1004599-1e4de65153d1fe04872fdee34141e19afbd5dcbb-scaled-e1648624639572.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Bhutanese writer and director Pawo Choyning Dorji's Oscar-nominated film is set in the real village of Lunana, a remote community of nomadic yak herders situated at a dizzying altitude of more than 11,000 feet. \u003ccite>(Samuel Goldwyn Films)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Yet, you said many young people are emigrating because they aren't happy.\u003c/strong>\u003c/p>\n\u003cp>I've seen that because of our emphasis on happiness, people often have a romanticized perception of Bhutan. Yes, we're happy, but we also suffer poverty and face real challenges. The whole country depends on tourism, which was badly hit during the coronavirus pandemic. There is massive unemployment, mental health is an issue, and our younger people are leaving. I've tried to touch on this in the film — that happiness cannot be measured. We can't say one country or person is the happiest, because the causes and conditions that create that happiness are ever-changing. When we talk about happiness in Buddhist tradition, we really mean contentment and acceptance.\u003c/p>\n\u003cp>\u003cstrong>Do you think modernization is affecting happiness?\u003c/strong>\u003c/p>\n\u003cp>It definitely is, but I also think change is inevitable. Bhutan is very unique in how it has evolved over the years. As a nation, we came together in 1901. We were the last country in the world to allow television or connect to the Internet because we welcomed that isolation and saw it as a means to preserve our way of life. But when we opened up in the early 2000s, it felt like it was too much, too soon. Television became the hottest item in society. People were selling their yaks for TVs. Our old ways of life transformed too quickly.\u003c/p>\n\u003cp>It's ironic though. Until the last day of filming, I was wracked by worry over whether I was doing the right thing by intruding into the villagers' lives. When I left Lunana, the village was being modernized. The government was laying roads and erecting telephone poles. The villagers were happy. Their standard of living was bound to improve. People would be more connected. But I knew life was going to change irrevocably and my footage of Lunana would be the last time we could see it so untouched.\u003c/p>\n\u003cp>Pem Zam, one of the little girls from the village, for instance is now on Facebook and TikTok — and she sends me videos of her dancing!\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Kamala Thiagarajan is a freelance journalist based in Madurai, Southern India. She reports on global health, science, and development, and her work has been published in the \u003c/em>New York Times, The British Medical Journal\u003cem>, BBC, \u003c/em>The Guardian\u003cem> and other outlets. You can find her on twitter @kamal_t\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+inspirational+story+of+Bhutan%27s+first+Oscar+nod%3A+%27Lunana%3A+A+Yak+in+the+Classroom%27&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The film\u003cem> Lunana: A Yak in the Classroom, \u003c/em>nominated for an Oscar in the Best International Feature category, traces the year-long transformative journey of a young Bhutanese teacher, Ugyen Dorji (played by actor Sherab Dorji).\u003c/p>\n\u003cp>Bhutanese writer and director Pawo Choyning Dorji's first film — and Bhutan's first ever Oscar nomination — is set in the real village of Lunana, a remote community of nomadic yak herders situated at a dizzying altitude of more than 11,000 feet.\u003c/p>\n\u003cp>When Ugyen is told he must relocate there from the capital city of Thimpu to serve out the end of his teaching contract, he tries to convince his boss that the move would make him sick. She snaps back, \"This is not an altitude problem, but an \u003cem>attitude\u003c/em> problem. Are you even Bhutanese?\"\u003c/p>\n\u003cp>So he postpones his dream of becoming a singer in Australia and instead goes on a long van ride, then a five-day trek with nights spent in caves and finally to a valley with a total population of 50 people and no electricity — and yes, a yak in the classroom, put there by a young woman from the village who wants the teacher to cherish it, to understand the relationship the villagers have with their yaks and to have access to yak dung, which is used to warm homes and seen to be of great value.\u003c/p>\n\u003cfigure id=\"attachment_59247\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg class=\"wp-image-59247 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/yak-classroom-1387580107-db001564b8458cc67e737240968706d3bba0676d-160x120.jpg\" alt=\"\" width=\"160\" height=\"120\">\u003cfigcaption class=\"wp-caption-text\">Filmmaker Pawo Choyning Dorji attends the 94th Oscars Week Event: International Feature Film at Samuel Goldwyn Theater on March 24, 2022 in Beverly Hills, California. \u003ccite>(Photo by Mike Coppola/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Life in the Himalayas proves difficult but rewarding for Ugyen. It was a similar experience for Pawo Choyning Dorji, who spent a year and a half preparing for filming, hauling in all of the necessary equipment and overseeing the construction of housing for his crew. He used the time to get to know the cast of locals he hired to play themselves, and slipped details of their lives into the script.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"They'd never set foot in a cinema or seen a movie,\" he says. \"They acted naturally, as they were, and it worked out in a beautiful way.\" He shared more about the movie and its message in an interview with NPR.\u003c/p>\n\u003cp>\u003cstrong>Shooting in Lunana must have posed many challenges.\u003c/strong>\u003c/p>\n\u003cp>It certainly did. The weather conditions are harsh, and it is always raining or snowing. There's only a two-month window when the sun shines — in September and October. Even though September and October are considered pleasant months, it was still very cold. I had three layers of pants and thermal jackets. We'd shoot the entire day and come home and there would be no light or beds — We slept on the floor, on blankets and yak hair mats. It was too cold to even change, so we'd sleep in our clothes. Taking a shower was a luxury and locals took a bath once a year. I didn't shower for two months! The strange thing is that when you're up there, living that life with the highlanders and the yaks, you don't miss it. I felt very clean.\u003c/p>\n\u003cp>\u003cstrong>And then on top of that, you made this film carbon negative, right? What did that require?\u003c/strong>\u003c/p>\n\u003cp>We had a good production team who researched the best solar panels and batteries. We had to collate 15 years of data that recorded the rainfall of every month and that's how we could plan our shoots. If there's rain, there's no sunlight to charge our batteries. In case it didn't work out, we carried two power generators and 2,000 liters of petrol, which we ended up leaving for the locals because we didn't need it. When we were making the film, there was always a constant worry that we wouldn't be able to finish it, given these logistic challenges. I told my crew that if it happens, it happens. We should try, but we can fail trying!\u003c/p>\n\u003cfigure id=\"attachment_59246\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59246\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/yak-classroom-1004415-d5572c4063d5bada6365a203da24f24fb85faa78-scaled-e1648624497752.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">In Lunana: A Yak in the Classroom, a teacher in Bhutan is sent — against his wishes — to a remote village to work for a year. A spiritual awakening ensues in a remote place with no electricity and great respect for educators. One of the students in Lunana says he wants to be a teacher when he grows up because he wants to \"touch the future.\" \u003ccite>(Samuel Goldwyn Films)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Why did you choose to highlight the value of a teacher, especially in remote communities like this? \u003c/strong>\u003c/p>\n\u003cp>I am very spiritual, and Buddhism is an important part of my life. Veneration of the teacher or the guru is an important aspect of Buddhism and indeed, all Eastern cultures. I was particular about making him a teacher because I felt that it was a special profession. In Bhutan, we're currently losing our youth to Australia by the thousands. Many of them are teachers. And they're leaving because they're not happy with their jobs and they don't realize what an important responsibility they have back home. The village we were at was one of the few villages in the region with a school and teacher. The actual teacher of the village let us use the school and worked with us to make the film. The film was inspired by his stories.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/03/25/yak-classroom-0123961_custom-0c99f9932fd7d94cf8b4e189dab434b73ba67bfb-s1100-c50.jpg\" alt=\"Yak in a classroom with children.\" width=\"1100\" height=\"460\">\u003cfigcaption class=\"wp-caption-text\">The titular yak from Lunana: A Yak in the Classroom. (Samuel Goldwyn Films)\u003c/figcaption>\u003c/figure>\n\u003cp>When we were shooting, I saw this tarpaulin tent pitched in a field, smoke curling out of it. Four days later, I poked my head in to find out who had pitched it. I found a grandmother trying to light a fire with twigs, to make dinner for her granddaughter. She said they lived six hours away, up the mountain. She'd brought her granddaughter here because she heard there was a teacher! There was no teacher in her village. I was so touched by her sacrifice.\u003c/p>\n\u003cp>\u003cstrong>That reminds me of a powerful line in the film. One of the students in Lunana says he wants to be a teacher when he grows up because he wants to \"touch the future.\"\u003c/strong>\u003c/p>\n\u003cp>People around the world have told me that they were impressed by that line and paused the movie to think about it. There's a funny story behind it though. In grade 11, I was summoned to the Dean's office because I had gotten in trouble. While I was being scolded, I noticed a sign over her head that said, \"I am a teacher. I touch the future.\" I thought it was so profound that I had to write it in the script!\u003c/p>\n\u003cp>\u003cstrong>Seeking happiness is the central premise of the film. How important is happiness to Bhutanese people? \u003c/strong>\u003c/p>\n\u003cp>I am so proud to be Bhutanese — to come from a country that places happiness above all else. When the constitution of our country was first drafted [in 2008], it stated that the purpose of the government was to provide happiness for its citizens and that if the citizens weren't happy, the government doesn't have the right to exist. So Gross National Happiness is the philosophy that guides the government of Bhutan. When our beloved fourth king of Bhutan was coronated, he was 17 years old. In his coronation address in 1974, he said Gross National Happiness is more important than Gross Domestic Product. We don't try to be a rich country, we try to be a happy one.\u003c/p>\n\u003cfigure id=\"attachment_59249\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59249\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/yak-classroom-1004599-1e4de65153d1fe04872fdee34141e19afbd5dcbb-scaled-e1648624639572.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Bhutanese writer and director Pawo Choyning Dorji's Oscar-nominated film is set in the real village of Lunana, a remote community of nomadic yak herders situated at a dizzying altitude of more than 11,000 feet. \u003ccite>(Samuel Goldwyn Films)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Yet, you said many young people are emigrating because they aren't happy.\u003c/strong>\u003c/p>\n\u003cp>I've seen that because of our emphasis on happiness, people often have a romanticized perception of Bhutan. Yes, we're happy, but we also suffer poverty and face real challenges. The whole country depends on tourism, which was badly hit during the coronavirus pandemic. There is massive unemployment, mental health is an issue, and our younger people are leaving. I've tried to touch on this in the film — that happiness cannot be measured. We can't say one country or person is the happiest, because the causes and conditions that create that happiness are ever-changing. When we talk about happiness in Buddhist tradition, we really mean contentment and acceptance.\u003c/p>\n\u003cp>\u003cstrong>Do you think modernization is affecting happiness?\u003c/strong>\u003c/p>\n\u003cp>It definitely is, but I also think change is inevitable. Bhutan is very unique in how it has evolved over the years. As a nation, we came together in 1901. We were the last country in the world to allow television or connect to the Internet because we welcomed that isolation and saw it as a means to preserve our way of life. But when we opened up in the early 2000s, it felt like it was too much, too soon. Television became the hottest item in society. People were selling their yaks for TVs. Our old ways of life transformed too quickly.\u003c/p>\n\u003cp>It's ironic though. Until the last day of filming, I was wracked by worry over whether I was doing the right thing by intruding into the villagers' lives. When I left Lunana, the village was being modernized. The government was laying roads and erecting telephone poles. The villagers were happy. Their standard of living was bound to improve. People would be more connected. But I knew life was going to change irrevocably and my footage of Lunana would be the last time we could see it so untouched.\u003c/p>\n\u003cp>Pem Zam, one of the little girls from the village, for instance is now on Facebook and TikTok — and she sends me videos of her dancing!\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Kamala Thiagarajan is a freelance journalist based in Madurai, Southern India. She reports on global health, science, and development, and her work has been published in the \u003c/em>New York Times, The British Medical Journal\u003cem>, BBC, \u003c/em>The Guardian\u003cem> and other outlets. You can find her on twitter @kamal_t\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+inspirational+story+of+Bhutan%27s+first+Oscar+nod%3A+%27Lunana%3A+A+Yak+in+the+Classroom%27&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Some lockdown drills can harm students' mental health. Here's what one expert advises",
"title": "Some lockdown drills can harm students' mental health. Here's what one expert advises",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Community members and national onlookers are still reeling from last week's deadly shooting at a high school in Oxford, Mich., for which \u003ca href=\"https://www.npr.org/2021/12/01/1060542851/a-4th-student-has-died-in-the-michigan-high-school-shooting\">one student\u003c/a> and \u003ca href=\"https://www.npr.org/2021/12/04/1061465160/michigan-school-shooting-parents-captured-oxford\">his parents\u003c/a> are facing charges.\u003c/p>\n\u003cp>The tragedy is highlighting an ongoing debate about school shooter drills and the best way to prepare students for the worst, while considering their mental well-being.\u003c/p>\n\u003ch3>How Oxford students responded to the shooting\u003c/h3>\n\u003cp>Oxford High School's most recent safety drill was in early October, according \u003ca href=\"https://oxfordhigh.oxfordschools.org/administration/school_safety_drills\">to its website\u003c/a>. The school is one of many across the country that uses the ALICE Training Program, \u003ca href=\"https://www.thetrace.org/2019/12/alice-active-shooter-training-school-safety/\">a controversial method\u003c/a> that goes beyond traditional lockdowns and whose name stands for \"Alert, Lockdown, Inform, Counter and Evacuate.\"\u003c/p>\n\u003cp>ALICE's \u003ca href=\"https://www.alicetraining.com/our-program/alice-training/\">website says\u003c/a> it trains students on how to most effectively barricade rooms, communicate with police and use their time in lockdown to potentially prepare to counter a shooter if they gain entry (it stresses that step should be a last resort). Critics argue this approach could traumatize students and even increase their chances of being killed.\u003c/p>\n\u003cp>Video footage \u003ca href=\"https://www.freep.com/story/news/local/michigan/oakland/2021/12/01/oxford-high-school-shooting-video-classroom/8820367002/\">posted to social media\u003c/a> of the students' response to the shooter showed them rushing out of first-floor windows rather than opening the classroom door, while other classrooms \u003ca href=\"https://www.cnn.com/2021/12/01/us/michigan-oxford-high-school-shooting-wednesday/index.html\">reportedly\u003c/a> shoved desks against their doors and grabbed scissors for defense in case the attacker got inside — as they had been trained to do in lockdown drills.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Some students and \u003ca href=\"https://www.facebook.com/OCSOMichigan/posts/269699501856461\">county officials\u003c/a> have credited the Oxford school's lockdown drills with saving lives and preventing an even worse outcome. The CEO of the ALICE Training Institute's parent company told \u003ca href=\"https://www.the74million.org/article/alice-americas-most-controversial-active-shooter-training-that-teaches-kids-to-fight-back-saved-dozens-of-lives-in-oxford-hs-attack-ceo-claims/\">nonprofit education site The 74 \u003c/a>that the Oxford community \"would have seen three to 10 X the number of deaths\" without the company's guidance.\u003c/p>\n\u003cp>But while active shooter drills have become common practice across much of the country, some \u003ca href=\"https://www.npr.org/2019/11/10/778015261/experts-worry-active-shooter-drills-in-schools-could-be-traumatic-for-students\">experts and parents worry\u003c/a> they may do more harm than good, particularly if they involve simulation.\u003c/p>\n\u003cp>One of those critics is Dr. David Schonfeld, director of the National Center for School Crisis and Bereavement at Children's Hospital in Los Angeles. He spoke to NPR's Steve Inskeep about how high-intensity drills can harm students' mental health, and shared what alternatives he would propose instead.\u003c/p>\n\u003cp>\u003ca href=\"https://one.npr.org/?sharedMediaId=1062016907:1062016908\">Listen to the full conversation here\u003c/a> or read on for details. And a note of warning, this story contains content some people may find upsetting.\u003c/p>\n\u003chr>\n\u003ch3>Interview Highlights\u003c/h3>\n\u003cp>\u003cstrong>Most schools have active shooter drills, but specifics vary\u003c/strong>\u003c/p>\n\u003cp>Most states require drills related to active shooter situations, Schonfeld says, but how they're carried out varies between individual schools and communities.\u003c/p>\n\u003cp>The first step is to discuss the drill and make sure students understand what they're supposed to do, he adds. The next phase typically consists of drills or exercises in which students are asked to take action to minimize risk within their classrooms, like locking doors, turning off lights, closing blinds and moving to a less visible area.\u003c/p>\n\u003cp>Some schools go a step further with what Schonfeld calls high-intensity drills, or those that involve an element of simulation like an actor pretending to be a shooter or sound effects mimicking bullets. Schonfeld says we don't have enough experience to know which particular types of preparation may help the most, but experts do know that high-intensity drills are inevitably going to be upsetting to children and even teens and adults.\u003c/p>\n\u003cp>\u003cstrong>High-intensity drills can cause emotional distress\u003c/strong>\u003c/p>\n\u003cp>Some schools carry out these drills without informing children — or sometimes staff — that they aren't real, which Schonfeld says can be very realistic and distressing.\u003c/p>\n\u003cp>He recalls instances of children thinking they might die and scribbling notes to their parents in an effort to say goodbye.\u003c/p>\n\u003cp>\"There was one report of a child who actually wrote with a marker on her body so that when her body was found she would be able to let her parents know that she loved them,\" he adds.\u003c/p>\n\u003cp>Such drills can be upsetting for children of any age, Schonfeld explains, as peoples' understanding of risk and skills for coping with distress evolve as they get older. For example, he said a 7-year-old may be capable of understanding what the drill is meant to try to prevent but may be less able to cope with their feelings, while a 17-year-old may have a greater sense of vulnerability and fear.\u003c/p>\n\u003cp>\u003cstrong>There are ways to make live drills less potentially damaging\u003c/strong>\u003c/p>\n\u003cp>Schonfeld emphasizes that it's important for children to be reasonably prepared to take action if something tragic were to happen, with the goal of helping students learn how they should be moving safely in a crisis situation.\u003c/p>\n\u003cp>He believes less-intense live drills can help accomplish that. And that's not a totally new phenomenon for most schools, he notes.\u003c/p>\n\u003cp>\"We do fire drills in schools, and those are live drills where children exit schools and quietly,\" Schonfeld says. \"There's no attempt at smoke to make it feel like a fire, there's no necessity to have people screaming in the hallways.\"\u003c/p>\n\u003cp>\u003cstrong>Preparations should involve more than just drills\u003c/strong>\u003c/p>\n\u003cp>More broadly, Schonfeld says school shootings are a complicated problem with more than one solution.\u003c/p>\n\u003cp>\"We can't be putting all of our resources in just preparing kids for active shooters,\" he says. \"What we need to do is put a lot of resources, perhaps much more resources, into preventing them in the first place.\"\u003c/p>\n\u003cp>That would entail more support for behavioral health in schools, and investment in social-emotional development in children more generally. Schonfeld says that could look like training students to be able to better identify distress among their peers and get them help.\u003c/p>\n\u003cp>\"We have to invest our resources in prevention as well as in what to do when prevention isn't successful,\" he adds.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>The digital version of this story originally appeared in \u003ca href=\"https://www.npr.org/live-updates/morning-edition-2021-12-08#lockdown-drills-can-harm-students-mental-health-heres-what-one-expert-advises\">the \u003cem>Morning Edition\u003c/em> live blog\u003c/a>.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Some+lockdown+drills+can+harm+students%27+mental+health.+Here%27s+what+one+expert+advises&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Community members and national onlookers are still reeling from last week's deadly shooting at a high school in Oxford, Mich., for which \u003ca href=\"https://www.npr.org/2021/12/01/1060542851/a-4th-student-has-died-in-the-michigan-high-school-shooting\">one student\u003c/a> and \u003ca href=\"https://www.npr.org/2021/12/04/1061465160/michigan-school-shooting-parents-captured-oxford\">his parents\u003c/a> are facing charges.\u003c/p>\n\u003cp>The tragedy is highlighting an ongoing debate about school shooter drills and the best way to prepare students for the worst, while considering their mental well-being.\u003c/p>\n\u003ch3>How Oxford students responded to the shooting\u003c/h3>\n\u003cp>Oxford High School's most recent safety drill was in early October, according \u003ca href=\"https://oxfordhigh.oxfordschools.org/administration/school_safety_drills\">to its website\u003c/a>. The school is one of many across the country that uses the ALICE Training Program, \u003ca href=\"https://www.thetrace.org/2019/12/alice-active-shooter-training-school-safety/\">a controversial method\u003c/a> that goes beyond traditional lockdowns and whose name stands for \"Alert, Lockdown, Inform, Counter and Evacuate.\"\u003c/p>\n\u003cp>ALICE's \u003ca href=\"https://www.alicetraining.com/our-program/alice-training/\">website says\u003c/a> it trains students on how to most effectively barricade rooms, communicate with police and use their time in lockdown to potentially prepare to counter a shooter if they gain entry (it stresses that step should be a last resort). Critics argue this approach could traumatize students and even increase their chances of being killed.\u003c/p>\n\u003cp>Video footage \u003ca href=\"https://www.freep.com/story/news/local/michigan/oakland/2021/12/01/oxford-high-school-shooting-video-classroom/8820367002/\">posted to social media\u003c/a> of the students' response to the shooter showed them rushing out of first-floor windows rather than opening the classroom door, while other classrooms \u003ca href=\"https://www.cnn.com/2021/12/01/us/michigan-oxford-high-school-shooting-wednesday/index.html\">reportedly\u003c/a> shoved desks against their doors and grabbed scissors for defense in case the attacker got inside — as they had been trained to do in lockdown drills.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Some students and \u003ca href=\"https://www.facebook.com/OCSOMichigan/posts/269699501856461\">county officials\u003c/a> have credited the Oxford school's lockdown drills with saving lives and preventing an even worse outcome. The CEO of the ALICE Training Institute's parent company told \u003ca href=\"https://www.the74million.org/article/alice-americas-most-controversial-active-shooter-training-that-teaches-kids-to-fight-back-saved-dozens-of-lives-in-oxford-hs-attack-ceo-claims/\">nonprofit education site The 74 \u003c/a>that the Oxford community \"would have seen three to 10 X the number of deaths\" without the company's guidance.\u003c/p>\n\u003cp>But while active shooter drills have become common practice across much of the country, some \u003ca href=\"https://www.npr.org/2019/11/10/778015261/experts-worry-active-shooter-drills-in-schools-could-be-traumatic-for-students\">experts and parents worry\u003c/a> they may do more harm than good, particularly if they involve simulation.\u003c/p>\n\u003cp>One of those critics is Dr. David Schonfeld, director of the National Center for School Crisis and Bereavement at Children's Hospital in Los Angeles. He spoke to NPR's Steve Inskeep about how high-intensity drills can harm students' mental health, and shared what alternatives he would propose instead.\u003c/p>\n\u003cp>\u003ca href=\"https://one.npr.org/?sharedMediaId=1062016907:1062016908\">Listen to the full conversation here\u003c/a> or read on for details. And a note of warning, this story contains content some people may find upsetting.\u003c/p>\n\u003chr>\n\u003ch3>Interview Highlights\u003c/h3>\n\u003cp>\u003cstrong>Most schools have active shooter drills, but specifics vary\u003c/strong>\u003c/p>\n\u003cp>Most states require drills related to active shooter situations, Schonfeld says, but how they're carried out varies between individual schools and communities.\u003c/p>\n\u003cp>The first step is to discuss the drill and make sure students understand what they're supposed to do, he adds. The next phase typically consists of drills or exercises in which students are asked to take action to minimize risk within their classrooms, like locking doors, turning off lights, closing blinds and moving to a less visible area.\u003c/p>\n\u003cp>Some schools go a step further with what Schonfeld calls high-intensity drills, or those that involve an element of simulation like an actor pretending to be a shooter or sound effects mimicking bullets. Schonfeld says we don't have enough experience to know which particular types of preparation may help the most, but experts do know that high-intensity drills are inevitably going to be upsetting to children and even teens and adults.\u003c/p>\n\u003cp>\u003cstrong>High-intensity drills can cause emotional distress\u003c/strong>\u003c/p>\n\u003cp>Some schools carry out these drills without informing children — or sometimes staff — that they aren't real, which Schonfeld says can be very realistic and distressing.\u003c/p>\n\u003cp>He recalls instances of children thinking they might die and scribbling notes to their parents in an effort to say goodbye.\u003c/p>\n\u003cp>\"There was one report of a child who actually wrote with a marker on her body so that when her body was found she would be able to let her parents know that she loved them,\" he adds.\u003c/p>\n\u003cp>Such drills can be upsetting for children of any age, Schonfeld explains, as peoples' understanding of risk and skills for coping with distress evolve as they get older. For example, he said a 7-year-old may be capable of understanding what the drill is meant to try to prevent but may be less able to cope with their feelings, while a 17-year-old may have a greater sense of vulnerability and fear.\u003c/p>\n\u003cp>\u003cstrong>There are ways to make live drills less potentially damaging\u003c/strong>\u003c/p>\n\u003cp>Schonfeld emphasizes that it's important for children to be reasonably prepared to take action if something tragic were to happen, with the goal of helping students learn how they should be moving safely in a crisis situation.\u003c/p>\n\u003cp>He believes less-intense live drills can help accomplish that. And that's not a totally new phenomenon for most schools, he notes.\u003c/p>\n\u003cp>\"We do fire drills in schools, and those are live drills where children exit schools and quietly,\" Schonfeld says. \"There's no attempt at smoke to make it feel like a fire, there's no necessity to have people screaming in the hallways.\"\u003c/p>\n\u003cp>\u003cstrong>Preparations should involve more than just drills\u003c/strong>\u003c/p>\n\u003cp>More broadly, Schonfeld says school shootings are a complicated problem with more than one solution.\u003c/p>\n\u003cp>\"We can't be putting all of our resources in just preparing kids for active shooters,\" he says. \"What we need to do is put a lot of resources, perhaps much more resources, into preventing them in the first place.\"\u003c/p>\n\u003cp>That would entail more support for behavioral health in schools, and investment in social-emotional development in children more generally. Schonfeld says that could look like training students to be able to better identify distress among their peers and get them help.\u003c/p>\n\u003cp>\"We have to invest our resources in prevention as well as in what to do when prevention isn't successful,\" he adds.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>The digital version of this story originally appeared in \u003ca href=\"https://www.npr.org/live-updates/morning-edition-2021-12-08#lockdown-drills-can-harm-students-mental-health-heres-what-one-expert-advises\">the \u003cem>Morning Edition\u003c/em> live blog\u003c/a>.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Some+lockdown+drills+can+harm+students%27+mental+health.+Here%27s+what+one+expert+advises&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Perhaps the only respite pandemic closures brought to my family — which includes two kids under age 6 — was freedom from the constant misery of dripping noses, sneezes and coughs. And statistics suggest we weren't the only ones who had fewer colds last year: With daycares and in-person schools closed and widespread use of masks and hand sanitizer in most communities, cases of many \u003ca href=\"https://academic.oup.com/cid/advance-article/doi/10.1093/cid/ciab311/6257582\">seasonal respiratory infections went down\u003c/a>, and flu cases \u003ca href=\"https://www.cdc.gov/mmwr/volumes/69/wr/mm6937a6.htm\">dropped off a cliff\u003c/a>.\u003c/p>\n\u003cp>That reprieve might be ending. Social mixing has been starting up again in much of the U.S. and so have cases of garden-variety sniffles. The Centers for Disease Control and Prevention just warned physicians that RSV, a unpleasant respiratory virus, is \u003ca href=\"https://emergency.cdc.gov/han/2021/han00443.asp\">surging right now in southern states\u003c/a>. And it's not just happening in the U.S. — researchers \u003ca href=\"https://www.thelancet.com/action/showPdf?pii=S2213-2600%2820%2930502-6\">in the U.K.\u003c/a> and \u003ca href=\"https://wwwnc.cdc.gov/eid/article/27/5/21-0277_article\">Hong Kong\u003c/a> found that \u003ca href=\"https://www.healthychildren.org/English/health-issues/conditions/ear-nose-throat/Pages/Rhinovirus-Infections.aspx\">rhinovirus outbreaks\u003c/a> spiked there, too, when COVID-19 lockdowns ended.\u003c/p>\n\u003cp>My family is at the vanguard of this trend. Right after Washington D.C. lifted its mask mandate a few weeks ago, both my kids got runny noses and coughs, and as soon as they tested negative for COVID-19, my pandemic fears were replaced by a familiar dread. I had visions of sleepless, cough-filled nights, dirty tissues everywhere, and — in short order — my own miserable cold.\u003c/p>\n\u003cp>\"If someone in your house is sick, you're not only breathing in their sick air, you're touching those contaminated surfaces. You're having closer contact, you're having longer exposures,\" says \u003ca href=\"http://www.mmg.pitt.edu/person/seema-s-lakdawala\">Seema Lakdawala\u003c/a>, a researcher at the University of Pittsburgh School of Medicine, who studies how influenza viruses transmit between people. It can start to feel inevitable that the whole family will get sick.\u003c/p>\n\u003cp>Take heart, my fellow parents-of-adorable-little-germ-machines! Lakdawala says many strategies we all picked up to fight COVID-19 can also stop the spread of many routine respiratory viruses. In fact, they may be even more effective against run-of-the-mill germs, since, unlike the viruses behind most colds, SARS-CoV2 was new to the human immune system.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Those strategies start with everyone \u003ca href=\"https://www.npr.org/2021/02/14/967431377/where-did-the-flu-go-homebound-kids-shape-a-mild-season\">keeping their children home from school\u003c/a>, camp and playdates when they're sick and keeping up with any and all \u003ca href=\"https://www.cdc.gov/vaccines/schedules/hcp/imz/child-adolescent.html\">vaccinations against childhood illnesses\u003c/a>. Beyond that, specialists in infectious disease transmission I consulted offer five more tips for keeping my family and yours healthier this summer.\u003c/p>\n\u003ch3>Tip #1: Hang on to those masks\u003c/h3>\n\u003cp>In pre-pandemic times, it might have seemed like a weird move to put on a mask during storytime with your drippy-nosed kid, but \u003ca href=\"https://www.feinberg.northwestern.edu/faculty-profiles/az/profile.html?xid=17154\">Dr. Tina Tan\u003c/a> says that's her top tip. She's a professor of pediatrics at the Feinberg School of Medicine at Northwestern University and a pediatric infectious disease physician at Lurie Children's Hospital in Chicago.\u003c/p>\n\u003cp>When it comes to influenza, a rhinovirus, or any of the other respiratory bugs constantly circulating, \"once these viruses touch your mucous membranes, whether it's your eyes, your nose or your mouth, you do have a chance of contracting it,\" says Tan. Masks help \u003ca href=\"https://www.npr.org/sections/goatsandsoda/2020/04/22/840146830/adding-a-nylon-stocking-layer-could-boost-protection-from-cloth-masks-study-find\">stop infectious particles\u003c/a> and virus-filled droplets from getting into your body.\u003c/p>\n\u003cp>\"You don't need a N95,\" Tan says. A light-weight surgical mask or homemade cloth mask can work as long as it has \u003ca href=\"https://www.npr.org/sections/health-shots/2021/02/03/962197192/5-hacks-to-make-your-face-mask-more-protective\">two or more layers\u003c/a>. The mask-wearing also doesn't have to be constant. \"If you're going to be face to face with them — they're sitting in your lap, you're reading to them, you're feeding them, etc. — then I would say wear a mask,\" Tan advises.\u003c/p>\n\u003cp>Even better, if it's not too uncomfortable for your sick child, have \u003cem>them\u003c/em> wear a mask, Lakdawala says. \"If your kids are old enough to wear a mask, that would probably be the best strategy, because then you're reducing the amount of virus-laden aerosols in the environment.\"\u003c/p>\n\u003cp>How long should you stay masked-up?\u003c/p>\n\u003cp>For most respiratory viruses, \"the infectious period is probably similar to that of COVID,\" says Dr. Jennifer Shu, a pediatrician in Atlanta and medical editor of the American Academy of Pediatrics' site \u003ca href=\"https://healthychildren.org/\">HealthyChildren.org\u003c/a>. It might technically start a few days before symptoms begin and last for up to two weeks, but your sniffly kids are likely most contagious during those first runny-nosed days Shu says. \"You could have kids over [age] 2 wear a mask for the first three or four days of symptoms,\" she suggests.\u003c/p>\n\u003cp>And if you can't bring yourself to wear a mask or put one on your child inside your own home to fight a cold, don't worry. Lakdawala has a few more ideas.\u003c/p>\n\u003ch3>Tip #2: Air it out, space it out\u003c/h3>\n\u003cp>When Lakdawala's 5- and 8-year-old kids get sick, \"I open the windows, I turn on the fans, I get a lot more air circulation going on in the house,\" she says — that is, weather and allergies permitting, of course.\u003c/p>\n\u003cp>\"A lot of these viruses tend to circulate more during the colder weather, so where you live is going to determine how much you can open your windows,\" Tan points out. But certainly, she says, \"the better the ventilation, the less likely the viruses are going to get transmitted from one person to another.\"\u003c/p>\n\u003cp>What about buying \u003ca href=\"https://www.npr.org/sections/goatsandsoda/2020/09/04/908896132/coronavirus-faq-is-it-a-good-idea-to-buy-an-air-cleaner-for-my-home\">HEPA filter air purifiers,\u003c/a> or changing the filter in your heating and air conditioning system? \"I would not suggest going out to purchase extra HEPA filters just for this purpose,\" says \u003ca href=\"https://www.dukehealth.org/find-doctors-physicians/ibukunoluwa-c-kalu-md\">Dr. Ibukun Kalu\u003c/a>, a pediatric infectious disease physician at Duke University. For hospitals that are treating very contagious and serious pathogens like tuberculosis or SARS-CoV2, those upgrades may be important, she says. \"But for all of the other routine viruses, it's routine ventilation.\"\u003c/p>\n\u003cp>Kalu says you might also want to think strategically about creating some social distance — when it's possible — like strategically having the parent who tends not to get as sick provide the one-on-one care for the sick kid.\u003c/p>\n\u003cp>Obviously, you can't isolate a sick child in a room by themselves until they recover, but Lakdawala says not getting too close or for too long can help. When her kids are sick, \"I do try to just not snuggle them — keep them a little bit at a distance.\"\u003c/p>\n\u003ch3>Tip #3: Don't try to be a HAZMAT team\u003c/h3>\n\u003cp>There's good news on the house-cleaning front. \"Most of these viruses don't live on surfaces for very long periods of time,\" says Tan.\u003c/p>\n\u003cp>The research on exactly how long cold-causing rhinoviruses can survive on surfaces — and how likely they are to remain infectious — isn't definitive. As Dr. Donald Goldmann of Boston Children's Hospital poetically put it \u003ca href=\"https://journals.lww.com/pidj/Fulltext/2000/10001/Transmission_of_viral_respiratory_infections_in.2.aspx\">in The Pediatric Infectious Disease Journa\u003c/a>l a couple decades ago, \"Despite many years of study, from the plains of Salisbury, to the hills of Virginia, to the collegiate environment of Madison, WI, the precise routes rhinovirus takes to inflict the misery of the common cold on a susceptible population remain controversial.\" That's still true today, doctors say.\u003c/p>\n\u003cp>There's some evidence that contaminated surfaces are not very important in the spread of colds. In one little study from the 1980s, a dozen healthy men played poker with cards and chips that \"were literally gummy\" from the secretions of eight other men who had been infected with a rhinovirus as part of the study. Even after 12 hours of poker, none of the healthy volunteers caught colds.\u003c/p>\n\u003cp>Shu's take home advice? Be methodical in your cleaning of often-touched surfaces (kitchen table, countertops and the like) with soap and water when everybody's healthy, and maybe add bleach wipes or other disinfectant when someone in your household has a cold. But don't panic.\u003c/p>\n\u003cp>Tan agrees. \"Wipe down frequently-touched surfaces multiple times a day,\" she says. \"But you don't have to go crazy and, like, scour everything down with bleach.\"\u003c/p>\n\u003cp>You also don't need to do a lot of extra laundry in hopes of eliminating germs on clothes, towels, dishtowels and the like — that can be exhausting and futile. Instead, just try to encourage kids who are sick to use their own towel — and do what you can to give towels a chance to dry out between uses. \"Having some common sense and doing laundry every few days — washing your towels every few days and washing your sheets every couple of weeks — is probably good enough,\" Shu says. \"You don't need to go overboard for run-of-the-mill viruses.\"\u003c/p>\n\u003cp>Don't fret that there are germs everywhere and you can't touch anything, says Lakdawala. \"If I touch something, \u003cem>that \u003c/em>-- in itself — is not infecting me,\" she notes. Instead, it's getting a certain amount of virus on our hands and then touching our own nose, eyes or mouth that can infect us. \"If I just go wash my hands, that risk is gone,\" Lakdawala says.\u003c/p>\n\u003cp>You can also skip wearing gloves around the house. \"People think that they are safe when they're wearing the gloves — and then they touch their face with their gloves [on]\" and infect themselves, she says.\u003c/p>\n\u003cp>Instead, just make it a habit to wash your hands frequently.\u003c/p>\n\u003ch3>Tip #4: Seriously, just wash your hands\u003c/h3>\n\u003cp>\"The same handwashing guidelines for COVID also apply for common respiratory illnesses,\" Shu says. That is: \u003ca href=\"https://www.npr.org/sections/goatsandsoda/2020/03/07/812861599/a-90-second-video-on-how-to-master-the-20-second-hand-wash\">regular soap with warm water\u003c/a>, lathered for about 20 seconds.\u003c/p>\n\u003cp>\"The reason why 20 seconds is recommended is because \u003ca href=\"https://www.cdc.gov/handwashing/show-me-the-science-handwashing.html\">some studies show\u003c/a> that washing your hands shorter than that doesn't really get rid of germs.\" She warns that there hasn't been a whole lot of research on this, and 20 seconds is not a magic number. \"But it is thought that anywhere from 15 to 30 seconds is probably good enough to get rid of most of the germs,\" she says. (Note: No need to drive your family crazy singing the birthday song twice — \u003ca href=\"https://www.npr.org/sections/goatsandsoda/2020/03/17/814221111/my-hand-washing-song-readers-offer-lyrics-for-a-20-second-scrub\">y'all have options\u003c/a>.)\u003c/p>\n\u003cp>\"Wash your hands before you eat, after you eat, after you go to the bathroom ... if you're changing your child's diaper, et cetera.,\" says Tan. \"And if you're going to use hand sanitizer, it has to be at least 60% alcohol.\"\u003c/p>\n\u003cp>\"Your hands are probably the most important source of transmission outside of someone really coughing or sneezing in your face,\" Kalu adds.\u003c/p>\n\u003ch3>Tip #5: Don't give up, but do keep perspective\u003c/h3>\n\u003cp>So, what if your beloved child \u003cem>does \u003c/em>cough or sneeze in your face? Should you then forget all this stuff and just give in to the inevitable?\u003c/p>\n\u003cp>Don't give up, says Lakdawala. \"Just because you got one large exposure in your mouth and in close range, it doesn't mean that that was sufficient to initiate an infection,\" she says. Whether you get sick from that germy onslaught is going to depend on a lot of things — the particular virus, whether the sneeze landed in your mouth or nose, whether you've been exposed to some version of that virus before and more.\u003c/p>\n\u003cp>One tiny positive side effect of the coronavirus pandemic for Lakdawala has been a broader public understanding of \"dose-response\" in viral transmission. \"Just because somebody breathed on you once doesn't necessarily mean that that's what's going to get you infected,\" she says.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Consider practicing the \u003ca href=\"https://twitter.com/MackayIM/status/1319901144836026368/photo/1\">swiss cheese model\u003c/a> of transmission control, Shu says. \"Every layer of protection helps — if you find that wearing a face shield is too much, but you do everything else, you're still going to limit your exposure,\" she says. Just do what works for you and your family.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=5+Ways+To+Stop+Summer+Colds+From+Making+The+Rounds+In+Your+Family&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Perhaps the only respite pandemic closures brought to my family — which includes two kids under age 6 — was freedom from the constant misery of dripping noses, sneezes and coughs. And statistics suggest we weren't the only ones who had fewer colds last year: With daycares and in-person schools closed and widespread use of masks and hand sanitizer in most communities, cases of many \u003ca href=\"https://academic.oup.com/cid/advance-article/doi/10.1093/cid/ciab311/6257582\">seasonal respiratory infections went down\u003c/a>, and flu cases \u003ca href=\"https://www.cdc.gov/mmwr/volumes/69/wr/mm6937a6.htm\">dropped off a cliff\u003c/a>.\u003c/p>\n\u003cp>That reprieve might be ending. Social mixing has been starting up again in much of the U.S. and so have cases of garden-variety sniffles. The Centers for Disease Control and Prevention just warned physicians that RSV, a unpleasant respiratory virus, is \u003ca href=\"https://emergency.cdc.gov/han/2021/han00443.asp\">surging right now in southern states\u003c/a>. And it's not just happening in the U.S. — researchers \u003ca href=\"https://www.thelancet.com/action/showPdf?pii=S2213-2600%2820%2930502-6\">in the U.K.\u003c/a> and \u003ca href=\"https://wwwnc.cdc.gov/eid/article/27/5/21-0277_article\">Hong Kong\u003c/a> found that \u003ca href=\"https://www.healthychildren.org/English/health-issues/conditions/ear-nose-throat/Pages/Rhinovirus-Infections.aspx\">rhinovirus outbreaks\u003c/a> spiked there, too, when COVID-19 lockdowns ended.\u003c/p>\n\u003cp>My family is at the vanguard of this trend. Right after Washington D.C. lifted its mask mandate a few weeks ago, both my kids got runny noses and coughs, and as soon as they tested negative for COVID-19, my pandemic fears were replaced by a familiar dread. I had visions of sleepless, cough-filled nights, dirty tissues everywhere, and — in short order — my own miserable cold.\u003c/p>\n\u003cp>\"If someone in your house is sick, you're not only breathing in their sick air, you're touching those contaminated surfaces. You're having closer contact, you're having longer exposures,\" says \u003ca href=\"http://www.mmg.pitt.edu/person/seema-s-lakdawala\">Seema Lakdawala\u003c/a>, a researcher at the University of Pittsburgh School of Medicine, who studies how influenza viruses transmit between people. It can start to feel inevitable that the whole family will get sick.\u003c/p>\n\u003cp>Take heart, my fellow parents-of-adorable-little-germ-machines! Lakdawala says many strategies we all picked up to fight COVID-19 can also stop the spread of many routine respiratory viruses. In fact, they may be even more effective against run-of-the-mill germs, since, unlike the viruses behind most colds, SARS-CoV2 was new to the human immune system.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Those strategies start with everyone \u003ca href=\"https://www.npr.org/2021/02/14/967431377/where-did-the-flu-go-homebound-kids-shape-a-mild-season\">keeping their children home from school\u003c/a>, camp and playdates when they're sick and keeping up with any and all \u003ca href=\"https://www.cdc.gov/vaccines/schedules/hcp/imz/child-adolescent.html\">vaccinations against childhood illnesses\u003c/a>. Beyond that, specialists in infectious disease transmission I consulted offer five more tips for keeping my family and yours healthier this summer.\u003c/p>\n\u003ch3>Tip #1: Hang on to those masks\u003c/h3>\n\u003cp>In pre-pandemic times, it might have seemed like a weird move to put on a mask during storytime with your drippy-nosed kid, but \u003ca href=\"https://www.feinberg.northwestern.edu/faculty-profiles/az/profile.html?xid=17154\">Dr. Tina Tan\u003c/a> says that's her top tip. She's a professor of pediatrics at the Feinberg School of Medicine at Northwestern University and a pediatric infectious disease physician at Lurie Children's Hospital in Chicago.\u003c/p>\n\u003cp>When it comes to influenza, a rhinovirus, or any of the other respiratory bugs constantly circulating, \"once these viruses touch your mucous membranes, whether it's your eyes, your nose or your mouth, you do have a chance of contracting it,\" says Tan. Masks help \u003ca href=\"https://www.npr.org/sections/goatsandsoda/2020/04/22/840146830/adding-a-nylon-stocking-layer-could-boost-protection-from-cloth-masks-study-find\">stop infectious particles\u003c/a> and virus-filled droplets from getting into your body.\u003c/p>\n\u003cp>\"You don't need a N95,\" Tan says. A light-weight surgical mask or homemade cloth mask can work as long as it has \u003ca href=\"https://www.npr.org/sections/health-shots/2021/02/03/962197192/5-hacks-to-make-your-face-mask-more-protective\">two or more layers\u003c/a>. The mask-wearing also doesn't have to be constant. \"If you're going to be face to face with them — they're sitting in your lap, you're reading to them, you're feeding them, etc. — then I would say wear a mask,\" Tan advises.\u003c/p>\n\u003cp>Even better, if it's not too uncomfortable for your sick child, have \u003cem>them\u003c/em> wear a mask, Lakdawala says. \"If your kids are old enough to wear a mask, that would probably be the best strategy, because then you're reducing the amount of virus-laden aerosols in the environment.\"\u003c/p>\n\u003cp>How long should you stay masked-up?\u003c/p>\n\u003cp>For most respiratory viruses, \"the infectious period is probably similar to that of COVID,\" says Dr. Jennifer Shu, a pediatrician in Atlanta and medical editor of the American Academy of Pediatrics' site \u003ca href=\"https://healthychildren.org/\">HealthyChildren.org\u003c/a>. It might technically start a few days before symptoms begin and last for up to two weeks, but your sniffly kids are likely most contagious during those first runny-nosed days Shu says. \"You could have kids over [age] 2 wear a mask for the first three or four days of symptoms,\" she suggests.\u003c/p>\n\u003cp>And if you can't bring yourself to wear a mask or put one on your child inside your own home to fight a cold, don't worry. Lakdawala has a few more ideas.\u003c/p>\n\u003ch3>Tip #2: Air it out, space it out\u003c/h3>\n\u003cp>When Lakdawala's 5- and 8-year-old kids get sick, \"I open the windows, I turn on the fans, I get a lot more air circulation going on in the house,\" she says — that is, weather and allergies permitting, of course.\u003c/p>\n\u003cp>\"A lot of these viruses tend to circulate more during the colder weather, so where you live is going to determine how much you can open your windows,\" Tan points out. But certainly, she says, \"the better the ventilation, the less likely the viruses are going to get transmitted from one person to another.\"\u003c/p>\n\u003cp>What about buying \u003ca href=\"https://www.npr.org/sections/goatsandsoda/2020/09/04/908896132/coronavirus-faq-is-it-a-good-idea-to-buy-an-air-cleaner-for-my-home\">HEPA filter air purifiers,\u003c/a> or changing the filter in your heating and air conditioning system? \"I would not suggest going out to purchase extra HEPA filters just for this purpose,\" says \u003ca href=\"https://www.dukehealth.org/find-doctors-physicians/ibukunoluwa-c-kalu-md\">Dr. Ibukun Kalu\u003c/a>, a pediatric infectious disease physician at Duke University. For hospitals that are treating very contagious and serious pathogens like tuberculosis or SARS-CoV2, those upgrades may be important, she says. \"But for all of the other routine viruses, it's routine ventilation.\"\u003c/p>\n\u003cp>Kalu says you might also want to think strategically about creating some social distance — when it's possible — like strategically having the parent who tends not to get as sick provide the one-on-one care for the sick kid.\u003c/p>\n\u003cp>Obviously, you can't isolate a sick child in a room by themselves until they recover, but Lakdawala says not getting too close or for too long can help. When her kids are sick, \"I do try to just not snuggle them — keep them a little bit at a distance.\"\u003c/p>\n\u003ch3>Tip #3: Don't try to be a HAZMAT team\u003c/h3>\n\u003cp>There's good news on the house-cleaning front. \"Most of these viruses don't live on surfaces for very long periods of time,\" says Tan.\u003c/p>\n\u003cp>The research on exactly how long cold-causing rhinoviruses can survive on surfaces — and how likely they are to remain infectious — isn't definitive. As Dr. Donald Goldmann of Boston Children's Hospital poetically put it \u003ca href=\"https://journals.lww.com/pidj/Fulltext/2000/10001/Transmission_of_viral_respiratory_infections_in.2.aspx\">in The Pediatric Infectious Disease Journa\u003c/a>l a couple decades ago, \"Despite many years of study, from the plains of Salisbury, to the hills of Virginia, to the collegiate environment of Madison, WI, the precise routes rhinovirus takes to inflict the misery of the common cold on a susceptible population remain controversial.\" That's still true today, doctors say.\u003c/p>\n\u003cp>There's some evidence that contaminated surfaces are not very important in the spread of colds. In one little study from the 1980s, a dozen healthy men played poker with cards and chips that \"were literally gummy\" from the secretions of eight other men who had been infected with a rhinovirus as part of the study. Even after 12 hours of poker, none of the healthy volunteers caught colds.\u003c/p>\n\u003cp>Shu's take home advice? Be methodical in your cleaning of often-touched surfaces (kitchen table, countertops and the like) with soap and water when everybody's healthy, and maybe add bleach wipes or other disinfectant when someone in your household has a cold. But don't panic.\u003c/p>\n\u003cp>Tan agrees. \"Wipe down frequently-touched surfaces multiple times a day,\" she says. \"But you don't have to go crazy and, like, scour everything down with bleach.\"\u003c/p>\n\u003cp>You also don't need to do a lot of extra laundry in hopes of eliminating germs on clothes, towels, dishtowels and the like — that can be exhausting and futile. Instead, just try to encourage kids who are sick to use their own towel — and do what you can to give towels a chance to dry out between uses. \"Having some common sense and doing laundry every few days — washing your towels every few days and washing your sheets every couple of weeks — is probably good enough,\" Shu says. \"You don't need to go overboard for run-of-the-mill viruses.\"\u003c/p>\n\u003cp>Don't fret that there are germs everywhere and you can't touch anything, says Lakdawala. \"If I touch something, \u003cem>that \u003c/em>-- in itself — is not infecting me,\" she notes. Instead, it's getting a certain amount of virus on our hands and then touching our own nose, eyes or mouth that can infect us. \"If I just go wash my hands, that risk is gone,\" Lakdawala says.\u003c/p>\n\u003cp>You can also skip wearing gloves around the house. \"People think that they are safe when they're wearing the gloves — and then they touch their face with their gloves [on]\" and infect themselves, she says.\u003c/p>\n\u003cp>Instead, just make it a habit to wash your hands frequently.\u003c/p>\n\u003ch3>Tip #4: Seriously, just wash your hands\u003c/h3>\n\u003cp>\"The same handwashing guidelines for COVID also apply for common respiratory illnesses,\" Shu says. That is: \u003ca href=\"https://www.npr.org/sections/goatsandsoda/2020/03/07/812861599/a-90-second-video-on-how-to-master-the-20-second-hand-wash\">regular soap with warm water\u003c/a>, lathered for about 20 seconds.\u003c/p>\n\u003cp>\"The reason why 20 seconds is recommended is because \u003ca href=\"https://www.cdc.gov/handwashing/show-me-the-science-handwashing.html\">some studies show\u003c/a> that washing your hands shorter than that doesn't really get rid of germs.\" She warns that there hasn't been a whole lot of research on this, and 20 seconds is not a magic number. \"But it is thought that anywhere from 15 to 30 seconds is probably good enough to get rid of most of the germs,\" she says. (Note: No need to drive your family crazy singing the birthday song twice — \u003ca href=\"https://www.npr.org/sections/goatsandsoda/2020/03/17/814221111/my-hand-washing-song-readers-offer-lyrics-for-a-20-second-scrub\">y'all have options\u003c/a>.)\u003c/p>\n\u003cp>\"Wash your hands before you eat, after you eat, after you go to the bathroom ... if you're changing your child's diaper, et cetera.,\" says Tan. \"And if you're going to use hand sanitizer, it has to be at least 60% alcohol.\"\u003c/p>\n\u003cp>\"Your hands are probably the most important source of transmission outside of someone really coughing or sneezing in your face,\" Kalu adds.\u003c/p>\n\u003ch3>Tip #5: Don't give up, but do keep perspective\u003c/h3>\n\u003cp>So, what if your beloved child \u003cem>does \u003c/em>cough or sneeze in your face? Should you then forget all this stuff and just give in to the inevitable?\u003c/p>\n\u003cp>Don't give up, says Lakdawala. \"Just because you got one large exposure in your mouth and in close range, it doesn't mean that that was sufficient to initiate an infection,\" she says. Whether you get sick from that germy onslaught is going to depend on a lot of things — the particular virus, whether the sneeze landed in your mouth or nose, whether you've been exposed to some version of that virus before and more.\u003c/p>\n\u003cp>One tiny positive side effect of the coronavirus pandemic for Lakdawala has been a broader public understanding of \"dose-response\" in viral transmission. \"Just because somebody breathed on you once doesn't necessarily mean that that's what's going to get you infected,\" she says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Consider practicing the \u003ca href=\"https://twitter.com/MackayIM/status/1319901144836026368/photo/1\">swiss cheese model\u003c/a> of transmission control, Shu says. \"Every layer of protection helps — if you find that wearing a face shield is too much, but you do everything else, you're still going to limit your exposure,\" she says. Just do what works for you and your family.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=5+Ways+To+Stop+Summer+Colds+From+Making+The+Rounds+In+Your+Family&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Ready, Set ... Think! Hackathon Aims To Kill Off Fake Health Rumors",
"title": "Ready, Set ... Think! Hackathon Aims To Kill Off Fake Health Rumors",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>A new drug makes teen girls collapse! And it's secretly a birth control pill, part of a plan to reduce the national population.\u003c/p>\n\u003cp>Those are some of the rumors that revolve around the treatments for life-threatening diseases.\u003c/p>\n\u003cp>Now imagine you have 24 hours to come up with a plan to discourage people from believing the rumors and encourage them to seek treatment.\u003c/p>\n\u003cp>That was the challenge at this spring's \u003ca href=\"https://www.ntdsupport.org/spread-truth-hackathon\">Hackathon\u003c/a>, an international competition hosted by the \u003ca href=\"https://www.ntdsupport.org/cor-ntd/blog/authors/the-task-force-for-global-health\">Task Force for Global Health's Neglected Tropical Diseases Support Center\u003c/a>. While the competition sounds very COVID-relevant, in this case, the event challenged participants to dispel misinformation surrounding diseases like leprosy, Dengue fever and schistosomiasis.\u003c/p>\n\u003cp>\"Rumors and misinformation are threats to progress [against diseases] and are not a laughing matter. They cost lives,\" says Moses Katabarwa, a competition judge who works at the Carter Center's \u003ca href=\"https://www.cartercenter.org/health/river_blindness/program_staff.html\">Uganda River Blindness program\u003c/a> and has seen how misinformation prevents patients from taking life-saving treatments. \"Well-proven ideas can be threatened unless we tackle [rumors] intelligently and wisely head-on.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Fourteen teams participated in the virtual event, composed of up to four students in any major and from any school. They included students from Emory University in Georgia, the University of Buea in Cameroon and Aix-Marseille University in France.\u003c/p>\n\u003cp>A panel of public health experts looked at the solutions to see how innovative — and practical — they might be.\u003c/p>\n\u003cp>The first-place team won $2,000 and the chance to present their ideas in November at the annual meeting of the Coalition for Operational Research on Neglected Tropical Diseases. Second place also earned the opportunity to present the solution at the meeting but no cash prize.\u003c/p>\n\u003cp>Here's what the top two came up with.\u003c/p>\n\u003cp>\u003cstrong>This pill pack is designed for you!\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_57974\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-57974 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/Hackathon-Aims-To-Kill-Off-Fake-Health-Rumors-e1623397229408.png\" alt=\"\" width=\"1920\" height=\"1081\">\u003cfigcaption class=\"wp-caption-text\">The winning team from Boston University had an idea for a better pill package. Clockwise from top left: Bridget Yates, Caroline Pane, Samuel Tomp and Julia Hermann. \u003ccite>(Caroline Pane)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Getting people to take a pill to prevent elephantiasis is a matter of trust.\u003c/p>\n\u003cp>That's what the winning team in the Hackathon found out.\u003c/p>\n\u003cp>Elephantiasis is a horrible condition, typically triggered by a parasitic worm. (The disease that causes it is called lymphatic filariasis.) If afflicted, a person's limbs and genitalia swell. It's very, very painful. In Tanzania alone, more than \u003ca href=\"https://urldefense.com/v3/__https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7290598/__;!!Iwwt!B5hUVZ2PO60PRqz9C7izfUgSgbn_r1COiM_BgU-1PldmxJAfH35iNR8K0F11%24\">6 million people \u003c/a>are affected.\u003c/p>\n\u003cp>Taking the drug albendazole can help kill the worms. So why wouldn't you take the pill?\u003c/p>\n\u003cp>Caroline Pane, a 20-year-old public health major at Boston University, and her three teammates analyzed a 2016 \u003ca href=\"https://urldefense.com/v3/__https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4668335/__;!!Iwwt!EuWabZHmzGqoeDNqGiGLUx9sm_rW_t-Jo9acj1K1SSKG1BWS4RBFdkAvQbzT%24\">study\u003c/a> where researchers recorded first-hand interviews with villagers in southeast Tanzania about why they did or did not accept treatment for the disease. Pane and the team recognized a recurring theme: The villagers didn't trust the health officials or the drugs they were giving out. As one woman in a village said: \"We don't trust free drugs; they have been brought to finish us off.\"\u003c/p>\n\u003cp>Other rumors, as noted in another \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3666211/\">study\u003c/a>, were that the drug could cause infertility.\u003c/p>\n\u003cp>The team's solution? Redesign the pill packaging to build trust and confidence among Tanzanian communities.\u003c/p>\n\u003cp>The students got the idea after watching an educational \u003ca href=\"https://www.youtube.com/watch?v=GNYpMUr3soc\">video\u003c/a> on the mass distribution of the drug in Tanzania.\u003c/p>\n\u003cp>\"[Health officials] take a big white bottle that's covered in scientific writing in English to a village and just hand out pills,\" Pane explains. \"The writing is foreign to them; they don't understand what it says. I probably wouldn't take it either if I was them.\"\u003c/p>\n\u003cp>In another \u003ca href=\"https://urldefense.com/v3/__https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3666211/__;!!Iwwt!EuWabZHmzGqoeDNqGiGLUx9sm_rW_t-Jo9acj1K1SSKG1BWS4RBFdgNsaS8V%24\">study\u003c/a> about the treatment that the team reviewed, one interviewee said, \"There is no sign [on the drug] that it is for \u003cem>mabusha\u003c/em> or \u003cem>matende\u003c/em>,\" the Swahili words for swollen scrotum and swollen limbs. \"You have to trust in the government to swallow the tablets ... the program doesn't come with enough knowledge.\"\u003c/p>\n\u003cp>To quell these fears and build trust, the team designed and \u003ca href=\"https://urldefense.com/v3/__https://www.ntdsupport.org/sites/default/files/uploads/docs/resources/Lymphatic*20Filariasis*20Mass*20Drug*20Administration*20in*20Tanzania*20-*20Team*2016*20*20*282*29.pdf__;JSUlJSUlJSUlJSUlJQ!!Iwwt!EuWabZHmzGqoeDNqGiGLUx9sm_rW_t-Jo9acj1K1SSKG1BWS4RBFdvO9phB6%24\">proposed a single-dose pill pack\u003c/a> with information about the pill's purpose and side effects in Swahili.\u003c/p>\n\u003cp>The team also created a comic on the pill packaging to overcome any language barriers. The illustration shows how lymphatic filariasis spreads through the bite of a parasite-carrying mosquito, depicting a popular Tanzanian cartoon character who wears traditional African garb and jewelry catching the disease.\u003c/p>\n\u003cp>The team hoped that patients would be more willing to take the pill if they say a familiar character downing a dose.\u003c/p>\n\u003cp>\u003ca href=\"https://taskforce.org/employees/katie-gass-operational-research/\">Katie Gass\u003c/a>, who helped design the Hackathon and is the director of research at the Neglected Tropical Diseases Support Center, thought the idea was excellent.\u003c/p>\n\u003cp>\"People don't want a pill out of a random bottle dumped in their hand,\" she says. \"This was a very simple, elegant and community-focused idea.\"\u003c/p>\n\u003cp>\u003cstrong>A rumor-finding tool — and a board game, too\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_57972\" class=\"wp-caption alignnone\" style=\"max-width: 1526px\">\u003cimg class=\"wp-image-57972 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/secondplace-1-_custom-5005498234d63108ea4db6cc4bafea27d36ea7cd.png\" alt=\"\" width=\"1526\" height=\"865\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/secondplace-1-_custom-5005498234d63108ea4db6cc4bafea27d36ea7cd.png 1526w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/secondplace-1-_custom-5005498234d63108ea4db6cc4bafea27d36ea7cd-800x453.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/secondplace-1-_custom-5005498234d63108ea4db6cc4bafea27d36ea7cd-1020x578.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/secondplace-1-_custom-5005498234d63108ea4db6cc4bafea27d36ea7cd-160x91.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/secondplace-1-_custom-5005498234d63108ea4db6cc4bafea27d36ea7cd-768x435.png 768w\" sizes=\"(max-width: 1526px) 100vw, 1526px\">\u003cfigcaption class=\"wp-caption-text\">Students from the Sharif University of Technology in Tehran, Iran and the Complexity Science Hub in Vienna proposed a computer program to help locate the source of disease rumors. Clockwise from top left: Sina Sajjadi, Saeed Hedayatian, Yasaman Asgary, Alireza Hashemi. \u003ccite>(Alireza Hashemi)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>To stop rumors in their tracks, the second place team decided to map them.\u003c/p>\n\u003cp>The rumors were about schistosomiasis, a parasitic disease prevalent in tropical and subtropical regions such as Africa, the Middle East and the Caribbean. The disease is spread through contact with water contaminated by parasite-carrying snails and can cause anemia, malnutrition and even organ damage.\u003c/p>\n\u003cp>\"The rumors are not about the disease itself, but about the cures and preventions health officials are trying to implement,\" says team member Sina Sajjadi, 28, from the Complexity Science Hub in Vienna. \"One that's popular [across regions] is, 'They're trying to test their drugs on us.' \"\u003c/p>\n\u003cp>He was one of the four physics, computer science and math students on the team, from the Sharif University of Technology in Tehran, Iran and the Complexity Science Hub in Vienna.\u003c/p>\n\u003cp>Instead of focusing on a particular rumor surrounding the disease, the group proposed mapping where rumors are prevalent to identify regions that need further education about the disease and its treatment.\u003c/p>\n\u003cp>\"We focused on where the rumors come from, like Facebook or Twitter,\" says team member Yasaman Asgari, 21, who attends the Sharif University of Technology in Tehran.\u003c/p>\n\u003cp>The team proposed \u003ca href=\"https://www.ntdsupport.org/sites/default/files/uploads/docs/resources/NTD%20Hackathon%20Team%203.pdf\">creating a computer program\u003c/a> to analyze online social media sentiments around treatments for schistosomiasis. The program would flag and map false claims using GPS data. Public health experts would then be able to pinpoint hot spots of misinformation – and create campaigns to address specific rumors. The team also suggested calling upon online influencers in the region to help dispel the falsehoods.\u003c/p>\n\u003cp>There's one more part to their plan: making a custom board game to teach children to be cautious around water sources such as ponds and streams, which could be infected with parasites. In regions with schistosomiasis, all freshwater is considered unsafe unless it's boiled, filtered or treated with chlorine.\u003c/p>\n\u003cp>\"We would have different water sources on the board, as is the case for real-world villages,\" explains Sajjadi. The goal of the game is to avoid interacting with water contaminated with the worms.\u003c/p>\n\u003cp>While the students say they did not pull all-nighters to complete the 24-hour challenge, Gass wants to give the Iranian team a special shout out.\u003c/p>\n\u003cp>\"Hats off,\" she says. They presented their work to the judges \"when it was in the middle of the night for them.\"\u003c/p>\n\u003chr>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://nadiawhitehead.com/\">\u003cem>Nadia Whitehead\u003c/em>\u003c/a> \u003cem>is a freelance journalist and science writer. Her work has appeared in\u003c/em> Science, The Washington Post \u003cem>and NPR. Find her on Twitter\u003c/em> \u003ca href=\"https://twitter.com/nadiamacias\">@NadiaMacias\u003c/a>.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Ready%2C+Set+...+Think%21+Hackathon+Aims+To+Kill+Off+Fake+Health+Rumors&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A new drug makes teen girls collapse! And it's secretly a birth control pill, part of a plan to reduce the national population.\u003c/p>\n\u003cp>Those are some of the rumors that revolve around the treatments for life-threatening diseases.\u003c/p>\n\u003cp>Now imagine you have 24 hours to come up with a plan to discourage people from believing the rumors and encourage them to seek treatment.\u003c/p>\n\u003cp>That was the challenge at this spring's \u003ca href=\"https://www.ntdsupport.org/spread-truth-hackathon\">Hackathon\u003c/a>, an international competition hosted by the \u003ca href=\"https://www.ntdsupport.org/cor-ntd/blog/authors/the-task-force-for-global-health\">Task Force for Global Health's Neglected Tropical Diseases Support Center\u003c/a>. While the competition sounds very COVID-relevant, in this case, the event challenged participants to dispel misinformation surrounding diseases like leprosy, Dengue fever and schistosomiasis.\u003c/p>\n\u003cp>\"Rumors and misinformation are threats to progress [against diseases] and are not a laughing matter. They cost lives,\" says Moses Katabarwa, a competition judge who works at the Carter Center's \u003ca href=\"https://www.cartercenter.org/health/river_blindness/program_staff.html\">Uganda River Blindness program\u003c/a> and has seen how misinformation prevents patients from taking life-saving treatments. \"Well-proven ideas can be threatened unless we tackle [rumors] intelligently and wisely head-on.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Fourteen teams participated in the virtual event, composed of up to four students in any major and from any school. They included students from Emory University in Georgia, the University of Buea in Cameroon and Aix-Marseille University in France.\u003c/p>\n\u003cp>A panel of public health experts looked at the solutions to see how innovative — and practical — they might be.\u003c/p>\n\u003cp>The first-place team won $2,000 and the chance to present their ideas in November at the annual meeting of the Coalition for Operational Research on Neglected Tropical Diseases. Second place also earned the opportunity to present the solution at the meeting but no cash prize.\u003c/p>\n\u003cp>Here's what the top two came up with.\u003c/p>\n\u003cp>\u003cstrong>This pill pack is designed for you!\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_57974\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-57974 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/Hackathon-Aims-To-Kill-Off-Fake-Health-Rumors-e1623397229408.png\" alt=\"\" width=\"1920\" height=\"1081\">\u003cfigcaption class=\"wp-caption-text\">The winning team from Boston University had an idea for a better pill package. Clockwise from top left: Bridget Yates, Caroline Pane, Samuel Tomp and Julia Hermann. \u003ccite>(Caroline Pane)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Getting people to take a pill to prevent elephantiasis is a matter of trust.\u003c/p>\n\u003cp>That's what the winning team in the Hackathon found out.\u003c/p>\n\u003cp>Elephantiasis is a horrible condition, typically triggered by a parasitic worm. (The disease that causes it is called lymphatic filariasis.) If afflicted, a person's limbs and genitalia swell. It's very, very painful. In Tanzania alone, more than \u003ca href=\"https://urldefense.com/v3/__https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7290598/__;!!Iwwt!B5hUVZ2PO60PRqz9C7izfUgSgbn_r1COiM_BgU-1PldmxJAfH35iNR8K0F11%24\">6 million people \u003c/a>are affected.\u003c/p>\n\u003cp>Taking the drug albendazole can help kill the worms. So why wouldn't you take the pill?\u003c/p>\n\u003cp>Caroline Pane, a 20-year-old public health major at Boston University, and her three teammates analyzed a 2016 \u003ca href=\"https://urldefense.com/v3/__https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4668335/__;!!Iwwt!EuWabZHmzGqoeDNqGiGLUx9sm_rW_t-Jo9acj1K1SSKG1BWS4RBFdkAvQbzT%24\">study\u003c/a> where researchers recorded first-hand interviews with villagers in southeast Tanzania about why they did or did not accept treatment for the disease. Pane and the team recognized a recurring theme: The villagers didn't trust the health officials or the drugs they were giving out. As one woman in a village said: \"We don't trust free drugs; they have been brought to finish us off.\"\u003c/p>\n\u003cp>Other rumors, as noted in another \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3666211/\">study\u003c/a>, were that the drug could cause infertility.\u003c/p>\n\u003cp>The team's solution? Redesign the pill packaging to build trust and confidence among Tanzanian communities.\u003c/p>\n\u003cp>The students got the idea after watching an educational \u003ca href=\"https://www.youtube.com/watch?v=GNYpMUr3soc\">video\u003c/a> on the mass distribution of the drug in Tanzania.\u003c/p>\n\u003cp>\"[Health officials] take a big white bottle that's covered in scientific writing in English to a village and just hand out pills,\" Pane explains. \"The writing is foreign to them; they don't understand what it says. I probably wouldn't take it either if I was them.\"\u003c/p>\n\u003cp>In another \u003ca href=\"https://urldefense.com/v3/__https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3666211/__;!!Iwwt!EuWabZHmzGqoeDNqGiGLUx9sm_rW_t-Jo9acj1K1SSKG1BWS4RBFdgNsaS8V%24\">study\u003c/a> about the treatment that the team reviewed, one interviewee said, \"There is no sign [on the drug] that it is for \u003cem>mabusha\u003c/em> or \u003cem>matende\u003c/em>,\" the Swahili words for swollen scrotum and swollen limbs. \"You have to trust in the government to swallow the tablets ... the program doesn't come with enough knowledge.\"\u003c/p>\n\u003cp>To quell these fears and build trust, the team designed and \u003ca href=\"https://urldefense.com/v3/__https://www.ntdsupport.org/sites/default/files/uploads/docs/resources/Lymphatic*20Filariasis*20Mass*20Drug*20Administration*20in*20Tanzania*20-*20Team*2016*20*20*282*29.pdf__;JSUlJSUlJSUlJSUlJQ!!Iwwt!EuWabZHmzGqoeDNqGiGLUx9sm_rW_t-Jo9acj1K1SSKG1BWS4RBFdvO9phB6%24\">proposed a single-dose pill pack\u003c/a> with information about the pill's purpose and side effects in Swahili.\u003c/p>\n\u003cp>The team also created a comic on the pill packaging to overcome any language barriers. The illustration shows how lymphatic filariasis spreads through the bite of a parasite-carrying mosquito, depicting a popular Tanzanian cartoon character who wears traditional African garb and jewelry catching the disease.\u003c/p>\n\u003cp>The team hoped that patients would be more willing to take the pill if they say a familiar character downing a dose.\u003c/p>\n\u003cp>\u003ca href=\"https://taskforce.org/employees/katie-gass-operational-research/\">Katie Gass\u003c/a>, who helped design the Hackathon and is the director of research at the Neglected Tropical Diseases Support Center, thought the idea was excellent.\u003c/p>\n\u003cp>\"People don't want a pill out of a random bottle dumped in their hand,\" she says. \"This was a very simple, elegant and community-focused idea.\"\u003c/p>\n\u003cp>\u003cstrong>A rumor-finding tool — and a board game, too\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_57972\" class=\"wp-caption alignnone\" style=\"max-width: 1526px\">\u003cimg class=\"wp-image-57972 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/secondplace-1-_custom-5005498234d63108ea4db6cc4bafea27d36ea7cd.png\" alt=\"\" width=\"1526\" height=\"865\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/secondplace-1-_custom-5005498234d63108ea4db6cc4bafea27d36ea7cd.png 1526w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/secondplace-1-_custom-5005498234d63108ea4db6cc4bafea27d36ea7cd-800x453.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/secondplace-1-_custom-5005498234d63108ea4db6cc4bafea27d36ea7cd-1020x578.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/secondplace-1-_custom-5005498234d63108ea4db6cc4bafea27d36ea7cd-160x91.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/secondplace-1-_custom-5005498234d63108ea4db6cc4bafea27d36ea7cd-768x435.png 768w\" sizes=\"(max-width: 1526px) 100vw, 1526px\">\u003cfigcaption class=\"wp-caption-text\">Students from the Sharif University of Technology in Tehran, Iran and the Complexity Science Hub in Vienna proposed a computer program to help locate the source of disease rumors. Clockwise from top left: Sina Sajjadi, Saeed Hedayatian, Yasaman Asgary, Alireza Hashemi. \u003ccite>(Alireza Hashemi)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>To stop rumors in their tracks, the second place team decided to map them.\u003c/p>\n\u003cp>The rumors were about schistosomiasis, a parasitic disease prevalent in tropical and subtropical regions such as Africa, the Middle East and the Caribbean. The disease is spread through contact with water contaminated by parasite-carrying snails and can cause anemia, malnutrition and even organ damage.\u003c/p>\n\u003cp>\"The rumors are not about the disease itself, but about the cures and preventions health officials are trying to implement,\" says team member Sina Sajjadi, 28, from the Complexity Science Hub in Vienna. \"One that's popular [across regions] is, 'They're trying to test their drugs on us.' \"\u003c/p>\n\u003cp>He was one of the four physics, computer science and math students on the team, from the Sharif University of Technology in Tehran, Iran and the Complexity Science Hub in Vienna.\u003c/p>\n\u003cp>Instead of focusing on a particular rumor surrounding the disease, the group proposed mapping where rumors are prevalent to identify regions that need further education about the disease and its treatment.\u003c/p>\n\u003cp>\"We focused on where the rumors come from, like Facebook or Twitter,\" says team member Yasaman Asgari, 21, who attends the Sharif University of Technology in Tehran.\u003c/p>\n\u003cp>The team proposed \u003ca href=\"https://www.ntdsupport.org/sites/default/files/uploads/docs/resources/NTD%20Hackathon%20Team%203.pdf\">creating a computer program\u003c/a> to analyze online social media sentiments around treatments for schistosomiasis. The program would flag and map false claims using GPS data. Public health experts would then be able to pinpoint hot spots of misinformation – and create campaigns to address specific rumors. The team also suggested calling upon online influencers in the region to help dispel the falsehoods.\u003c/p>\n\u003cp>There's one more part to their plan: making a custom board game to teach children to be cautious around water sources such as ponds and streams, which could be infected with parasites. In regions with schistosomiasis, all freshwater is considered unsafe unless it's boiled, filtered or treated with chlorine.\u003c/p>\n\u003cp>\"We would have different water sources on the board, as is the case for real-world villages,\" explains Sajjadi. The goal of the game is to avoid interacting with water contaminated with the worms.\u003c/p>\n\u003cp>While the students say they did not pull all-nighters to complete the 24-hour challenge, Gass wants to give the Iranian team a special shout out.\u003c/p>\n\u003cp>\"Hats off,\" she says. They presented their work to the judges \"when it was in the middle of the night for them.\"\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://nadiawhitehead.com/\">\u003cem>Nadia Whitehead\u003c/em>\u003c/a> \u003cem>is a freelance journalist and science writer. Her work has appeared in\u003c/em> Science, The Washington Post \u003cem>and NPR. Find her on Twitter\u003c/em> \u003ca href=\"https://twitter.com/nadiamacias\">@NadiaMacias\u003c/a>.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Ready%2C+Set+...+Think%21+Hackathon+Aims+To+Kill+Off+Fake+Health+Rumors&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What Today's Classrooms Can Learn From Ancient Cultures",
"title": "What Today's Classrooms Can Learn From Ancient Cultures",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>When Michaeleen Doucleff, an American science reporter, visited a preschool in an Arctic town, she was surprised by one of the regularly-scheduled activities. . “Some days, a parent will bring a seal to butcher inside the classroom,” the teacher told her. “Then the kids can run over and watch if they want.” At the end, he offered all the children a piece of seal meat. It was a real task that all the children might execute when they were old enough, reinforced here in school.\u003c/p>\n\u003cp>Doucleff’s presence there was no accident. She was on a three-legged journey to ancient cultures around the globe as a way to learn more about how non-Western peoples rear and teach children. Along with her young daughter, she spent time with Maya families in the Yucatan Peninsula, Hadzabe families in Tanzania, as well as Inuit families in the Arctic. Her new book, \u003ca href=\"https://www.goodreads.com/en/book/show/54304028-hunt-gather-parent\">\u003cem>Hunt, Gather, Parent: What Ancient Cultures Teach Us About the Lost Art of Raising Happy, Helpful Little Humans\u003c/em>\u003c/a>, captures the essence of that experience.\u003c/p>\n\u003cp>What can American teachers, some of them instructing via Zoom to students who exist only on screens, learn from these traditions? “For the vast majority of time, human children were raised by hunter-gatherers,” Doucleff told me. The instincts cultivated during those thousands of years may be illuminating for schools, and teachers here could learn from the tried-and-true methods that have worked in many cultures around the globe throughout human history — with necessitating a lesson in butchery. Worn out educators and frustrated students trapped on Zoom might be served by a new perspective that’s grounded in tradition.\u003c/p>\n\u003cp>Doucleff observed several distinctive principles among the groups that children responded to in the classroom. Among the Maya, adult interference is minimal. During a class with 8-year-olds on hieroglyphs, for example, the teacher simply said, “we’re going to write our names.” He handed out paper and a chart showing the Maya hieroglyphs. Then he watched the children as they struggled with the task. He responded to their questions and guided them from time to time on their work. But he didn’t lecture or present himself as the authority on handwriting or give regular updates on the day’s schedule. It was the students’ responsibility to grapple with the assignment [and choose their own way of tackling the problem], which they seemed to understand.\u003c/p>\n\u003cp>“Teachers want children to be internally driven to work,” Doucleff said. “They’re teaching initiative.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Connectedness is another core value among Maya families, and teachers seek to cultivate it. The bond between a teacher and student, and among the students themselves, fuels \u003ca href=\"https://www.kqed.org/mindshift/53337/intrinsic-motivation-is-key-to-student-achievement-but-schools-can-crush-it\">intrinsic motivation\u003c/a>. While many American teachers also value relationships with their students, that effort is undermined by the competitive environment seen in many Western classrooms. Vying over grades or class standing \u003ca href=\"https://www.kqed.org/mindshift/48578/how-ending-behavior-rewards-helped-one-school-focus-on-student-motivation-and-character\">erodes connection\u003c/a> and cooperation among students.\u003c/p>\n\u003cp>Maya teachers also reject the top-down style that’s common in modern schools, preferring a “side-by-side” approach to their work. Rather than present themselves as authorities, adults believe children have something to teach adults. Adults aren’t omniscient, but rather partners in learning. And learning goes both ways.\u003c/p>\n\u003cp>Among Inuit, the very definition of learning differs from the Western understanding of it. There, “learning” often involves “watching”—and schools emphasize observation as the path to understanding. The Inuit also value calm and quiet, and rear their children in hushed tones. Doucleff learned that parents there won’t raise their voices at their children, believing that yelling at kids encourages them to tune out or respond with anger of their own. This emphasis on peacefulness and quiet extends to the classroom, where the emotional control and patience they’ve learned at home carries over. The last thing a parent or any adult will do with a bossy or disrespectful child is get angry or argue back. They view infractions as inevitable and signs of immaturity; the child simply has to learn the proper way to behave. When children act out or disobey, adults ignore the behavior, say nothing, and walk away if necessary.\u003c/p>\n\u003cp>Adults in many hunter-gatherer cultures, Doucleff learned, rely on encouragement to prompt children’s cooperation. Forcing, scolding, and punishing are rejected as ineffective ways to teach and corrosive to intrinsic motivation. Instead, when children \u003ca href=\"https://www.kqed.org/mindshift/51329/why-children-arent-behaving-and-what-you-can-do-about-it\">misbehave\u003c/a>—as all children will—the adult speaks to them calmly and gently, letting the child know in simple terms and few words what the natural consequence will be: if you fall off the ledge, you will get hurt. Adults don’t over-explain, or ask thousands of questions, or narrate kids’ activities to stimulate their brains. The emphasis is on learning through observation versus instruction, and children absorb that mentality.\u003c/p>\n\u003cp>Like in many hunter-gatherer cultures, families in Hadzabe communities encourage self-governance. Children occupy their own time, and adults generally don’t intrude (except to ask for help every now and then). The thinking is that children learn best when they \u003ca href=\"https://www.kqed.org/mindshift/52070/to-raise-confident-independent-kids-some-parents-are-trying-to-let-grow\">direct themselves\u003c/a>. It’s not that the young are left alone without an adult present; rather, children are permitted to follow their natural instincts, without adult’s \u003ca href=\"https://www.kqed.org/mindshift/40768/what-overparenting-looks-like-from-a-stanford-deans-perspective\">swooping in\u003c/a> to offer a different way or ask questions or impose punishment. And rather than foster selfishness among the children, Doucleff learned, this hands-off approach seemed to generate consideration and \u003ca href=\"https://www.kqed.org/mindshift/57152/every-kid-is-motivated-action-oriented-ideas-to-revive-students-curiosity\">curiosity\u003c/a>. It also minimizes conflict and bolsters kids’ self-control.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The Maya, Inuit, and Hadzabe communities that Doucleff visited are as “contemporary” as communities in the U.S., with smart phones and too much time on social media. Indeed, Doucleff found that schools in these communities often adopt a hybrid approach to education—part traditional, part Western. Anthropologists estimate that about 5 million hunter-gatherers span the globe in diverse cultures. In many cases, the communities carry on traditions out of choice, not because they lack exposure to other ways, but because they believe these approaches work and work well.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Michaeleen Doucleff, an American science reporter, visited a preschool in an Arctic town, she was surprised by one of the regularly-scheduled activities. . “Some days, a parent will bring a seal to butcher inside the classroom,” the teacher told her. “Then the kids can run over and watch if they want.” At the end, he offered all the children a piece of seal meat. It was a real task that all the children might execute when they were old enough, reinforced here in school.\u003c/p>\n\u003cp>Doucleff’s presence there was no accident. She was on a three-legged journey to ancient cultures around the globe as a way to learn more about how non-Western peoples rear and teach children. Along with her young daughter, she spent time with Maya families in the Yucatan Peninsula, Hadzabe families in Tanzania, as well as Inuit families in the Arctic. Her new book, \u003ca href=\"https://www.goodreads.com/en/book/show/54304028-hunt-gather-parent\">\u003cem>Hunt, Gather, Parent: What Ancient Cultures Teach Us About the Lost Art of Raising Happy, Helpful Little Humans\u003c/em>\u003c/a>, captures the essence of that experience.\u003c/p>\n\u003cp>What can American teachers, some of them instructing via Zoom to students who exist only on screens, learn from these traditions? “For the vast majority of time, human children were raised by hunter-gatherers,” Doucleff told me. The instincts cultivated during those thousands of years may be illuminating for schools, and teachers here could learn from the tried-and-true methods that have worked in many cultures around the globe throughout human history — with necessitating a lesson in butchery. Worn out educators and frustrated students trapped on Zoom might be served by a new perspective that’s grounded in tradition.\u003c/p>\n\u003cp>Doucleff observed several distinctive principles among the groups that children responded to in the classroom. Among the Maya, adult interference is minimal. During a class with 8-year-olds on hieroglyphs, for example, the teacher simply said, “we’re going to write our names.” He handed out paper and a chart showing the Maya hieroglyphs. Then he watched the children as they struggled with the task. He responded to their questions and guided them from time to time on their work. But he didn’t lecture or present himself as the authority on handwriting or give regular updates on the day’s schedule. It was the students’ responsibility to grapple with the assignment [and choose their own way of tackling the problem], which they seemed to understand.\u003c/p>\n\u003cp>“Teachers want children to be internally driven to work,” Doucleff said. “They’re teaching initiative.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Connectedness is another core value among Maya families, and teachers seek to cultivate it. The bond between a teacher and student, and among the students themselves, fuels \u003ca href=\"https://www.kqed.org/mindshift/53337/intrinsic-motivation-is-key-to-student-achievement-but-schools-can-crush-it\">intrinsic motivation\u003c/a>. While many American teachers also value relationships with their students, that effort is undermined by the competitive environment seen in many Western classrooms. Vying over grades or class standing \u003ca href=\"https://www.kqed.org/mindshift/48578/how-ending-behavior-rewards-helped-one-school-focus-on-student-motivation-and-character\">erodes connection\u003c/a> and cooperation among students.\u003c/p>\n\u003cp>Maya teachers also reject the top-down style that’s common in modern schools, preferring a “side-by-side” approach to their work. Rather than present themselves as authorities, adults believe children have something to teach adults. Adults aren’t omniscient, but rather partners in learning. And learning goes both ways.\u003c/p>\n\u003cp>Among Inuit, the very definition of learning differs from the Western understanding of it. There, “learning” often involves “watching”—and schools emphasize observation as the path to understanding. The Inuit also value calm and quiet, and rear their children in hushed tones. Doucleff learned that parents there won’t raise their voices at their children, believing that yelling at kids encourages them to tune out or respond with anger of their own. This emphasis on peacefulness and quiet extends to the classroom, where the emotional control and patience they’ve learned at home carries over. The last thing a parent or any adult will do with a bossy or disrespectful child is get angry or argue back. They view infractions as inevitable and signs of immaturity; the child simply has to learn the proper way to behave. When children act out or disobey, adults ignore the behavior, say nothing, and walk away if necessary.\u003c/p>\n\u003cp>Adults in many hunter-gatherer cultures, Doucleff learned, rely on encouragement to prompt children’s cooperation. Forcing, scolding, and punishing are rejected as ineffective ways to teach and corrosive to intrinsic motivation. Instead, when children \u003ca href=\"https://www.kqed.org/mindshift/51329/why-children-arent-behaving-and-what-you-can-do-about-it\">misbehave\u003c/a>—as all children will—the adult speaks to them calmly and gently, letting the child know in simple terms and few words what the natural consequence will be: if you fall off the ledge, you will get hurt. Adults don’t over-explain, or ask thousands of questions, or narrate kids’ activities to stimulate their brains. The emphasis is on learning through observation versus instruction, and children absorb that mentality.\u003c/p>\n\u003cp>Like in many hunter-gatherer cultures, families in Hadzabe communities encourage self-governance. Children occupy their own time, and adults generally don’t intrude (except to ask for help every now and then). The thinking is that children learn best when they \u003ca href=\"https://www.kqed.org/mindshift/52070/to-raise-confident-independent-kids-some-parents-are-trying-to-let-grow\">direct themselves\u003c/a>. It’s not that the young are left alone without an adult present; rather, children are permitted to follow their natural instincts, without adult’s \u003ca href=\"https://www.kqed.org/mindshift/40768/what-overparenting-looks-like-from-a-stanford-deans-perspective\">swooping in\u003c/a> to offer a different way or ask questions or impose punishment. And rather than foster selfishness among the children, Doucleff learned, this hands-off approach seemed to generate consideration and \u003ca href=\"https://www.kqed.org/mindshift/57152/every-kid-is-motivated-action-oriented-ideas-to-revive-students-curiosity\">curiosity\u003c/a>. It also minimizes conflict and bolsters kids’ self-control.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The Maya, Inuit, and Hadzabe communities that Doucleff visited are as “contemporary” as communities in the U.S., with smart phones and too much time on social media. Indeed, Doucleff found that schools in these communities often adopt a hybrid approach to education—part traditional, part Western. Anthropologists estimate that about 5 million hunter-gatherers span the globe in diverse cultures. In many cases, the communities carry on traditions out of choice, not because they lack exposure to other ways, but because they believe these approaches work and work well.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Paying off student loans can be a financial nightmare. The system is loaded with confusing payment plan options, bad information and pitfalls to avoid — and one wrong move can cost you thousands of dollars.\u003c/p>\n\u003cp>COVID-19 has added even more confusion. Federal student loan payments have been \u003ca href=\"https://studentaid.gov/announcements-events/coronavirus\">suspended temporarily.\u003c/a> (At the moment they're on hold until the end of 2020.) There's a chance that another big stimulus bill could affect student loans in the coming months.\u003c/p>\n\u003cp>But even if your loans are on hold now, you'll likely need to start making payments eventually. And Life Kit is here to help.\u003c/p>\n\u003cp>If you know how to navigate the student loan system, you can find a payment plan that you can actually afford — and even save money. Here are a few steps to get on the right track.\u003c/p>\n\u003ch3>1. Figure out what kind of student loans you have, and set up a repayment plan that works for you\u003c/h3>\n\u003cp>If you've got federal student loans, which most people do, go to the \u003ca href=\"https://nsldsfap.ed.gov/nslds_FAP/\">National Student Loan Data System.\u003c/a> You can look up your loans there. Then think about what sort of repayment plan works best for you. There are four broad categories: standard, graduated, extended or income-driven repayment.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Standard:\u003c/strong> Your loan-servicing company will divide up the total amount of money you owe over a 10-year period. If you pay that same amount for 10 years, you're done.\u003c/p>\n\u003cp>\u003cstrong>Graduated:\u003c/strong> Like the standard plan, this also lasts for 10 years — but you start out paying less, and payments get larger every two years. This option can be good for borrowers who know they'll make more the longer they work.\u003c/p>\n\u003cp>\u003cstrong>Extended:\u003c/strong> Pay a lower amount over a longer period of time.\u003c/p>\n\u003cp>\u003cstrong>Income-driven repayment (IDR):\u003c/strong> Pay what you can afford. In IDR plans, you might be paying your loans off for 20-25 years — but the payments will always be what you can afford. Some people won't owe anything. Then, after 20-25 years (depending on your loan type and your plan) anything you haven't paid is forgiven. If you're in this plan, you'll need to certify your income every year.\u003c/p>\n\u003cp>If you've got a private loan from a bank, you might have fewer options than those federal student loans. You'll need to call your bank and see what options they offer.\u003c/p>\n\u003ch3>2. Beware of forbearance\u003c/h3>\n\u003cp>If you're having trouble making payments or tight on cash, your loan servicer might suggest that you opt for forbearance, which puts your student loan payments temporarily on hold. But that doesn't necessarily mean that forbearance is the best option for you.\u003c/p>\n\u003cp>\"Nine times out of 10, income-driven repayment is going to be a way better option,\" says Bonnie Latreille, a director at the nonprofit Student Borrower Protection Center. Latrielle says that forbearance might sound like a good idea — but it can leave you with higher payments and higher interest in the long run.\u003c/p>\n\u003ch3>3. Do your own research\u003c/h3>\n\u003cp>Your student loan servicer is your main point of contact about your student loans. But don't treat them as a guide. \"Make sure you're going to them informed. Make sure you know what you want to do and what your options are,\" Latreille says.\u003c/p>\n\u003cp>Your loan servicer won't always suggest what's best for you — so you need to be your own advocate. If they push back? Ask for written confirmation that they've put you in a plan you want to be on.\u003c/p>\n\u003ch3>4. Give yourself space and time to get organized\u003c/h3>\n\u003cp>\"Any kind of sustained project, like dealing with loans, takes real time and deserves our full attention when we're doing it,\" says Elizabeth Emens, a Columbia Law School professor and author of \u003cem>Life Admin: How I Learned to Do Less, Do Better, and Live More\u003c/em>, a book about the invisible labor in all of our lives.\u003c/p>\n\u003cp>You'll need to make sure that your student loan servicer always has your most up-to-date address on file and research the right payment plan for you. Giving yourself the time to get these things done will pay off in the long run.\u003c/p>\n\u003ch3>5. Tackle your loans head-on\u003c/h3>\n\u003cp>There's only so much that you can work and only so cheaply that you can live. But if you've got time to work more, or cut costs in other areas of your life, it may be worth doing. If you can get those payments done now, you'll have more time later to spend how you want to.\u003c/p>\n\u003ch3>6. Be VERY careful when it comes to loan financing or consolidation\u003c/h3>\n\u003cp>Consolidation is a process that rolls all your federal loans into one single federal loan. Refinancing is a similar process that rolls your loans into one \u003cem>private \u003c/em>loan. For some, these might be good options — but they can be risky. For example, if you refinance your loans, you lose out on all the federal repayment plans, like IDR. Consolidation might affect your status in an existing forgiveness plan.\u003c/p>\n\u003cp>So before you go either of those routes — do your research.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>We'd love to hear from you. Leave us a voicemail at 202-216-9823, or email us at \u003c/em>\u003ca href=\"mailto:lifekit@npr.org\">\u003cem>LifeKit@npr.org.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003cem>For more Life Kit, \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/life-kit\">\u003cem>subscribe to our newsletter\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>The audio for this episode was produced by Sylvie Douglis, and originally aired on June 10, 2019. That \u003c/em>\u003ca href=\"https://podcasts.apple.com/ca/podcast/pay-off-student-loans-the-smart-way/id1461493560?i=1000441024321\">\u003cem>original audio can be found here. \u003c/em>\u003c/a>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Braving+Your+Student+Loan+Payments%3A+Tips+to+Pay+Off+Student+Debt+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Paying off student loans can be a financial nightmare. The system is loaded with confusing payment plan options, bad information and pitfalls to avoid — and one wrong move can cost you thousands of dollars.\u003c/p>\n\u003cp>COVID-19 has added even more confusion. Federal student loan payments have been \u003ca href=\"https://studentaid.gov/announcements-events/coronavirus\">suspended temporarily.\u003c/a> (At the moment they're on hold until the end of 2020.) There's a chance that another big stimulus bill could affect student loans in the coming months.\u003c/p>\n\u003cp>But even if your loans are on hold now, you'll likely need to start making payments eventually. And Life Kit is here to help.\u003c/p>\n\u003cp>If you know how to navigate the student loan system, you can find a payment plan that you can actually afford — and even save money. Here are a few steps to get on the right track.\u003c/p>\n\u003ch3>1. Figure out what kind of student loans you have, and set up a repayment plan that works for you\u003c/h3>\n\u003cp>If you've got federal student loans, which most people do, go to the \u003ca href=\"https://nsldsfap.ed.gov/nslds_FAP/\">National Student Loan Data System.\u003c/a> You can look up your loans there. Then think about what sort of repayment plan works best for you. There are four broad categories: standard, graduated, extended or income-driven repayment.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Standard:\u003c/strong> Your loan-servicing company will divide up the total amount of money you owe over a 10-year period. If you pay that same amount for 10 years, you're done.\u003c/p>\n\u003cp>\u003cstrong>Graduated:\u003c/strong> Like the standard plan, this also lasts for 10 years — but you start out paying less, and payments get larger every two years. This option can be good for borrowers who know they'll make more the longer they work.\u003c/p>\n\u003cp>\u003cstrong>Extended:\u003c/strong> Pay a lower amount over a longer period of time.\u003c/p>\n\u003cp>\u003cstrong>Income-driven repayment (IDR):\u003c/strong> Pay what you can afford. In IDR plans, you might be paying your loans off for 20-25 years — but the payments will always be what you can afford. Some people won't owe anything. Then, after 20-25 years (depending on your loan type and your plan) anything you haven't paid is forgiven. If you're in this plan, you'll need to certify your income every year.\u003c/p>\n\u003cp>If you've got a private loan from a bank, you might have fewer options than those federal student loans. You'll need to call your bank and see what options they offer.\u003c/p>\n\u003ch3>2. Beware of forbearance\u003c/h3>\n\u003cp>If you're having trouble making payments or tight on cash, your loan servicer might suggest that you opt for forbearance, which puts your student loan payments temporarily on hold. But that doesn't necessarily mean that forbearance is the best option for you.\u003c/p>\n\u003cp>\"Nine times out of 10, income-driven repayment is going to be a way better option,\" says Bonnie Latreille, a director at the nonprofit Student Borrower Protection Center. Latrielle says that forbearance might sound like a good idea — but it can leave you with higher payments and higher interest in the long run.\u003c/p>\n\u003ch3>3. Do your own research\u003c/h3>\n\u003cp>Your student loan servicer is your main point of contact about your student loans. But don't treat them as a guide. \"Make sure you're going to them informed. Make sure you know what you want to do and what your options are,\" Latreille says.\u003c/p>\n\u003cp>Your loan servicer won't always suggest what's best for you — so you need to be your own advocate. If they push back? Ask for written confirmation that they've put you in a plan you want to be on.\u003c/p>\n\u003ch3>4. Give yourself space and time to get organized\u003c/h3>\n\u003cp>\"Any kind of sustained project, like dealing with loans, takes real time and deserves our full attention when we're doing it,\" says Elizabeth Emens, a Columbia Law School professor and author of \u003cem>Life Admin: How I Learned to Do Less, Do Better, and Live More\u003c/em>, a book about the invisible labor in all of our lives.\u003c/p>\n\u003cp>You'll need to make sure that your student loan servicer always has your most up-to-date address on file and research the right payment plan for you. Giving yourself the time to get these things done will pay off in the long run.\u003c/p>\n\u003ch3>5. Tackle your loans head-on\u003c/h3>\n\u003cp>There's only so much that you can work and only so cheaply that you can live. But if you've got time to work more, or cut costs in other areas of your life, it may be worth doing. If you can get those payments done now, you'll have more time later to spend how you want to.\u003c/p>\n\u003ch3>6. Be VERY careful when it comes to loan financing or consolidation\u003c/h3>\n\u003cp>Consolidation is a process that rolls all your federal loans into one single federal loan. Refinancing is a similar process that rolls your loans into one \u003cem>private \u003c/em>loan. For some, these might be good options — but they can be risky. For example, if you refinance your loans, you lose out on all the federal repayment plans, like IDR. Consolidation might affect your status in an existing forgiveness plan.\u003c/p>\n\u003cp>So before you go either of those routes — do your research.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>We'd love to hear from you. Leave us a voicemail at 202-216-9823, or email us at \u003c/em>\u003ca href=\"mailto:lifekit@npr.org\">\u003cem>LifeKit@npr.org.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003cem>For more Life Kit, \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/life-kit\">\u003cem>subscribe to our newsletter\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>The audio for this episode was produced by Sylvie Douglis, and originally aired on June 10, 2019. That \u003c/em>\u003ca href=\"https://podcasts.apple.com/ca/podcast/pay-off-student-loans-the-smart-way/id1461493560?i=1000441024321\">\u003cem>original audio can be found here. \u003c/em>\u003c/a>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Braving+Your+Student+Loan+Payments%3A+Tips+to+Pay+Off+Student+Debt+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Debbie Barkley held her string tightly and directed the teachers around her to tug theirs downward as they maneuvered a rubber band around the sides of a red Solo cup. “This is so frustrating,” Barkley said when one of the cups fell over, not for the first time. “My fifth graders would be yelling at each other at this point.” A few minutes later, when the group succeeded in stacking several cups in a prescribed arrangement, teacher Ami Patel-Hopkins, exclaimed, “Oh, I love my group!”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That range of emotions is what \u003c/span>\u003ca href=\"https://www.tsaientificmethod.com/\">\u003cspan style=\"font-weight: 400\">Kathleen Tsai\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a chemistry teacher who facilitated the exercise, expected. “It’s frustrating but then you have a sense of fulfillment,” she said during a group reflection at \u003c/span>\u003ca href=\"http://2020.educon.org/\">\u003cspan style=\"font-weight: 400\">EduCon 2020\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a school innovation conference. “The amount of frustration I feel when I do this is the same as my students feel when they’re doing algebra. I’m sweating when I’m stacking cups; they’re sweating when they’re doing homework.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Empathizing with students’ emotional experiences was a central component of the workshop that Tsai led on \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/resilience\">\u003cspan style=\"font-weight: 400\">cultivating resilience\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/science\">\u003cspan style=\"font-weight: 400\">science class\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Educators have increasingly focused on the role of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/48984/what-do-we-mean-when-we-say-social-and-emotional-skills\">\u003cspan style=\"font-weight: 400\">social and emotional learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49870/setting-school-culture-with-social-and-emotional-learning-routines\">\u003cspan style=\"font-weight: 400\">school culture\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54878/how-strengthening-relationships-with-boys-can-help-them-learn\">\u003cspan style=\"font-weight: 400\">student success\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but participants at Tsai’s session said the opportunities to teach such skills arise more naturally in humanities courses. At the same time, they agreed that collaboration and the ability to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/44870/how-teens-benefit-from-reading-about-the-struggles-of-scientists\">\u003cspan style=\"font-weight: 400\">persist through failure\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are critical in science. Through Tsai’s exercises and reflections on their classroom experiences, the group discussed how to strengthen communication and build resilience among their students. \u003c/span>\u003c/p>\n\u003ch1>\u003cb>Start Early\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Devoting time early in the year to cooperative games allows students to practice healthy communication and conflict resolution before academic content is in the mix. Tsai, who teaches at \u003c/span>\u003ca href=\"https://slabeeber.org/\">\u003cspan style=\"font-weight: 400\">Science Leadership Academy Beeber\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/project-based-learning\">\u003cspan style=\"font-weight: 400\">project-based learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> school — does the cups activity with her students in the first week of class. By trying it themselves, the EduCon participants experienced some of the emotions that students might during group work. In the discussion, one teacher said she found having clear roles helpful as problems arose. (Before the activity began, group members elected to be communications manager, resource manager, task manager or group manager. Tsai provided explicit descriptions for each role.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tsai pointed out that when one of the groups asked for tips, she told them to figure it out, rather than giving them the answers. Whether with cups or lab work, students often hate that response, Tsai said, and several teachers shouted “yes!” in agreement. Overcoming such hurdles in a low-stakes cooperative game creates a foundation of resilience that can be strengthened as students face similar challenges when science content and grades are involved.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The group discussion, too, was a model for classrooms. As one teacher noted, talking about what behaviors were productive and unproductive in the cups game helped him reflect on how he reacted to the exercise and his teammates. Tsai suggested some “actionable norms” that can come from student discussions about cooperative games: work persistently, take risks and communicate productively.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Build Emotional Vocabulary\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tsai said her first year of teaching was \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53640/12-ways-teachers-can-build-resilience-so-they-can-make-systemic-change\">\u003cspan style=\"font-weight: 400\">emotionally challenging\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She eventually realized this was unsurprising, since she was surrounded by \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49829/how-schools-can-help-students-manage-and-mitigate-anxiety\">\u003cspan style=\"font-weight: 400\">emotional teenagers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> every day. “Students say things like ‘I can’t do this,’ ‘I give up,’ ‘I hate this/I hate you,’” Tsai said. “What they really mean is ‘I’m frustrated.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the EduCon session, teachers did a \u003c/span>\u003ca href=\"http://www.theteachertoolkit.com/index.php/tool/gallery-walk\">\u003cspan style=\"font-weight: 400\">gallery walk\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> focused on statements about vulnerability, shame and courage. When teachers can get in touch with those three emotions themselves, she said, they are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54853/why-its-imperative-we-all-learn-to-be-emotion-scientists\">\u003cspan style=\"font-weight: 400\">better equipped to help students navigate them\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Tsai has begun talking directly about those feelings with her students. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55338\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55338\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/20200125_135518-e1582014784823.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">\u003cspan style=\"font-weight: 400\">In an EduCon 2020 session on social emotional learning in science, teachers did a gallery walk examining statements about vulnerability, shame and courage. \u003c/span>They reflected on a quote by Brené Brown: \"We don't have to do all of it alone. We were never meant to.\" \u003ccite>(Kara Newhouse)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The gallery walk quotes came from researcher \u003c/span>\u003ca href=\"https://brenebrown.com/\">\u003cspan style=\"font-weight: 400\">Brené Brown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, whose books and talks have helped Tsai develop emotional vocabulary for herself and her students. Different resources might resonate for other teachers. “Think about what the students struggle with,” Tsai said. “How do you help yourself with that?” That’s a good starting point.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003ch1>\u003cb>Practice/Repeat\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">As with other types of learning, social emotional learning is not a one-and-done process. Tsai creates opportunities to practice social and emotional skills throughout the curriculum. On her blog, she recently shared an activity for \u003c/span>\u003ca href=\"https://www.tsaientificmethod.com/blog/teaching-active-listening-for-richer-conversations\">\u003cspan style=\"font-weight: 400\">teaching active listening skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. After Tsai modeled active listening and provided sentence starters, her students tried it out with topics they chose. Eventually, they progressed to a topic relevant to their studies — gene therapy and bioethics. Tsai wrote that she used to hate class discussions “because the students never actually listened to each other,” but at the end of these conversations her students reported feeling engaged and challenged.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ami Patel-Hopkins, who teaches at Science Leadership Academy Middle School, shared that she uses neuroscience to connect social and emotional skills to science content. By teaching about parts of the brain associated with emotional responses, she increases students’ awareness of what might be \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51237/why-teens-should-understand-their-own-brains-and-why-their-teachers-should-too\">\u003cspan style=\"font-weight: 400\">happening in their own brains\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and bodies in stressful moments. She said she peppers her classes with relevant reminders, such as “Use your prefrontal cortex!” when a task requires thoughtful decision-making.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55339\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55339\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/20200125_142236-e1582015093318.jpg\" alt=\"\" width=\"1920\" height=\"1263\">\u003cfigcaption class=\"wp-caption-text\">Teacher Kathleen Tsai discusses the role of vulnerability, shame and courage in student experiences of science class. \u003ccite>(Kara Newhouse)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Other teachers at Tsai’s session agreed that building social and emotional skills in science class will require repetition and practice in different contexts throughout the year. They ended the workshop by offering six-word summaries of their takeaways, including:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“You should model for your students.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“It’s a mitzvah to be corrected.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“Emotions underpin all academic work, period.”\u003c/span>\u003c/li>\n\u003c/ul>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Debbie Barkley held her string tightly and directed the teachers around her to tug theirs downward as they maneuvered a rubber band around the sides of a red Solo cup. “This is so frustrating,” Barkley said when one of the cups fell over, not for the first time. “My fifth graders would be yelling at each other at this point.” A few minutes later, when the group succeeded in stacking several cups in a prescribed arrangement, teacher Ami Patel-Hopkins, exclaimed, “Oh, I love my group!”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That range of emotions is what \u003c/span>\u003ca href=\"https://www.tsaientificmethod.com/\">\u003cspan style=\"font-weight: 400\">Kathleen Tsai\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a chemistry teacher who facilitated the exercise, expected. “It’s frustrating but then you have a sense of fulfillment,” she said during a group reflection at \u003c/span>\u003ca href=\"http://2020.educon.org/\">\u003cspan style=\"font-weight: 400\">EduCon 2020\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a school innovation conference. “The amount of frustration I feel when I do this is the same as my students feel when they’re doing algebra. I’m sweating when I’m stacking cups; they’re sweating when they’re doing homework.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Empathizing with students’ emotional experiences was a central component of the workshop that Tsai led on \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/resilience\">\u003cspan style=\"font-weight: 400\">cultivating resilience\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/science\">\u003cspan style=\"font-weight: 400\">science class\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Educators have increasingly focused on the role of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/48984/what-do-we-mean-when-we-say-social-and-emotional-skills\">\u003cspan style=\"font-weight: 400\">social and emotional learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49870/setting-school-culture-with-social-and-emotional-learning-routines\">\u003cspan style=\"font-weight: 400\">school culture\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54878/how-strengthening-relationships-with-boys-can-help-them-learn\">\u003cspan style=\"font-weight: 400\">student success\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but participants at Tsai’s session said the opportunities to teach such skills arise more naturally in humanities courses. At the same time, they agreed that collaboration and the ability to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/44870/how-teens-benefit-from-reading-about-the-struggles-of-scientists\">\u003cspan style=\"font-weight: 400\">persist through failure\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are critical in science. Through Tsai’s exercises and reflections on their classroom experiences, the group discussed how to strengthen communication and build resilience among their students. \u003c/span>\u003c/p>\n\u003ch1>\u003cb>Start Early\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Devoting time early in the year to cooperative games allows students to practice healthy communication and conflict resolution before academic content is in the mix. Tsai, who teaches at \u003c/span>\u003ca href=\"https://slabeeber.org/\">\u003cspan style=\"font-weight: 400\">Science Leadership Academy Beeber\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/project-based-learning\">\u003cspan style=\"font-weight: 400\">project-based learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> school — does the cups activity with her students in the first week of class. By trying it themselves, the EduCon participants experienced some of the emotions that students might during group work. In the discussion, one teacher said she found having clear roles helpful as problems arose. (Before the activity began, group members elected to be communications manager, resource manager, task manager or group manager. Tsai provided explicit descriptions for each role.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tsai pointed out that when one of the groups asked for tips, she told them to figure it out, rather than giving them the answers. Whether with cups or lab work, students often hate that response, Tsai said, and several teachers shouted “yes!” in agreement. Overcoming such hurdles in a low-stakes cooperative game creates a foundation of resilience that can be strengthened as students face similar challenges when science content and grades are involved.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The group discussion, too, was a model for classrooms. As one teacher noted, talking about what behaviors were productive and unproductive in the cups game helped him reflect on how he reacted to the exercise and his teammates. Tsai suggested some “actionable norms” that can come from student discussions about cooperative games: work persistently, take risks and communicate productively.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Build Emotional Vocabulary\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tsai said her first year of teaching was \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53640/12-ways-teachers-can-build-resilience-so-they-can-make-systemic-change\">\u003cspan style=\"font-weight: 400\">emotionally challenging\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She eventually realized this was unsurprising, since she was surrounded by \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49829/how-schools-can-help-students-manage-and-mitigate-anxiety\">\u003cspan style=\"font-weight: 400\">emotional teenagers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> every day. “Students say things like ‘I can’t do this,’ ‘I give up,’ ‘I hate this/I hate you,’” Tsai said. “What they really mean is ‘I’m frustrated.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the EduCon session, teachers did a \u003c/span>\u003ca href=\"http://www.theteachertoolkit.com/index.php/tool/gallery-walk\">\u003cspan style=\"font-weight: 400\">gallery walk\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> focused on statements about vulnerability, shame and courage. When teachers can get in touch with those three emotions themselves, she said, they are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54853/why-its-imperative-we-all-learn-to-be-emotion-scientists\">\u003cspan style=\"font-weight: 400\">better equipped to help students navigate them\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Tsai has begun talking directly about those feelings with her students. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55338\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55338\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/20200125_135518-e1582014784823.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">\u003cspan style=\"font-weight: 400\">In an EduCon 2020 session on social emotional learning in science, teachers did a gallery walk examining statements about vulnerability, shame and courage. \u003c/span>They reflected on a quote by Brené Brown: \"We don't have to do all of it alone. We were never meant to.\" \u003ccite>(Kara Newhouse)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The gallery walk quotes came from researcher \u003c/span>\u003ca href=\"https://brenebrown.com/\">\u003cspan style=\"font-weight: 400\">Brené Brown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, whose books and talks have helped Tsai develop emotional vocabulary for herself and her students. Different resources might resonate for other teachers. “Think about what the students struggle with,” Tsai said. “How do you help yourself with that?” That’s a good starting point.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003ch1>\u003cb>Practice/Repeat\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">As with other types of learning, social emotional learning is not a one-and-done process. Tsai creates opportunities to practice social and emotional skills throughout the curriculum. On her blog, she recently shared an activity for \u003c/span>\u003ca href=\"https://www.tsaientificmethod.com/blog/teaching-active-listening-for-richer-conversations\">\u003cspan style=\"font-weight: 400\">teaching active listening skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. After Tsai modeled active listening and provided sentence starters, her students tried it out with topics they chose. Eventually, they progressed to a topic relevant to their studies — gene therapy and bioethics. Tsai wrote that she used to hate class discussions “because the students never actually listened to each other,” but at the end of these conversations her students reported feeling engaged and challenged.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ami Patel-Hopkins, who teaches at Science Leadership Academy Middle School, shared that she uses neuroscience to connect social and emotional skills to science content. By teaching about parts of the brain associated with emotional responses, she increases students’ awareness of what might be \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51237/why-teens-should-understand-their-own-brains-and-why-their-teachers-should-too\">\u003cspan style=\"font-weight: 400\">happening in their own brains\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and bodies in stressful moments. She said she peppers her classes with relevant reminders, such as “Use your prefrontal cortex!” when a task requires thoughtful decision-making.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55339\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55339\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/20200125_142236-e1582015093318.jpg\" alt=\"\" width=\"1920\" height=\"1263\">\u003cfigcaption class=\"wp-caption-text\">Teacher Kathleen Tsai discusses the role of vulnerability, shame and courage in student experiences of science class. \u003ccite>(Kara Newhouse)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Other teachers at Tsai’s session agreed that building social and emotional skills in science class will require repetition and practice in different contexts throughout the year. They ended the workshop by offering six-word summaries of their takeaways, including:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“You should model for your students.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“It’s a mitzvah to be corrected.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“Emotions underpin all academic work, period.”\u003c/span>\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Miami Middle School Students Hope Their Magazine Will Help End Gun Violence",
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"content": "\u003cp>The morning after the Feb. 14, 2018, school shooting in Parkland, Fla., a middle school teacher in nearby Miami stood in front of his speech and debate class and had no idea what to say.\u003c/p>\n\u003cp>\"It's a powerful thing when 13-year-olds and 14-year-olds are looking up to you for an answer to something that you don't have an answer for,\" said Kelsey Major, a teacher at Everglades K-8 Center, a public school about 50 miles south of Marjory Stoneman Douglas High School, where 17 people had been killed in the shooting.\u003c/p>\n\u003cp>\"In speech and debate, I was speechless,\" he said.\u003c/p>\n\u003cp>What started as a loss for words later became a group civics project aimed at ending gun violence.\u003c/p>\n\u003cp>A club made up of about 40 sixth-, seventh- and eighth-graders is now working on its second edition of a magazine designed to persuade federal lawmakers to pass legislation that would help prevent mass shootings. They're pushing for a range of policy changes, including further limits on gun ownership, \"red flag\" laws to keep guns away from potentially dangerous people and greater investment in mental health care in schools.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The publication, called \u003cem>First Shot\u003c/em>, features persuasive essays about gun reform policies, short biographies and drawings of victims, data analysis of mass shooting statistics and poetry. This year, the focus is on shootings in \"safe and sacred places,\" such as schools and houses of worship.\u003c/p>\n\u003cp>The group is trying to raise money to print a copy of the magazine for every member of the U.S. House and Senate — all 535 of them.\u003c/p>\n\u003cp>The students are also planning a bus trip in March to deliver the magazines to the local offices of federal lawmakers who represent South Florida. The offices of U.S. Sen. Marco Rubio, a Republican, and Reps. Debbie Mucarsel-Powell and Donna Shalala, both Democrats, are on the students' itinerary, as are state legislators and school board members. The field trip is being funded with a $1,250 grant from The Education Fund, a nonprofit that supports public school teachers in Miami-Dade County.\u003c/p>\n\u003cp>\"Our goal is for all of them to listen to us, the youths, because we are the future,\" said eighth-grader and club member Susana Martinez. \"That's what legislators always say — that we are the future. But what about the now?\"\u003c/p>\n\u003cp>Fellow eighth-grader Angelina Cotnam, who is one of the group's leaders, wrote a harrowing poem for the magazine that depicts a school shooting from the perspective of a student hiding in a classroom.\u003c/p>\n\u003cp>She described kids \"crowd[ing] together like rats\" in corners of classrooms during lockdown drills. She depicted students texting family or friends as they fear for their lives: \u003cem>In the corner, a light shines with a final goodbye.\u003c/em>\u003c/p>\n\u003cp>Angelina said it's scary that adults seem to be helpless when it comes to mass shootings, unable to stop them.\u003c/p>\n\u003cp>\"It's terrible to know every time we have an alarm or a drill — we don't know if it's a drill or not, it could be real — that it could be our last day seeing our friends and our parents and everyone we care for alive,\" she said.\u003c/p>\n\u003cp>Acknowledging that gun violence is an emotionally difficult topic for young people, Major asked a colleague to attend the club's meetings specifically to look after students' mental health. Special education teacher Olga Carballo said she practices mindfulness and leads breathing exercises with students. If she notices students who seem depressed or anxious, she refers them to the school's counselor.\u003c/p>\n\u003cp>\"We would not have even introduced this — this would be inappropriate if students were not being killed in schools,\" Major said. \"But the mere fact that students are being harmed in schools in these mass shootings, and it seems as if very little is being done, we know that the topic is appropriate. But we do take care.\"\u003c/p>\n\u003cp>In the fall, Major gave a presentation to other Miami-Dade teachers about how the magazine project could be replicated and even applied to other issues, like climate change and human trafficking.\u003c/p>\n\u003cp>He said the club doesn't have a specific political agenda, and the student members' views aren't all the same. Some have parents who own guns, while others think the Second Amendment should be scaled back.\u003c/p>\n\u003cp>Sometimes, the students disagree.\u003c/p>\n\u003cp>\"We're humans,\" Major said. \"When the kids get into the partisan debates, we redirect it right back to ... our common goal.\"\u003c/p>\n\u003cp>That's making sure that when students go to school in the morning, they come home safely in the afternoon. That shouldn't be controversial, he said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"If we can get this generation to be above politics, we can be in a better place,\" he said.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 WLRN 91.3 FM. To see more, visit \u003ca href=\"http://wlrn.org/\">WLRN 91.3 FM\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Miami+Middle+School+Students+Hope+Their+Magazine+Will+Help+End+Gun+Violence+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The morning after the Feb. 14, 2018, school shooting in Parkland, Fla., a middle school teacher in nearby Miami stood in front of his speech and debate class and had no idea what to say.\u003c/p>\n\u003cp>\"It's a powerful thing when 13-year-olds and 14-year-olds are looking up to you for an answer to something that you don't have an answer for,\" said Kelsey Major, a teacher at Everglades K-8 Center, a public school about 50 miles south of Marjory Stoneman Douglas High School, where 17 people had been killed in the shooting.\u003c/p>\n\u003cp>\"In speech and debate, I was speechless,\" he said.\u003c/p>\n\u003cp>What started as a loss for words later became a group civics project aimed at ending gun violence.\u003c/p>\n\u003cp>A club made up of about 40 sixth-, seventh- and eighth-graders is now working on its second edition of a magazine designed to persuade federal lawmakers to pass legislation that would help prevent mass shootings. They're pushing for a range of policy changes, including further limits on gun ownership, \"red flag\" laws to keep guns away from potentially dangerous people and greater investment in mental health care in schools.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The publication, called \u003cem>First Shot\u003c/em>, features persuasive essays about gun reform policies, short biographies and drawings of victims, data analysis of mass shooting statistics and poetry. This year, the focus is on shootings in \"safe and sacred places,\" such as schools and houses of worship.\u003c/p>\n\u003cp>The group is trying to raise money to print a copy of the magazine for every member of the U.S. House and Senate — all 535 of them.\u003c/p>\n\u003cp>The students are also planning a bus trip in March to deliver the magazines to the local offices of federal lawmakers who represent South Florida. The offices of U.S. Sen. Marco Rubio, a Republican, and Reps. Debbie Mucarsel-Powell and Donna Shalala, both Democrats, are on the students' itinerary, as are state legislators and school board members. The field trip is being funded with a $1,250 grant from The Education Fund, a nonprofit that supports public school teachers in Miami-Dade County.\u003c/p>\n\u003cp>\"Our goal is for all of them to listen to us, the youths, because we are the future,\" said eighth-grader and club member Susana Martinez. \"That's what legislators always say — that we are the future. But what about the now?\"\u003c/p>\n\u003cp>Fellow eighth-grader Angelina Cotnam, who is one of the group's leaders, wrote a harrowing poem for the magazine that depicts a school shooting from the perspective of a student hiding in a classroom.\u003c/p>\n\u003cp>She described kids \"crowd[ing] together like rats\" in corners of classrooms during lockdown drills. She depicted students texting family or friends as they fear for their lives: \u003cem>In the corner, a light shines with a final goodbye.\u003c/em>\u003c/p>\n\u003cp>Angelina said it's scary that adults seem to be helpless when it comes to mass shootings, unable to stop them.\u003c/p>\n\u003cp>\"It's terrible to know every time we have an alarm or a drill — we don't know if it's a drill or not, it could be real — that it could be our last day seeing our friends and our parents and everyone we care for alive,\" she said.\u003c/p>\n\u003cp>Acknowledging that gun violence is an emotionally difficult topic for young people, Major asked a colleague to attend the club's meetings specifically to look after students' mental health. Special education teacher Olga Carballo said she practices mindfulness and leads breathing exercises with students. If she notices students who seem depressed or anxious, she refers them to the school's counselor.\u003c/p>\n\u003cp>\"We would not have even introduced this — this would be inappropriate if students were not being killed in schools,\" Major said. \"But the mere fact that students are being harmed in schools in these mass shootings, and it seems as if very little is being done, we know that the topic is appropriate. But we do take care.\"\u003c/p>\n\u003cp>In the fall, Major gave a presentation to other Miami-Dade teachers about how the magazine project could be replicated and even applied to other issues, like climate change and human trafficking.\u003c/p>\n\u003cp>He said the club doesn't have a specific political agenda, and the student members' views aren't all the same. Some have parents who own guns, while others think the Second Amendment should be scaled back.\u003c/p>\n\u003cp>Sometimes, the students disagree.\u003c/p>\n\u003cp>\"We're humans,\" Major said. \"When the kids get into the partisan debates, we redirect it right back to ... our common goal.\"\u003c/p>\n\u003cp>That's making sure that when students go to school in the morning, they come home safely in the afternoon. That shouldn't be controversial, he said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"If we can get this generation to be above politics, we can be in a better place,\" he said.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 WLRN 91.3 FM. To see more, visit \u003ca href=\"http://wlrn.org/\">WLRN 91.3 FM\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Miami+Middle+School+Students+Hope+Their+Magazine+Will+Help+End+Gun+Violence+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Who Inspired the Backstory for 'The Old Truck'?",
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"content": "\u003cp>\u003ca href=\"https://thepumphreybrothers.com/about\">Jarrett and Jerome Pumphrey\u003c/a> have been \"making stuff\" together since they were kids. They grew up in a family of four brothers, and from a young age, Jarrett says, he and Jerome \"just clicked.\"\u003c/p>\n\u003cp>Their latest project is a particularly special one, because it's the first time they've created a book that they \u003cem>both\u003c/em> authored and illustrated. Inspiration for \u003ca href=\"https://www.npr.org/books/titles/801212311/the-old-truck\">\u003cem>The Old Truck\u003c/em>\u003c/a> came when Jerome was driving through central Texas, on his way to visit Jarrett. As he passed farm after farm, he saw old, aging trucks sitting out in the fields.\u003c/p>\n\u003cp>\"It's such an iconic image,\" Jerome says. \"But it makes you wonder: What's the story that could be behind that truck or the family that lives there?\"\u003c/p>\n\u003cfigure id=\"attachment_55299\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55299\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_1_custom-9f6d4a0935bd4dd358d332f6bfb432a5ad38316e-e1581406083628.jpg\" alt=\"\" width=\"1920\" height=\"1166\">\u003cfigcaption class=\"wp-caption-text\">\"On a small farm, an old truck worked hard.\" \u003ccite>(Norton Young Readers)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>So the brothers decided to write and illustrate a story about a family and a farm — all centered around a pickup truck that more or less stays in one place throughout the book. Around the truck, seasons change, years pass, and before long, the little girl from the beginning of the story has taken over the family farm.\u003c/p>\n\u003cp>Making every spread feel different was \"a bit challenging\" Jerome says. But by placing the truck consistent across every page, he and Jarrett \"were reinforcing the idea of the truck being a permanent part of life on the farm and in the girl's life.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-full wp-image-55306\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_2_custom-407fff05950c7e056835c2afdef0adefb1f607a0-s1200-c85.jpg\" alt=\"\" width=\"1200\" height=\"723\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_2_custom-407fff05950c7e056835c2afdef0adefb1f607a0-s1200-c85.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_2_custom-407fff05950c7e056835c2afdef0adefb1f607a0-s1200-c85-160x96.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_2_custom-407fff05950c7e056835c2afdef0adefb1f607a0-s1200-c85-800x482.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_2_custom-407fff05950c7e056835c2afdef0adefb1f607a0-s1200-c85-768x463.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_2_custom-407fff05950c7e056835c2afdef0adefb1f607a0-s1200-c85-1020x615.jpg 1020w\" sizes=\"(max-width: 1200px) 100vw, 1200px\">\u003c/p>\n\u003cp>The brothers handmade more than 250 stamps to create the artwork in the book. \"We set up these rules like: We wouldn't use the same stamp on the same spread multiple times.\" Jarrett explains. The goal was to \"make sure that each spread was unique and special.\"\u003c/p>\n\u003cfigure id=\"attachment_55301\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-55301 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/process-2_enl-58adcbfee95f1a6f60b2effcc5dcf98e1d57a45b-e1581406288977.png\" alt=\"\" width=\"250\" height=\"250\">\u003cfigcaption class=\"wp-caption-text\">The Pumphreys handmade more than 250 stamps to illustrate the book. \"We wanted to create something that would feel timeless,\" Jerome says. Norton Young Readers\u003c/figcaption>\u003c/figure>\n\u003cp>They'd work together at Jarrett's house — he and Jerome now live five minutes apart in Austin, Texas. \"We do have disagreements — obviously we're brothers and we don't see eye to eye on everything — but for the most part ... we can find a place where it just clicks,\" Jarrett says.\u003c/p>\n\u003cp>It helps that they've \"been making stuff together for a really long time,\" Jarrett says — and that their family history offers them shared points of reference and inspiration.\u003c/p>\n\u003cp>\"We had all these women in our lives growing up — our mom, our grandmothers, our great grandmother ... strong women who really showed us what it was like to persist,\" Jarrett explains.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-55307\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_3_custom-865421e0fe207bf480fb0f6c29680f0bbf6658c0-s1200-c85.jpg\" alt=\"\" width=\"1200\" height=\"726\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_3_custom-865421e0fe207bf480fb0f6c29680f0bbf6658c0-s1200-c85.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_3_custom-865421e0fe207bf480fb0f6c29680f0bbf6658c0-s1200-c85-160x97.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_3_custom-865421e0fe207bf480fb0f6c29680f0bbf6658c0-s1200-c85-800x484.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_3_custom-865421e0fe207bf480fb0f6c29680f0bbf6658c0-s1200-c85-768x465.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_3_custom-865421e0fe207bf480fb0f6c29680f0bbf6658c0-s1200-c85-1020x617.jpg 1020w\" sizes=\"(max-width: 1200px) 100vw, 1200px\">\u003c/p>\n\u003cp>Both of their grandmothers worked for the U.S. Post Office in the segregated South. \"They were black women working in a place that was dominated by males, so they were putting up with a \u003cem>lot,\u003c/em>\" Jarrett says.\u003c/p>\n\u003cp>One of their great grandmothers picked cotton and saved and saved until she could finally purchase her own farm in Louisiana — and the family still owns it. \"She said: Never sell that property because she picked a lot of cotton to pay for that. ...\" Jerome recalls. \"I really respect that and would like to accomplish some things in my life that I can look back on and be really proud of.\"\u003c/p>\n\u003cfigure id=\"attachment_55303\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"size-full wp-image-55303\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/theoldtruck_irl_enl-3b54fb4e9c85b8b92eefde3ba4d692bd734e8f63-e1581406400718.png\" alt=\"\" width=\"250\" height=\"250\">\u003cfigcaption class=\"wp-caption-text\">Jarrett Pumphrey is now the proud owner of his own old truck — a 1956 Ford F100. You can \u003ca href=\"//thepumphreybrothers.com/the-old-truck-irl%E2%80%9D\">follow his progress restoring it here\u003c/a>. \u003ccite>(Norton Young Readers)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Jarrett says his great grandmother's tenacity is something he was lucky to have learned growing up, and he hopes to pass it on to his own children: \"Stick to it, work hard, get what you want to get, and do what you want to do,\" he says.\u003c/p>\n\u003cp>And speaking of getting what you want to get ... after the brothers finished working on the book, Jarrett was inspired to go out and get his \u003cem>own \u003c/em>old truck. \"It's a 1956 Ford F100,\" he says. \"I started working on it right away — I stripped it down. It's all the way down to the frame now. ... It's a lot harder in real life to restore a truck than it was in the book.\"\u003c/p>\n\u003cp>Jarrett's hoping to get his truck up and running by the summer. He wants to drive it around to local schools, where he and Jerome will be sharing the story of \u003cem>The Old Truck\u003c/em> — about family, farm life, hard work, and persistence — to a new generation of kids.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-55308\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_4_custom-fd0ff99d6eb6a6f582b2a982dc778bb881b44660-s1200-c85.jpg\" alt=\"\" width=\"1200\" height=\"721\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_4_custom-fd0ff99d6eb6a6f582b2a982dc778bb881b44660-s1200-c85.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_4_custom-fd0ff99d6eb6a6f582b2a982dc778bb881b44660-s1200-c85-160x96.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_4_custom-fd0ff99d6eb6a6f582b2a982dc778bb881b44660-s1200-c85-800x481.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_4_custom-fd0ff99d6eb6a6f582b2a982dc778bb881b44660-s1200-c85-768x461.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_4_custom-fd0ff99d6eb6a6f582b2a982dc778bb881b44660-s1200-c85-1020x613.jpg 1020w\" sizes=\"(max-width: 1200px) 100vw, 1200px\">\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Barrie Hardymon edited this interview for broadcast. Beth Novey adapted it for the Web.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Ever+Wonder+About+That+%27Old+Truck%27%3F+2+Brothers+Wrote+Its+Backstory&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"excerpt": "Jerome and Jarrett Pumphrey have worked together on creative projects since they were kids. Their new book — illustrated with 250+ stamps — is about family, farm life, determination and hard work.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://thepumphreybrothers.com/about\">Jarrett and Jerome Pumphrey\u003c/a> have been \"making stuff\" together since they were kids. They grew up in a family of four brothers, and from a young age, Jarrett says, he and Jerome \"just clicked.\"\u003c/p>\n\u003cp>Their latest project is a particularly special one, because it's the first time they've created a book that they \u003cem>both\u003c/em> authored and illustrated. Inspiration for \u003ca href=\"https://www.npr.org/books/titles/801212311/the-old-truck\">\u003cem>The Old Truck\u003c/em>\u003c/a> came when Jerome was driving through central Texas, on his way to visit Jarrett. As he passed farm after farm, he saw old, aging trucks sitting out in the fields.\u003c/p>\n\u003cp>\"It's such an iconic image,\" Jerome says. \"But it makes you wonder: What's the story that could be behind that truck or the family that lives there?\"\u003c/p>\n\u003cfigure id=\"attachment_55299\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55299\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_1_custom-9f6d4a0935bd4dd358d332f6bfb432a5ad38316e-e1581406083628.jpg\" alt=\"\" width=\"1920\" height=\"1166\">\u003cfigcaption class=\"wp-caption-text\">\"On a small farm, an old truck worked hard.\" \u003ccite>(Norton Young Readers)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>So the brothers decided to write and illustrate a story about a family and a farm — all centered around a pickup truck that more or less stays in one place throughout the book. Around the truck, seasons change, years pass, and before long, the little girl from the beginning of the story has taken over the family farm.\u003c/p>\n\u003cp>Making every spread feel different was \"a bit challenging\" Jerome says. But by placing the truck consistent across every page, he and Jarrett \"were reinforcing the idea of the truck being a permanent part of life on the farm and in the girl's life.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-full wp-image-55306\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_2_custom-407fff05950c7e056835c2afdef0adefb1f607a0-s1200-c85.jpg\" alt=\"\" width=\"1200\" height=\"723\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_2_custom-407fff05950c7e056835c2afdef0adefb1f607a0-s1200-c85.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_2_custom-407fff05950c7e056835c2afdef0adefb1f607a0-s1200-c85-160x96.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_2_custom-407fff05950c7e056835c2afdef0adefb1f607a0-s1200-c85-800x482.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_2_custom-407fff05950c7e056835c2afdef0adefb1f607a0-s1200-c85-768x463.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_2_custom-407fff05950c7e056835c2afdef0adefb1f607a0-s1200-c85-1020x615.jpg 1020w\" sizes=\"(max-width: 1200px) 100vw, 1200px\">\u003c/p>\n\u003cp>The brothers handmade more than 250 stamps to create the artwork in the book. \"We set up these rules like: We wouldn't use the same stamp on the same spread multiple times.\" Jarrett explains. The goal was to \"make sure that each spread was unique and special.\"\u003c/p>\n\u003cfigure id=\"attachment_55301\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-55301 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/process-2_enl-58adcbfee95f1a6f60b2effcc5dcf98e1d57a45b-e1581406288977.png\" alt=\"\" width=\"250\" height=\"250\">\u003cfigcaption class=\"wp-caption-text\">The Pumphreys handmade more than 250 stamps to illustrate the book. \"We wanted to create something that would feel timeless,\" Jerome says. Norton Young Readers\u003c/figcaption>\u003c/figure>\n\u003cp>They'd work together at Jarrett's house — he and Jerome now live five minutes apart in Austin, Texas. \"We do have disagreements — obviously we're brothers and we don't see eye to eye on everything — but for the most part ... we can find a place where it just clicks,\" Jarrett says.\u003c/p>\n\u003cp>It helps that they've \"been making stuff together for a really long time,\" Jarrett says — and that their family history offers them shared points of reference and inspiration.\u003c/p>\n\u003cp>\"We had all these women in our lives growing up — our mom, our grandmothers, our great grandmother ... strong women who really showed us what it was like to persist,\" Jarrett explains.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-55307\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_3_custom-865421e0fe207bf480fb0f6c29680f0bbf6658c0-s1200-c85.jpg\" alt=\"\" width=\"1200\" height=\"726\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_3_custom-865421e0fe207bf480fb0f6c29680f0bbf6658c0-s1200-c85.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_3_custom-865421e0fe207bf480fb0f6c29680f0bbf6658c0-s1200-c85-160x97.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_3_custom-865421e0fe207bf480fb0f6c29680f0bbf6658c0-s1200-c85-800x484.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_3_custom-865421e0fe207bf480fb0f6c29680f0bbf6658c0-s1200-c85-768x465.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_3_custom-865421e0fe207bf480fb0f6c29680f0bbf6658c0-s1200-c85-1020x617.jpg 1020w\" sizes=\"(max-width: 1200px) 100vw, 1200px\">\u003c/p>\n\u003cp>Both of their grandmothers worked for the U.S. Post Office in the segregated South. \"They were black women working in a place that was dominated by males, so they were putting up with a \u003cem>lot,\u003c/em>\" Jarrett says.\u003c/p>\n\u003cp>One of their great grandmothers picked cotton and saved and saved until she could finally purchase her own farm in Louisiana — and the family still owns it. \"She said: Never sell that property because she picked a lot of cotton to pay for that. ...\" Jerome recalls. \"I really respect that and would like to accomplish some things in my life that I can look back on and be really proud of.\"\u003c/p>\n\u003cfigure id=\"attachment_55303\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"size-full wp-image-55303\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/theoldtruck_irl_enl-3b54fb4e9c85b8b92eefde3ba4d692bd734e8f63-e1581406400718.png\" alt=\"\" width=\"250\" height=\"250\">\u003cfigcaption class=\"wp-caption-text\">Jarrett Pumphrey is now the proud owner of his own old truck — a 1956 Ford F100. You can \u003ca href=\"//thepumphreybrothers.com/the-old-truck-irl%E2%80%9D\">follow his progress restoring it here\u003c/a>. \u003ccite>(Norton Young Readers)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Jarrett says his great grandmother's tenacity is something he was lucky to have learned growing up, and he hopes to pass it on to his own children: \"Stick to it, work hard, get what you want to get, and do what you want to do,\" he says.\u003c/p>\n\u003cp>And speaking of getting what you want to get ... after the brothers finished working on the book, Jarrett was inspired to go out and get his \u003cem>own \u003c/em>old truck. \"It's a 1956 Ford F100,\" he says. \"I started working on it right away — I stripped it down. It's all the way down to the frame now. ... It's a lot harder in real life to restore a truck than it was in the book.\"\u003c/p>\n\u003cp>Jarrett's hoping to get his truck up and running by the summer. He wants to drive it around to local schools, where he and Jerome will be sharing the story of \u003cem>The Old Truck\u003c/em> — about family, farm life, hard work, and persistence — to a new generation of kids.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-55308\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_4_custom-fd0ff99d6eb6a6f582b2a982dc778bb881b44660-s1200-c85.jpg\" alt=\"\" width=\"1200\" height=\"721\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_4_custom-fd0ff99d6eb6a6f582b2a982dc778bb881b44660-s1200-c85.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_4_custom-fd0ff99d6eb6a6f582b2a982dc778bb881b44660-s1200-c85-160x96.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_4_custom-fd0ff99d6eb6a6f582b2a982dc778bb881b44660-s1200-c85-800x481.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_4_custom-fd0ff99d6eb6a6f582b2a982dc778bb881b44660-s1200-c85-768x461.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_4_custom-fd0ff99d6eb6a6f582b2a982dc778bb881b44660-s1200-c85-1020x613.jpg 1020w\" sizes=\"(max-width: 1200px) 100vw, 1200px\">\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Barrie Hardymon edited this interview for broadcast. Beth Novey adapted it for the Web.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Ever+Wonder+About+That+%27Old+Truck%27%3F+2+Brothers+Wrote+Its+Backstory&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Childhood Trauma Is A Public Health Issue And We Can Do More To Prevent It",
"title": "Childhood Trauma Is A Public Health Issue And We Can Do More To Prevent It",
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"content": "\u003cp>Childhood trauma causes serious health repercussions throughout life and is a public health issue that calls for concerted prevention efforts. That's the takeaway of a report published Tuesday from the Centers for Disease Control and Prevention.\u003c/p>\n\u003cp>Experiencing traumatic things as a child puts you at risk for lifelong health effects, according to a body of research. The CDC's new report confirms this, finding that Americans who had experienced adverse childhood experiences, or ACEs, were at higher risk of dying from five of the \u003ca href=\"https://www.cdc.gov/nchs/products/databriefs/db328.htm\">top 10 leading causes of death\u003c/a>.\u003c/p>\n\u003cp>And those who had been through more bad experiences — such as abuse or neglect, witnessing violence at home or growing up in a family with mental health or substance abuse problems — were at an even higher risk.\u003c/p>\n\u003cp>One in six people across the United States has experienced four or more kinds of adverse childhood experiences, according to the report.\u003c/p>\n\u003cp>That's why it's important to prevent adverse childhood experiences and lessen their impact on individuals, said the CDC's principal deputy director, Dr. Anne Schuchat, at a teleconference Tuesday. \"Preventing ACEs can help children and adults thrive and has the potential to substantially lower the risk for conditions like asthma, cancer, depressive disorder and diabetes,\" she said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The new report presents the CDC's first estimate of how many Americans are affected by adverse childhood experiences, as well as the potential benefits of preventing these kinds of traumas.\u003c/p>\n\u003cp>Using data from a survey of more than 144,000 adults from 25 states, the report found that about 60% of Americans experience at least one adverse experience during childhood. And 15.6% experienced four or more different types. Women, American Indian and Alaskan Natives, and African Americans have a higher risk of experiencing four or more types of childhood traumas.\u003c/p>\n\u003cp>The effects add up. \"The more types of ACEs a person has, the higher their risk for negative outcomes, which will limit their opportunities their whole life,\" said Schuchat.\u003c/p>\n\u003cp>But these health outcomes are preventable, according to the report. Preventing childhood trauma could potentially prevent 1.9 million cases of coronary heart disease, the leading killer in this country. Similarly, it could prevent 2.5 million cases of obesity or overweight and 21 million cases of depression.\u003c/p>\n\u003cp>Trauma in childhood can also affect a person's social well-being, Schuchat added. \"ACEs also negatively affect life opportunities, like completing high school or future employment,\" she said. \"Preventing ACEs could have kept up to 1.5 million students from dropping out of school.\"\u003c/p>\n\u003cp>Studies have shown that there are ways to prevent childhood trauma and mitigate its effects when it does happen. And the CDC has previously\u003ca href=\"https://www.cdc.gov/violenceprevention/pdf/preventingACES-508.pdf\"> compiled a list of approaches\u003c/a> proven to be effective.\u003c/p>\n\u003cp>The agency points to the need for efforts at every level: state, community, family and individual.\u003c/p>\n\u003cp>Schuchat noted that positive childhood experiences and relationships \u003ca href=\"https://www.npr.org/sections/health-shots/2019/09/09/759031061/positive-childhood-experiences-may-buffer-against-health-effects-of-adverse-ones\">are known to buffer against \u003c/a>the stress of trauma and strengthen resilience. \"It might be a parent, it might be a teacher, it might be a neighbor, but having a stable, reliable person in your life can help you at that individual level with resilience,\" said Schuchat. \"That stability and nurturing will help you when you have a stress or a difficult problem [because you] have an outlet and a reliable way to process it and seek help if you need to.\"\u003c/p>\n\u003cp>Mentoring programs that \u003ca href=\"https://www.npr.org/sections/health-shots/2019/08/07/747072351/bringing-together-young-and-old-to-ease-the-isolation-of-rural-life\">connect children with caring adults\u003c/a> at school, or in the community, have been shown to support children through difficulties in their lives.\u003c/p>\n\u003cp>In fact, supportive, nurturing relationships and environments for both children and families are at the heart of prevention, according to the report, which describes six approaches to prevention. Those approaches include strengthening economic support for families, helping parents and youth better handle stress, as well as improved access to \u003ca href=\"https://www.aap.org/en-us/advocacy-and-policy/aap-health-initiatives/healthy-foster-care-america/Pages/Trauma-Guide.aspx\">primary care to screen, identify and address childhood trauma\u003c/a> when it occurs.\u003c/p>\n\u003cp>Physicians have an important role in mitigating the effects of childhood trauma, Schuchat noted. \"Clinicians are busy and may or may not incorporate ACEs into their practice, but we think it's very important that they do.\"\u003c/p>\n\u003cp>For example, pediatricians can screen parents and children for childhood trauma and practice trauma-informed care, so as to address the potential health effects of trauma.\u003c/p>\n\u003cp>\"There are various programs that can be used in primary care offices or [by] pediatricians,\" said James Mercy, the director of the CDC's division of violence prevention, and an author of the new report. \"These provide ways that these offices can organize their efforts around identifying and intervening around child maltreatment and other adversity.\"\u003c/p>\n\u003cp>The \u003ca href=\"http://www.aceresponse.org/give_your_support/ACEs-in-Healthcare-_26_68_sb.htm\">Safe Environment for Every Kid (SEEK)\u003c/a> model, for example, has been shown to be effective in giving clinicians tools to reduce child maltreatment, he said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Everyone has a role to play in prevention, Schuchat said. \"Parents, families, neighborhoods, schools, spiritual communities, businesses and government\" can all help.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=CDC%3A+Childhood+Trauma+Is+A+Public+Health+Issue+And+We+Can+Do+More+To+Prevent+It&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Childhood trauma causes serious health repercussions throughout life and is a public health issue that calls for concerted prevention efforts. That's the takeaway of a report published Tuesday from the Centers for Disease Control and Prevention.\u003c/p>\n\u003cp>Experiencing traumatic things as a child puts you at risk for lifelong health effects, according to a body of research. The CDC's new report confirms this, finding that Americans who had experienced adverse childhood experiences, or ACEs, were at higher risk of dying from five of the \u003ca href=\"https://www.cdc.gov/nchs/products/databriefs/db328.htm\">top 10 leading causes of death\u003c/a>.\u003c/p>\n\u003cp>And those who had been through more bad experiences — such as abuse or neglect, witnessing violence at home or growing up in a family with mental health or substance abuse problems — were at an even higher risk.\u003c/p>\n\u003cp>One in six people across the United States has experienced four or more kinds of adverse childhood experiences, according to the report.\u003c/p>\n\u003cp>That's why it's important to prevent adverse childhood experiences and lessen their impact on individuals, said the CDC's principal deputy director, Dr. Anne Schuchat, at a teleconference Tuesday. \"Preventing ACEs can help children and adults thrive and has the potential to substantially lower the risk for conditions like asthma, cancer, depressive disorder and diabetes,\" she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The new report presents the CDC's first estimate of how many Americans are affected by adverse childhood experiences, as well as the potential benefits of preventing these kinds of traumas.\u003c/p>\n\u003cp>Using data from a survey of more than 144,000 adults from 25 states, the report found that about 60% of Americans experience at least one adverse experience during childhood. And 15.6% experienced four or more different types. Women, American Indian and Alaskan Natives, and African Americans have a higher risk of experiencing four or more types of childhood traumas.\u003c/p>\n\u003cp>The effects add up. \"The more types of ACEs a person has, the higher their risk for negative outcomes, which will limit their opportunities their whole life,\" said Schuchat.\u003c/p>\n\u003cp>But these health outcomes are preventable, according to the report. Preventing childhood trauma could potentially prevent 1.9 million cases of coronary heart disease, the leading killer in this country. Similarly, it could prevent 2.5 million cases of obesity or overweight and 21 million cases of depression.\u003c/p>\n\u003cp>Trauma in childhood can also affect a person's social well-being, Schuchat added. \"ACEs also negatively affect life opportunities, like completing high school or future employment,\" she said. \"Preventing ACEs could have kept up to 1.5 million students from dropping out of school.\"\u003c/p>\n\u003cp>Studies have shown that there are ways to prevent childhood trauma and mitigate its effects when it does happen. And the CDC has previously\u003ca href=\"https://www.cdc.gov/violenceprevention/pdf/preventingACES-508.pdf\"> compiled a list of approaches\u003c/a> proven to be effective.\u003c/p>\n\u003cp>The agency points to the need for efforts at every level: state, community, family and individual.\u003c/p>\n\u003cp>Schuchat noted that positive childhood experiences and relationships \u003ca href=\"https://www.npr.org/sections/health-shots/2019/09/09/759031061/positive-childhood-experiences-may-buffer-against-health-effects-of-adverse-ones\">are known to buffer against \u003c/a>the stress of trauma and strengthen resilience. \"It might be a parent, it might be a teacher, it might be a neighbor, but having a stable, reliable person in your life can help you at that individual level with resilience,\" said Schuchat. \"That stability and nurturing will help you when you have a stress or a difficult problem [because you] have an outlet and a reliable way to process it and seek help if you need to.\"\u003c/p>\n\u003cp>Mentoring programs that \u003ca href=\"https://www.npr.org/sections/health-shots/2019/08/07/747072351/bringing-together-young-and-old-to-ease-the-isolation-of-rural-life\">connect children with caring adults\u003c/a> at school, or in the community, have been shown to support children through difficulties in their lives.\u003c/p>\n\u003cp>In fact, supportive, nurturing relationships and environments for both children and families are at the heart of prevention, according to the report, which describes six approaches to prevention. Those approaches include strengthening economic support for families, helping parents and youth better handle stress, as well as improved access to \u003ca href=\"https://www.aap.org/en-us/advocacy-and-policy/aap-health-initiatives/healthy-foster-care-america/Pages/Trauma-Guide.aspx\">primary care to screen, identify and address childhood trauma\u003c/a> when it occurs.\u003c/p>\n\u003cp>Physicians have an important role in mitigating the effects of childhood trauma, Schuchat noted. \"Clinicians are busy and may or may not incorporate ACEs into their practice, but we think it's very important that they do.\"\u003c/p>\n\u003cp>For example, pediatricians can screen parents and children for childhood trauma and practice trauma-informed care, so as to address the potential health effects of trauma.\u003c/p>\n\u003cp>\"There are various programs that can be used in primary care offices or [by] pediatricians,\" said James Mercy, the director of the CDC's division of violence prevention, and an author of the new report. \"These provide ways that these offices can organize their efforts around identifying and intervening around child maltreatment and other adversity.\"\u003c/p>\n\u003cp>The \u003ca href=\"http://www.aceresponse.org/give_your_support/ACEs-in-Healthcare-_26_68_sb.htm\">Safe Environment for Every Kid (SEEK)\u003c/a> model, for example, has been shown to be effective in giving clinicians tools to reduce child maltreatment, he said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Everyone has a role to play in prevention, Schuchat said. \"Parents, families, neighborhoods, schools, spiritual communities, businesses and government\" can all help.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=CDC%3A+Childhood+Trauma+Is+A+Public+Health+Issue+And+We+Can+Do+More+To+Prevent+It&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "A Reading Program That Starts With A Promise Parents Make To Their Kids",
"title": "A Reading Program That Starts With A Promise Parents Make To Their Kids",
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"content": "\u003cp>On a summer afternoon, Ciara Whelan, a teacher at a New York City elementary school, knocks on the apartment door of one of her students in the Bronx.\u003c/p>\n\u003cp>Melissa, the student's mother, welcomes her guest with a huge platter of snacks — shrimp rolls and dill dip. Melissa explains that this past school year — third grade — her daughter, Sapphira, fell behind in her reading because she got a phone and spent too much time messaging her friends on apps like TikTok. (We're not using their last names to protect the student's privacy.)\u003c/p>\n\u003cp>\"I think it was not even about school itself — I think it was just distractions in class,\" Melissa says.\u003c/p>\n\u003cp>This home visit is the kickoff to a reading program called \u003ca href=\"https://www.springboardcollaborative.org/\">Springboard Collaborative\u003c/a>.\u003c/p>\n\u003cp>Springboard runs after-school and summer programs with struggling readers in low-income elementary schools in 13 cities across the U.S., including Girls Prep Lower East Side Elementary School, which Sapphira attends. Once each week, a family member — mom, dad, grandma, an older sibling — attends an hourlong workshop to help learn and practice the strategies students are learning in class.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Parent engagement is the beating heart of our programs,\" says founder Alejandro Gibes de Gac. \"It's the spirit in the cocktail.\"\u003c/p>\n\u003cp>Here's why he believes this is so important. About 1 in 3 fourth-graders in the U.S. is reading below grade level, according to the test known as the \u003ca href=\"https://www.nationsreportcard.gov/\">Nation's Report Card\u003c/a>. This figure hasn't changed for decades — not with more testing, not with the Common Core.\u003c/p>\n\u003cp>[aside tag='reading' label='More on Reading']\u003c/p>\n\u003cp>Gibes de Gac points out that children spend most of their waking hours outside the classroom. Like an orange, he likes to say, you can try to squeeze as much juice as you can out of that wedge that is class time, but there's a lot of untapped potential in the remaining segments. Yet most parent-engagement efforts from schools, he argues, are lightweight, marginal — a fundraiser here, a game night there. He says few programs directly share teaching strategies from the classroom for a core subject.\u003c/p>\n\u003cp>Sapphira's Springboard program is held in an upstairs classroom at Girls Prep Lower East Side, a charter school in Manhattan. A roomful of dads and moms are crammed into little chairs alongside their daughters. Everyone is wearing a blue T-shirt that says \"SPRINGBOARD COLLABORATIVE\" on the front. Jehron, Sapphira's dad, sits with his daughter, holding an index card to help mark her place in the book\u003cem> Sideways Stories From Wayside School. \u003c/em>\u003c/p>\n\u003cp>\"You're going too fast, OK?\" he tells her. \"Right now you need to slow down.\"\u003c/p>\n\u003cp>After a few minutes of reading together, Whelan tells parents to ask students to summarize what is happening every few pages, to check comprehension. \"If they can't tell you, it doesn't always mean the book is too hard,\" she explains.\u003c/p>\n\u003cp>In the past seven years, Springboard has collected what Gibes de Gac calls, tongue-in-cheek, a \"nauseating\" amount of data to prove its effectiveness. For example: In just five weeks, on average, 3 out of 4 students get to the next reading level or even further. One district, Oakland Unified School District, had an \u003ca href=\"https://krfoundation.org/oaklands-summer-learning-gain/\">independent evaluation\u003c/a> that found that Springboard was one of its most effective literacy investments.\u003c/p>\n\u003cp>The program also gives books to each child. Backpacks full of school supplies and tablets are offered as incentives for completing the whole program. The idea, Gibes de Gac explains, is for families to practice setting goals and forming new positive habits. When the program follows up six months later, the evaluations show that families are still reading together more than before.\u003c/p>\n\u003cp>Gibes de Gac started this program when he was only 22, and his personal experiences played a big role in its development. His father is a Chilean playwright who was imprisoned by Augusto Pinochet's regime for a political play titled\u003cem> Libertad! Libertad!.\u003c/em> His mother, a teacher, was born in Puerto Rico, and his parents met in Paris and subsequently toured with their own theater company.\u003c/p>\n\u003cp>When Gibes de Gac was in kindergarten, his parents came to the United States in search of better schools. It wasn't always a friendly place to be. As an eighth-grader, he published a memoir of his experiences being bullied as an immigrant student. \"I became passionate about the right of other people to a great education.\"\u003c/p>\n\u003cp>He made it to Harvard University. Then Teach for America in Philadelphia. \"I was teaching in a Puerto Rican neighborhood. I saw myself in my students. I saw my parents in their parents.\"\u003c/p>\n\u003cp>\"It was more than just our shared language and complexion,\" he explains. \"It was the look! My students' parents looked at their children with all the love, commitment and potential that any parent sees in their child. And yet my school and our system approached low-income parents as liabilities rather than assets.\"\u003c/p>\n\u003cp>He said that the school system often treated his parents as \"pushy immigrants with bad English.\" Instead, he says, parents are \"the single greatest underutilized resource to helping children who are struggling.\"\u003c/p>\n\u003cp>This is true, he maintains, even if parents aren't educated or fluent in English. About a third of Springboard parents don't speak English as a first language, and many, like Sapphira's parents, are immigrants.\u003c/p>\n\u003cp>To prove that families like his own could be powerful partners in learning, he held his first Springboard workshop eight years ago at the school where he taught in Philadelphia.\u003c/p>\n\u003cp>At the first home visit, teachers ask for parents' help. \"The parent promises the child, 'Here's how much and how often I'm going to read with you together.' \" And the child, in turn, promises to read on his or her own. That promise is powerful: On average, Gibes de Gac says, 91% of the families come to every single workshop.\u003c/p>\n\u003cp>That has been true for Jehron, who works as a private driver. Melissa, Sapphira's mom, has been busy at her job as a nanny. The family commutes an hour and a half each way to Girls Prep.\u003c/p>\n\u003cp>\"So far so good,\" says Jehron. \"She's doing really well. I think she went up half a level.\"\u003c/p>\n\u003cp>Sapphira is not so enthusiastic about spending her summer mornings inside. \"It's ... OK.\"\u003c/p>\n\u003cp>But, she admits, she can see the improvement too.\u003c/p>\n\u003cp>\"When I'm reading, [it] sounds more better, every time ... because I know most of the words.\"\u003c/p>\n\u003cp>Springboard plans to scale up by franchising its model, with a goal of reaching 100,000 children in the next four years. It is also creating an app. Currently it's running tests in different cities to see which parts of the program are essential and which could be cut if a particular school lacks the budget for them. For example, the free tablet and backpack, it has found, don't seem to make much difference in the program's success.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The key instead is the promise that parents make to their children.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What+If+You+Could+Change+Your+Child%27s+Future+In+One+Hour+Every+Week%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>On a summer afternoon, Ciara Whelan, a teacher at a New York City elementary school, knocks on the apartment door of one of her students in the Bronx.\u003c/p>\n\u003cp>Melissa, the student's mother, welcomes her guest with a huge platter of snacks — shrimp rolls and dill dip. Melissa explains that this past school year — third grade — her daughter, Sapphira, fell behind in her reading because she got a phone and spent too much time messaging her friends on apps like TikTok. (We're not using their last names to protect the student's privacy.)\u003c/p>\n\u003cp>\"I think it was not even about school itself — I think it was just distractions in class,\" Melissa says.\u003c/p>\n\u003cp>This home visit is the kickoff to a reading program called \u003ca href=\"https://www.springboardcollaborative.org/\">Springboard Collaborative\u003c/a>.\u003c/p>\n\u003cp>Springboard runs after-school and summer programs with struggling readers in low-income elementary schools in 13 cities across the U.S., including Girls Prep Lower East Side Elementary School, which Sapphira attends. Once each week, a family member — mom, dad, grandma, an older sibling — attends an hourlong workshop to help learn and practice the strategies students are learning in class.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Parent engagement is the beating heart of our programs,\" says founder Alejandro Gibes de Gac. \"It's the spirit in the cocktail.\"\u003c/p>\n\u003cp>Here's why he believes this is so important. About 1 in 3 fourth-graders in the U.S. is reading below grade level, according to the test known as the \u003ca href=\"https://www.nationsreportcard.gov/\">Nation's Report Card\u003c/a>. This figure hasn't changed for decades — not with more testing, not with the Common Core.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Gibes de Gac points out that children spend most of their waking hours outside the classroom. Like an orange, he likes to say, you can try to squeeze as much juice as you can out of that wedge that is class time, but there's a lot of untapped potential in the remaining segments. Yet most parent-engagement efforts from schools, he argues, are lightweight, marginal — a fundraiser here, a game night there. He says few programs directly share teaching strategies from the classroom for a core subject.\u003c/p>\n\u003cp>Sapphira's Springboard program is held in an upstairs classroom at Girls Prep Lower East Side, a charter school in Manhattan. A roomful of dads and moms are crammed into little chairs alongside their daughters. Everyone is wearing a blue T-shirt that says \"SPRINGBOARD COLLABORATIVE\" on the front. Jehron, Sapphira's dad, sits with his daughter, holding an index card to help mark her place in the book\u003cem> Sideways Stories From Wayside School. \u003c/em>\u003c/p>\n\u003cp>\"You're going too fast, OK?\" he tells her. \"Right now you need to slow down.\"\u003c/p>\n\u003cp>After a few minutes of reading together, Whelan tells parents to ask students to summarize what is happening every few pages, to check comprehension. \"If they can't tell you, it doesn't always mean the book is too hard,\" she explains.\u003c/p>\n\u003cp>In the past seven years, Springboard has collected what Gibes de Gac calls, tongue-in-cheek, a \"nauseating\" amount of data to prove its effectiveness. For example: In just five weeks, on average, 3 out of 4 students get to the next reading level or even further. One district, Oakland Unified School District, had an \u003ca href=\"https://krfoundation.org/oaklands-summer-learning-gain/\">independent evaluation\u003c/a> that found that Springboard was one of its most effective literacy investments.\u003c/p>\n\u003cp>The program also gives books to each child. Backpacks full of school supplies and tablets are offered as incentives for completing the whole program. The idea, Gibes de Gac explains, is for families to practice setting goals and forming new positive habits. When the program follows up six months later, the evaluations show that families are still reading together more than before.\u003c/p>\n\u003cp>Gibes de Gac started this program when he was only 22, and his personal experiences played a big role in its development. His father is a Chilean playwright who was imprisoned by Augusto Pinochet's regime for a political play titled\u003cem> Libertad! Libertad!.\u003c/em> His mother, a teacher, was born in Puerto Rico, and his parents met in Paris and subsequently toured with their own theater company.\u003c/p>\n\u003cp>When Gibes de Gac was in kindergarten, his parents came to the United States in search of better schools. It wasn't always a friendly place to be. As an eighth-grader, he published a memoir of his experiences being bullied as an immigrant student. \"I became passionate about the right of other people to a great education.\"\u003c/p>\n\u003cp>He made it to Harvard University. Then Teach for America in Philadelphia. \"I was teaching in a Puerto Rican neighborhood. I saw myself in my students. I saw my parents in their parents.\"\u003c/p>\n\u003cp>\"It was more than just our shared language and complexion,\" he explains. \"It was the look! My students' parents looked at their children with all the love, commitment and potential that any parent sees in their child. And yet my school and our system approached low-income parents as liabilities rather than assets.\"\u003c/p>\n\u003cp>He said that the school system often treated his parents as \"pushy immigrants with bad English.\" Instead, he says, parents are \"the single greatest underutilized resource to helping children who are struggling.\"\u003c/p>\n\u003cp>This is true, he maintains, even if parents aren't educated or fluent in English. About a third of Springboard parents don't speak English as a first language, and many, like Sapphira's parents, are immigrants.\u003c/p>\n\u003cp>To prove that families like his own could be powerful partners in learning, he held his first Springboard workshop eight years ago at the school where he taught in Philadelphia.\u003c/p>\n\u003cp>At the first home visit, teachers ask for parents' help. \"The parent promises the child, 'Here's how much and how often I'm going to read with you together.' \" And the child, in turn, promises to read on his or her own. That promise is powerful: On average, Gibes de Gac says, 91% of the families come to every single workshop.\u003c/p>\n\u003cp>That has been true for Jehron, who works as a private driver. Melissa, Sapphira's mom, has been busy at her job as a nanny. The family commutes an hour and a half each way to Girls Prep.\u003c/p>\n\u003cp>\"So far so good,\" says Jehron. \"She's doing really well. I think she went up half a level.\"\u003c/p>\n\u003cp>Sapphira is not so enthusiastic about spending her summer mornings inside. \"It's ... OK.\"\u003c/p>\n\u003cp>But, she admits, she can see the improvement too.\u003c/p>\n\u003cp>\"When I'm reading, [it] sounds more better, every time ... because I know most of the words.\"\u003c/p>\n\u003cp>Springboard plans to scale up by franchising its model, with a goal of reaching 100,000 children in the next four years. 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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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