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"content": "\u003cp>http://www.kqed.org/.stream/anon/radio/tcr/2014/09/2014-09-24d-tcr.mp3\u003c/p>\n\u003cp>The University of California has announced it will create a new investment fund, \u003ca href=\"http://www.universityofcalifornia.edu/press-room/university-california-proposes-creation-new-venture-fund-invest-uc-innovation\" target=\"_blank\">UC Ventures\u003c/a>. The venture capital entity will have $250 million of university money to invest in UC startups. This investment model is unprecedented for UC, and it is raising some questions.\u003c/p>\n\u003cp>First, the goal of this new fund is to make money, according to UC Office of the President representative Dianne Klein. The University of California does need cash. Even with tuition increases and cut backs, the UC Office of the President predicts a \u003ca href=\"http://regents.universityofcalifornia.edu/regmeet/nov13/f6attach.pdf\" target=\"_blank\">budget shortfall\u003c/a> of around $350 million by 2016.\u003c/p>\n\u003cp>Klein says the investment strategy is about more than money.\u003c/p>\n\u003cp>“We also hope that the fund will enrich the entrepreneurial culture of the university, it will continue to support basic research, and that it'll also enhance our technology commercialization,” Klein said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Faculty like Joe Kiskis are concerned with the new investment strategy. He is a physics professor and representative of the UC Faculty Association.\u003c/p>\n\u003cp>“I feel like what's at stake is the mission of the university,\" Kiskis said. \"Is it going to be primarily to serve the people of California, or is it going to shift to be more like a private university and try to fund itself via schemes like this?”\u003c/p>\n\u003cp>Kiskis is referring to venture funds at private universities like Harvard and Stanford. He worries about conflicts of interest -- that professors will prioritize startups over teaching and push graduate students to work on products instead of basic research.\u003c/p>\n\u003cp>He says this is why UC used to have guidelines to prevent just this kind of investment. But UC President Janet Napolitano \u003ca href=\"http://ww2.kqed.org/news/2014/08/27/janet-napolitano-hopes-uc-can-cash-in-on-companies-not-just-research/\" target=\"_blank\">rescinded those guidelines\u003c/a> earlier this year. Still, guidelines or not, Klein says the UC system intends to move forward responsibly.\u003c/p>\n\u003cp>“As far as conflicts of interest go, there will be very strict guidelines that are put in place. I don't have a guideline to read to you yet because it's far too early,” Klein said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The new fund is technically independent even though UC will supply it with money and appoint an independent body of advisers. The fund is tentatively set to begin investing in January of 2016.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>http://www.kqed.org/.stream/anon/radio/tcr/2014/09/2014-09-24d-tcr.mp3\u003c/p>\n\u003cp>The University of California has announced it will create a new investment fund, \u003ca href=\"http://www.universityofcalifornia.edu/press-room/university-california-proposes-creation-new-venture-fund-invest-uc-innovation\" target=\"_blank\">UC Ventures\u003c/a>. The venture capital entity will have $250 million of university money to invest in UC startups. This investment model is unprecedented for UC, and it is raising some questions.\u003c/p>\n\u003cp>First, the goal of this new fund is to make money, according to UC Office of the President representative Dianne Klein. The University of California does need cash. Even with tuition increases and cut backs, the UC Office of the President predicts a \u003ca href=\"http://regents.universityofcalifornia.edu/regmeet/nov13/f6attach.pdf\" target=\"_blank\">budget shortfall\u003c/a> of around $350 million by 2016.\u003c/p>\n\u003cp>Klein says the investment strategy is about more than money.\u003c/p>\n\u003cp>“We also hope that the fund will enrich the entrepreneurial culture of the university, it will continue to support basic research, and that it'll also enhance our technology commercialization,” Klein said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Faculty like Joe Kiskis are concerned with the new investment strategy. He is a physics professor and representative of the UC Faculty Association.\u003c/p>\n\u003cp>“I feel like what's at stake is the mission of the university,\" Kiskis said. \"Is it going to be primarily to serve the people of California, or is it going to shift to be more like a private university and try to fund itself via schemes like this?”\u003c/p>\n\u003cp>Kiskis is referring to venture funds at private universities like Harvard and Stanford. He worries about conflicts of interest -- that professors will prioritize startups over teaching and push graduate students to work on products instead of basic research.\u003c/p>\n\u003cp>He says this is why UC used to have guidelines to prevent just this kind of investment. But UC President Janet Napolitano \u003ca href=\"http://ww2.kqed.org/news/2014/08/27/janet-napolitano-hopes-uc-can-cash-in-on-companies-not-just-research/\" target=\"_blank\">rescinded those guidelines\u003c/a> earlier this year. Still, guidelines or not, Klein says the UC system intends to move forward responsibly.\u003c/p>\n\u003cp>“As far as conflicts of interest go, there will be very strict guidelines that are put in place. I don't have a guideline to read to you yet because it's far too early,” Klein said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The new fund is technically independent even though UC will supply it with money and appoint an independent body of advisers. The fund is tentatively set to begin investing in January of 2016.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>http://www.kqed.org/.stream/anon/radio/tcrmag/2014/09/2014-09-19b-tcrmag.mp3\u003c/p>\n\u003cp>If there is one thing middle schoolers definitely do not want to talk about with adults, it is sex. You probably remember the awkwardness of middle school sex ed -- the overhead projections or sterile-looking charts. Sex education has come a long way in California, but middle school sex ed hasn’t necessarily kept up with the pressures or the technology of the digital age.\u003c/p>\n\u003cp>Kaity Cunnington is a seventh-grader in the Bay Area. She says it is not always easy to get answers to the kinds of questions she is starting to have. For instance, she wanted to know more about menstruation and cramps. So, like many kids today, she started looking for answers online. In other words: Googling it.\u003c/p>\n\u003cp>“Google is my friend,” she says. But the information she gets online is not always what she is looking for.\u003c/p>\n\u003cp>Out of curiosity, Kaity once looked up what “popping a cherry” meant. And what she found online was not helpful, she says. Actually, it was kind of gross.\u003c/p>\n\u003caside class=\"pullquote alignright\">“Even if you only follow Disney blogs, you still get porn on Tumblr a lot.” \u003ccite>Kaity Cunnington, seventh-grader\u003c/cite>\u003c/aside>\n\u003cp>It is not hard to find gross on the Internet. Often it is just a click away. A \u003ca href=\"http://aspe.hhs.gov/hsp/11/adolescentsexualactivity/newmedialitrev/index.shtml\" target=\"_blank\">U.S. Department of Health and Human Services white paper\u003c/a> says most children will see porn by the time they are 18 -- maybe on purpose, by accident or while looking for information about sex.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Digital media are everywhere and hard to control. In fifth grade, Kaity saw a sexually explicit video on the photo-sharing app, \u003ca href=\"https://help.instagram.com/646840095358740/\" target=\"_blank\">Instagram\u003c/a>. And she has seen porn pop up on \u003ca href=\"https://www.tumblr.com/policy/en/community\" target=\"_blank\">Tumblr\u003c/a>.\u003c/p>\n\u003cp>“Even if you only follow Disney blogs,” she says, “you still get porn on Tumblr a lot.”\u003c/p>\n\u003cp>Not only are some of the things she discovers shocking, she says, they're confusing.\u003c/p>\n\u003cp>“It's kind of scary,” she says, “because you'll be like, what is this? And then you're like, oh, and then you realize it is not what it is. And it's like you think that something is way different.”\u003c/p>\n\u003cp>While kids are increasingly seeking information about sex and encountering it online, teaching materials in sex-ed classes are often outdated. Linda Wilhelm plays a movie from 1992 to her seventh-grade class every year at Valley View Middle School in a Bay Area suburb. In order to make the picture clear on her old TV, she has to give it a whack. Wilhelm says it is hard for the kids to take this seriously.\u003c/p>\n\u003cp>Wilhelm has few materials at her disposal. Beside the video, she has a chart with some obsolete contraception information and a textbook showing the rudiments of the reproductive system. Wilhelm says, “It's basically what I call ‘the plumbing.’”\u003c/p>\n\u003caside class=\"pullquote alignleft\">Sex ed is not on most standardized tests, so it is not prioritized. Plus, there’s always the chance fresh materials will cause an uproar.\u003c/aside>\n\u003cp>Each school district in California approves its own curriculum content. Wilhelm says her sex-ed materials have not been updated in years.\u003c/p>\n\u003cp>“What's really kind of alarming,” Wilhelm says, “is that even though all the social media is changing, our content, our district-approved curriculum hasn't changed at all.”\u003c/p>\n\u003cp>The district says it would like to modernize materials, but that takes time and money. Right now, the focus is on implementing the Common Core, new statewide education requirements.\u003c/p>\n\u003cp>Old materials can predate contemporary issues like online relationships, Internet pornography and the pressures of social media.\u003c/p>\n\u003cp>\"We try to teach online safety, but not necessarily how it relates to sexuality, and all the sexting and all that,\" Wilhelm says. \"It's not part of the curriculum.”\u003c/p>\n\u003cp>She gives kids resources to check out after class, things like\u003ca href=\"http://kidshealth.org/\" target=\"_blank\"> kidshealth.org\u003c/a>. It is a website with information on puberty and sexuality.\u003c/p>\n\u003cp>The \u003ca href=\"http://www.cde.ca.gov/\" target=\"_blank\">California Department of Education\u003c/a> says there are state funds to help provide current, medically accurate information. Schools can also check out new resources — websites like \u003ca href=\"http://goaskalice.columbia.edu/\" target=\"_blank\">Go Ask Alice!\u003c/a> and \u003ca href=\"http://sexetc.org/\" target=\"_blank\">Sex, Etcetera\u003c/a>; as well as services where teens can text questions and get answers.\u003c/p>\n\u003cp>Monica Rodriguez says these digital tools are not in widespread use. She heads the \u003ca href=\"http://www.siecus.org/\" target=\"_blank\">Sexuality Information and Education Council of the United States\u003c/a>. It is an advocacy group for sex education. She says schools “are still focused on very traditional materials -- paper and pencils and textbooks, while young people are living their lives digitally.”\u003c/p>\n\u003cp>Rodriguez says part of the problem is that sex ed is not on most standardized tests, so it is not prioritized. Plus, there's always the chance fresh materials will cause an uproar. At a high school in Fremont, for example, parents petitioned to \u003ca href=\"http://www.sfgate.com/education/article/Sex-ed-textbook-shelved-by-Fremont-school-board-5687817.php#photo-6688435\" target=\"_blank\">remove a new textbook\u003c/a>. It covered topics like online dating, sexual fetishes and hooking up.\u003c/p>\n\u003cp>Most parents support teaching up-to-date, comprehensive sex education, Rodriguez says. But the worry about potential conflicts makes districts hesitate to update sex-ed curriculum.\u003c/p>\n\u003cp>“Teachers or districts fear that it's going to cause controversy,” she says, “so they just kind of put it off and put it off.”\u003c/p>\n\u003cp>Middle schooler Kaity Cunnington says she is lucky. She can talk to her parents about this stuff. Even so, she says she would like to have a safe place online to go for some answers. It would be less awkward than asking her parents or her teachers.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Kaity will have more sex-ed classes in high school. She hopes the videos there are not as corny as the gem from Linda Wilhelm's class.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Digital media are everywhere and hard to control. In fifth grade, Kaity saw a sexually explicit video on the photo-sharing app, \u003ca href=\"https://help.instagram.com/646840095358740/\" target=\"_blank\">Instagram\u003c/a>. And she has seen porn pop up on \u003ca href=\"https://www.tumblr.com/policy/en/community\" target=\"_blank\">Tumblr\u003c/a>.\u003c/p>\n\u003cp>“Even if you only follow Disney blogs,” she says, “you still get porn on Tumblr a lot.”\u003c/p>\n\u003cp>Not only are some of the things she discovers shocking, she says, they're confusing.\u003c/p>\n\u003cp>“It's kind of scary,” she says, “because you'll be like, what is this? And then you're like, oh, and then you realize it is not what it is. And it's like you think that something is way different.”\u003c/p>\n\u003cp>While kids are increasingly seeking information about sex and encountering it online, teaching materials in sex-ed classes are often outdated. Linda Wilhelm plays a movie from 1992 to her seventh-grade class every year at Valley View Middle School in a Bay Area suburb. In order to make the picture clear on her old TV, she has to give it a whack. Wilhelm says it is hard for the kids to take this seriously.\u003c/p>\n\u003cp>Wilhelm has few materials at her disposal. Beside the video, she has a chart with some obsolete contraception information and a textbook showing the rudiments of the reproductive system. Wilhelm says, “It's basically what I call ‘the plumbing.’”\u003c/p>\n\u003caside class=\"pullquote alignleft\">Sex ed is not on most standardized tests, so it is not prioritized. Plus, there’s always the chance fresh materials will cause an uproar.\u003c/aside>\n\u003cp>Each school district in California approves its own curriculum content. Wilhelm says her sex-ed materials have not been updated in years.\u003c/p>\n\u003cp>“What's really kind of alarming,” Wilhelm says, “is that even though all the social media is changing, our content, our district-approved curriculum hasn't changed at all.”\u003c/p>\n\u003cp>The district says it would like to modernize materials, but that takes time and money. Right now, the focus is on implementing the Common Core, new statewide education requirements.\u003c/p>\n\u003cp>Old materials can predate contemporary issues like online relationships, Internet pornography and the pressures of social media.\u003c/p>\n\u003cp>\"We try to teach online safety, but not necessarily how it relates to sexuality, and all the sexting and all that,\" Wilhelm says. \"It's not part of the curriculum.”\u003c/p>\n\u003cp>She gives kids resources to check out after class, things like\u003ca href=\"http://kidshealth.org/\" target=\"_blank\"> kidshealth.org\u003c/a>. It is a website with information on puberty and sexuality.\u003c/p>\n\u003cp>The \u003ca href=\"http://www.cde.ca.gov/\" target=\"_blank\">California Department of Education\u003c/a> says there are state funds to help provide current, medically accurate information. Schools can also check out new resources — websites like \u003ca href=\"http://goaskalice.columbia.edu/\" target=\"_blank\">Go Ask Alice!\u003c/a> and \u003ca href=\"http://sexetc.org/\" target=\"_blank\">Sex, Etcetera\u003c/a>; as well as services where teens can text questions and get answers.\u003c/p>\n\u003cp>Monica Rodriguez says these digital tools are not in widespread use. She heads the \u003ca href=\"http://www.siecus.org/\" target=\"_blank\">Sexuality Information and Education Council of the United States\u003c/a>. It is an advocacy group for sex education. She says schools “are still focused on very traditional materials -- paper and pencils and textbooks, while young people are living their lives digitally.”\u003c/p>\n\u003cp>Rodriguez says part of the problem is that sex ed is not on most standardized tests, so it is not prioritized. Plus, there's always the chance fresh materials will cause an uproar. At a high school in Fremont, for example, parents petitioned to \u003ca href=\"http://www.sfgate.com/education/article/Sex-ed-textbook-shelved-by-Fremont-school-board-5687817.php#photo-6688435\" target=\"_blank\">remove a new textbook\u003c/a>. It covered topics like online dating, sexual fetishes and hooking up.\u003c/p>\n\u003cp>Most parents support teaching up-to-date, comprehensive sex education, Rodriguez says. But the worry about potential conflicts makes districts hesitate to update sex-ed curriculum.\u003c/p>\n\u003cp>“Teachers or districts fear that it's going to cause controversy,” she says, “so they just kind of put it off and put it off.”\u003c/p>\n\u003cp>Middle schooler Kaity Cunnington says she is lucky. She can talk to her parents about this stuff. Even so, she says she would like to have a safe place online to go for some answers. It would be less awkward than asking her parents or her teachers.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Kaity will have more sex-ed classes in high school. She hopes the videos there are not as corny as the gem from Linda Wilhelm's class.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>http://www.kqed.org/.stream/anon/radio/tcrmag/2014/09/2014-09-19d-tcrmag.mp3\u003c/p>\n\u003cfigure id=\"attachment_10341858\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/09/JazzEnsemble.jpg\">\u003cimg class=\"wp-image-10341858 size-thumbnail\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/09/JazzEnsemble-400x225.jpg\" alt=\"Ensemble director Eva Scow teaches seventh-, eighth- and ninth-graders how to improvise and play jazz. She's one of several musicians teaching for the Milestones Youth Jazz Workshop. (Alice Daniel/KQED)\" width=\"400\" height=\"225\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2014/09/JazzEnsemble-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2014/09/JazzEnsemble.jpg 800w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ensemble director Eva Scow teaches seventh-, eighth- and ninth-graders how to improvise and play jazz. She's one of several musicians teaching for the Milestones Youth Jazz Workshop. (Alice Daniel/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>Jim Page feels the anxiety in the beat of his heart, but he tells himself that all that adrenaline rushing through his body is really just excitement.\u003c/p>\n\u003cp>And he is excited (OK, he concedes, he’s nervous, too) as he calls to kids and parents outside a band room at Alta Vista Middle School in Fresno to come in and sit down. It’s the first rehearsal night of the year for a program he started three years ago: the \u003ca href=\"http://milestonesjazz.org\" target=\"_blank\">Milestones Youth Jazz Workshop\u003c/a>.\u003c/p>\n\u003cp>“It occurred to me that so many kids didn’t have access to jazz education and performance programs,” he says. “It just didn’t seem fair.”\u003c/p>\n\u003cp>Fifty kids from middle and high schools in and around Fresno signed up this year to play in ensembles that meet once a week.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“About half the schools where kids come from don’t have jazz programs. So, for them, Milestones is it,” says Page. “Jazz builds a kid’s confidence. If you can stand up in front of an audience full of people and play a solo, what else in life is going to bring you down?”\u003c/p>\n\u003cp>Jazz educators direct the program’s five ensembles. Mandolinist and violinist \u003ca href=\"http://www.evascowmusic.com\" target=\"_blank\">Eva Scow\u003c/a> works with an intermediate group of seventh-, eighth- and ninth-graders. Jazz is stimulating for them, she says. “It’s like learning how to speak another language. They’re all pretty competent on their instruments already. I don’t have to teach them how to play, so we can get right into improvisation and finding their own voice in this style.”\u003c/p>\n\u003cp>In fact, she begins the class with that very idea. “Our goal in Milestones is to teach you how to play jazz, but also to teach you how to play together, right?” Scow says to her group of eager students. “So playing in a jazz band, you’re going to come across a lot of different things that maybe aren’t going to be on paper or maybe you’re not going to be comfortable with or used to.”\u003c/p>\n\u003cp>Seventh-grader Leo Parrigilli says he likes being able to experiment with notes. “When you improvise, that’s where the creativeness comes in and even when you’re reading music, you can add little dynamics. You can do trills or maybe do a note that’s maybe a slightly bit higher, and it just makes it sound awesome with the rest of the group.”\u003c/p>\n\u003cp>Leo says he’s learned so many things through Milestones. “Like how to fix my ambusher, how to play my notes better and have a better airstream,” he says.\u003c/p>\n\u003cp>Scow plays a tune over the speaker and asks the class where samba originated. “Rio,” someone yells out. “Yes!” she replies. “Oh, my goodness! First try. Brazil. So this is a Brazilian rhythm,” she says and asks for a bossa nova beat. The drummer begins, followed by the bass player.\u003c/p>\n\u003cp>Scow asks someone to demonstrate the melody and eighth-grader Daeshavon Ricks raises her hand. She plays saxophone and says she loves Charlie Parker and John Coltrane.\u003c/p>\n\u003cp>Daeshavon says there isn’t a jazz program at her school, but when she heard a Milestones group play she immediately loved the sound.\u003c/p>\n\u003cp>“I had never heard of jazz. And the way that they played, it just really touched my heart,” she says. “What I like about jazz is that you can improvise and be yourself when you play.”\u003c/p>\n\u003cp>Daeshavon says she got a scholarship to join Milestones. “I live with my mom. She’s a single parent, and wouldn’t be able to afford it with four other kids,” she says. She’s quick to note her family loves to come hear her play.\u003c/p>\n\u003cp>Milestones operates under the nonprofit \u003ca href=\"http://www.jazzfresno.org/index.php/home/contacts/25-uncategorised/24-jim-page\" target=\"_blank\">Jazz Fresno\u003c/a> and has an open access policy. It doesn’t turn away any kid who really wants to participate, Page says. The project runs on grants and donations; the students help with fundraisers to bring in extra money.\u003c/p>\n\u003cp>\"This program, really it’s all about partnerships,” Page says. “We started out with the schools. Last summer, we provided scholarships to go to our summer program. And in return, two school districts are providing facilities for us for our school-year program at no cost.”\u003c/p>\n\u003cp>Classically trained violinist Scout Whitaker, 14, says she just started playing with Milestones this year. “I’ve never played jazz before,” she says. “There’s a form that you follow, but it’s much more relaxed. It brings more improvisation that really doesn’t happen in classical music, but it’s such an important musical quality.”\u003c/p>\n\u003cp>Still playing the Brazilian rhythm, Scow turns to Scout and asks, “My sight reader over here. Are you feeling comfortable with it? I bet you could play that, right? You wanna try? Are you feeling it?”\u003c/p>\n\u003cp>Scout picks up her violin and, by the end of tune, everyone in the room is clapping for her solo.\u003c/p>\n\u003cp>“I feel like it’s truly music because it’s emotions that you’re trying to portray. It’s not emotions that were written down for you,” Scout says. “It’s improv. You make it up as you go, it’s what you feel.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Leo puts it another way. “Jazz is just so fun!” he says.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>http://www.kqed.org/.stream/anon/radio/tcrmag/2014/09/2014-09-19d-tcrmag.mp3\u003c/p>\n\u003cfigure id=\"attachment_10341858\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/09/JazzEnsemble.jpg\">\u003cimg class=\"wp-image-10341858 size-thumbnail\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/09/JazzEnsemble-400x225.jpg\" alt=\"Ensemble director Eva Scow teaches seventh-, eighth- and ninth-graders how to improvise and play jazz. She's one of several musicians teaching for the Milestones Youth Jazz Workshop. (Alice Daniel/KQED)\" width=\"400\" height=\"225\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2014/09/JazzEnsemble-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2014/09/JazzEnsemble.jpg 800w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ensemble director Eva Scow teaches seventh-, eighth- and ninth-graders how to improvise and play jazz. She's one of several musicians teaching for the Milestones Youth Jazz Workshop. (Alice Daniel/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>Jim Page feels the anxiety in the beat of his heart, but he tells himself that all that adrenaline rushing through his body is really just excitement.\u003c/p>\n\u003cp>And he is excited (OK, he concedes, he’s nervous, too) as he calls to kids and parents outside a band room at Alta Vista Middle School in Fresno to come in and sit down. It’s the first rehearsal night of the year for a program he started three years ago: the \u003ca href=\"http://milestonesjazz.org\" target=\"_blank\">Milestones Youth Jazz Workshop\u003c/a>.\u003c/p>\n\u003cp>“It occurred to me that so many kids didn’t have access to jazz education and performance programs,” he says. “It just didn’t seem fair.”\u003c/p>\n\u003cp>Fifty kids from middle and high schools in and around Fresno signed up this year to play in ensembles that meet once a week.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“About half the schools where kids come from don’t have jazz programs. So, for them, Milestones is it,” says Page. “Jazz builds a kid’s confidence. If you can stand up in front of an audience full of people and play a solo, what else in life is going to bring you down?”\u003c/p>\n\u003cp>Jazz educators direct the program’s five ensembles. Mandolinist and violinist \u003ca href=\"http://www.evascowmusic.com\" target=\"_blank\">Eva Scow\u003c/a> works with an intermediate group of seventh-, eighth- and ninth-graders. Jazz is stimulating for them, she says. “It’s like learning how to speak another language. They’re all pretty competent on their instruments already. I don’t have to teach them how to play, so we can get right into improvisation and finding their own voice in this style.”\u003c/p>\n\u003cp>In fact, she begins the class with that very idea. “Our goal in Milestones is to teach you how to play jazz, but also to teach you how to play together, right?” Scow says to her group of eager students. “So playing in a jazz band, you’re going to come across a lot of different things that maybe aren’t going to be on paper or maybe you’re not going to be comfortable with or used to.”\u003c/p>\n\u003cp>Seventh-grader Leo Parrigilli says he likes being able to experiment with notes. “When you improvise, that’s where the creativeness comes in and even when you’re reading music, you can add little dynamics. You can do trills or maybe do a note that’s maybe a slightly bit higher, and it just makes it sound awesome with the rest of the group.”\u003c/p>\n\u003cp>Leo says he’s learned so many things through Milestones. “Like how to fix my ambusher, how to play my notes better and have a better airstream,” he says.\u003c/p>\n\u003cp>Scow plays a tune over the speaker and asks the class where samba originated. “Rio,” someone yells out. “Yes!” she replies. “Oh, my goodness! First try. Brazil. So this is a Brazilian rhythm,” she says and asks for a bossa nova beat. The drummer begins, followed by the bass player.\u003c/p>\n\u003cp>Scow asks someone to demonstrate the melody and eighth-grader Daeshavon Ricks raises her hand. She plays saxophone and says she loves Charlie Parker and John Coltrane.\u003c/p>\n\u003cp>Daeshavon says there isn’t a jazz program at her school, but when she heard a Milestones group play she immediately loved the sound.\u003c/p>\n\u003cp>“I had never heard of jazz. And the way that they played, it just really touched my heart,” she says. “What I like about jazz is that you can improvise and be yourself when you play.”\u003c/p>\n\u003cp>Daeshavon says she got a scholarship to join Milestones. “I live with my mom. She’s a single parent, and wouldn’t be able to afford it with four other kids,” she says. She’s quick to note her family loves to come hear her play.\u003c/p>\n\u003cp>Milestones operates under the nonprofit \u003ca href=\"http://www.jazzfresno.org/index.php/home/contacts/25-uncategorised/24-jim-page\" target=\"_blank\">Jazz Fresno\u003c/a> and has an open access policy. It doesn’t turn away any kid who really wants to participate, Page says. The project runs on grants and donations; the students help with fundraisers to bring in extra money.\u003c/p>\n\u003cp>\"This program, really it’s all about partnerships,” Page says. “We started out with the schools. Last summer, we provided scholarships to go to our summer program. And in return, two school districts are providing facilities for us for our school-year program at no cost.”\u003c/p>\n\u003cp>Classically trained violinist Scout Whitaker, 14, says she just started playing with Milestones this year. “I’ve never played jazz before,” she says. “There’s a form that you follow, but it’s much more relaxed. It brings more improvisation that really doesn’t happen in classical music, but it’s such an important musical quality.”\u003c/p>\n\u003cp>Still playing the Brazilian rhythm, Scow turns to Scout and asks, “My sight reader over here. Are you feeling comfortable with it? I bet you could play that, right? You wanna try? Are you feeling it?”\u003c/p>\n\u003cp>Scout picks up her violin and, by the end of tune, everyone in the room is clapping for her solo.\u003c/p>\n\u003cp>“I feel like it’s truly music because it’s emotions that you’re trying to portray. It’s not emotions that were written down for you,” Scout says. “It’s improv. You make it up as you go, it’s what you feel.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Leo puts it another way. “Jazz is just so fun!” he says.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Navigating Social Media in Middle School a Big Challenge for Parents, Too",
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"content": "\u003cp>http://www.kqed.org/.stream/anon/radio/tcrmag/2014/09/2014-09-19c-tcrmag.mp3\u003c/p>\n\u003cp>Fourteen-year-old Eli Mundy of San Francisco was brought to our attention by his cousin, Guy Marzorati, a producer for \u003cem>The California Report.\u003c/em> Guy says Eli's a monster on \u003ca href=\"http://instagram.com/#\" target=\"_blank\">Instagram\u003c/a>.\u003c/p>\n\u003cp>\"You could say that, I guess, yeah,\" acknowledges the bright, confident eighth-grader, who's wearing a 49ers jersey when I interview him at his dining room table with his mom, Alberta Neilson.\u003c/p>\n\u003cp>Eli has 750 followers. He follows about 1,000 people. His passion is photography, especially photos of sport shoes, which he collects.\u003c/p>\n\u003cp>\"Like, if you went through my feed,\" Eli says, \"it would be shoes, shoes, shoes, like, a friend, and then more shoes.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Neither parent follows his private feed, but a cool aunt of his does. Eli got his first phone in fifth grade and a smartphone at the end of sixth grade. Has he ever made a mistake?\u003c/p>\n\u003caside class=\"pullquote alignright\"> We’ve talked a lot about the fact anytime you press send on anything, it’s out there, and you really don’t have any control over it.”\u003ccite>Alberta Neilson\u003c/cite>\u003c/aside>\n\u003cp>\"I don’t honestly know,\" Neilson says. \"I know he’s not perfect, and I feel like I may be making it sound like he is! But I do think he’s really sensible, and I don’t think he ever wants to hurt anybody.\"\u003c/p>\n\u003cp>That, and she's a busy woman. \"I don’t really have time to be responding to all my emails,\" says Neilson. She's on Facebook, but just barely. Follow Eli? \"I feel it would be a complete time sink for me, if I started doing something like that.\"\u003c/p>\n\u003cp>Neilson is an educator, as is her husband. She’s heard of kids misbehaving online, but she's not worried for Eli.\u003c/p>\n\u003cp>\"I really think it boils down to what kind of relationship you have with your kid,\" she says, \"and I think Eli is very responsible. He would worry if he put something out there that he shouldn’t. And we’ve talked a lot about the fact anytime you press send on anything, it’s out there, and you really don’t have any control over it.\"\u003c/p>\n\u003cp>But as everybody who has survived middle school knows, even innocent children will witness -- if not be victimized by -- the bad behavior of other children. It happens on the playground. It happens on social media.\u003c/p>\n\u003cp>[youtube http://www.youtube.com/watch?v=u3u22OYqFGo&w=560&h=315&start=190]\u003c/p>\n\u003cp>This racy video for Iggy Azalea’s “Black Widow,” featuring Rita Ora, includes a none-too-subtle product placement for \u003ca href=\"https://www.wickr.com/\" target=\"_blank\">Wickr\u003c/a>, one of a growing number of apps that allow users to exchange encrypted, self-destructing messages. Experts will tell you the false promise tempts some people to bully others and/or send sexually explicit photos. It's a false promise because the conversation is NOT temporary or anonymous, if someone involved knows how to take a screen shot.\u003c/p>\n\u003cp>Eli says he's seen friends get in trouble with \u003ca href=\"http://ask.fm/\" target=\"_blank\">Ask.fm\u003c/a>, another \"anonymous\" social networking website where users ask other users questions. Some guys, he says, don't realize certain conversations have gotten out of hand and offended people until they get to school the next day and get confronted, in person.\u003c/p>\n\u003cp>Whether you’re a witness to or a victim of digital drama, it can feel like you can’t get away from the yuck. Yalda T. Uhls studies these issues as a senior researcher at UCLA's \u003ca href=\"http://www.cdmc.ucla.edu/Welcome.html\" target=\"_blank\">Children’s Digital Media Center\u003c/a>.\u003c/p>\n\u003cp>\"What’s different today,\" she says, \"is the bullying can follow you home because it’s online. The virtual world is on 24/7, it’s viral and it’s very public.\"\u003c/p>\n\u003cp>In the past, home was a safe haven from the social scene at school.\u003c/p>\n\u003cp>\"You don't really have that anymore,\" Uhls says.\u003c/p>\n\u003cp>She's also the Southern California regional director of \u003ca href=\"https://www.commonsensemedia.org/\" target=\"_blank\">Common Sense Media\u003c/a>, an online nonprofit resource for parents, teachers and other adults interacting with children. She has two research subjects/kids, ages 11 and 14.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“You have to give me your passwords. I own this thing. If I see behavior I don’t like, I’ll take it away.\"\u003ccite>Yalda T. Uhls, UCLA Children's Digital Media Center Senior Researcher\u003c/cite>\u003c/aside>\n\u003cp>While Uhls says she wouldn't presume for any other parent, she does think kids have good reasons for wanting some sort of device.\u003c/p>\n\u003cp>\"By not allowing them to have a phone, you’re disconnecting them from many of their peers,\" she says, \"and many of their peers have phones and are talking that way. So they’re socializing that way and your child is not in that sphere.\"\u003c/p>\n\u003cp>Most parents who can afford it end up capitulating. According to \u003ca href=\"http://www.nielsen.com/us/en/insights/news/2009/a-pocket-guide-to-social-media-and-kids.html\" target=\"_blank\">Nielsen\u003c/a>, by age 10, roughly half of children in the United States own a mobile phone. By age 11, it's three-fifths, and by age 12, fully three-quarters of all children have their own mobile phone.\u003c/p>\n\u003cp>That said, given what she’s observed professionally, Uhls keeps a tight rein on her kids at home.\u003c/p>\n\u003cp>\"You know, they may seem to know the technology more than you,\" she says. \"But they don’t have the social life experience that, if I say something that way, it’ll be perceived this way, or if I put this photo up, it’ll be perceived that way.\"\u003c/p>\n\u003cp>She gives one example. Her daughter posted a selfie on Instagram that showed her hanging from a pole. \u003c/p>\n\u003cp>\"You couldn't see that this was a fireman's pole in a play gym,\" Uhls recalls, but to adult eyes, it looked as if she were pole dancing. It was an innocent mistake, and a teachable moment. The picture came down.\u003c/p>\n\u003cp>Uhls cautions that parental guidance should happen offline. Just as you would want to be corrected out of the view of your friends, kids are keen to avoid being shamed in front of theirs.\u003c/p>\n\u003cp>\"But Rachael,\" one friend of mine complained when I told him I was reporting this story. \"I'm on the computer all day at work. The last thing I want to do when I come home is get on the computer and read my daughter's feed!\"\u003c/p>\n\u003cp>Uhls sympathizes with oversubscribed, sleep-deprived parents who don’t want to follow their children online -- and don't want to keep learning new apps and social media platforms to keep up. But she puts it this way: You wouldn’t let go of a squirmy toddler’s hand in a parking lot. You shouldn’t let go of a 10-year-old’s hand while he learns the rules of engagement online.\u003c/p>\n\u003cp>\"You have to give me your passwords,\" Uhls says. \"I own this thing. If I see behavior I don’t like, I’ll take it away. Until you’re 18, I’m paying for this. And I also have their email on my phone, which has been highly useful.\"\u003c/p>\n\u003cp>But assuming you have laid out ground rules, and that your child is more or less responsible, there comes a time to start easing up.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"If you’re too overprotective,\" Mundy says, \"they’re going to feel like they don’t have any freedom. You should kind of lay back, and if you think something bad is happening, check it out. But, I mean, for the most part, you let them kind of make their own decisions. I think that’s part of growing up.\"\u003c/p>\n\n",
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"excerpt": "Expert advice on the rules of engagement for preteens online: vigilance and a light touch.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>http://www.kqed.org/.stream/anon/radio/tcrmag/2014/09/2014-09-19c-tcrmag.mp3\u003c/p>\n\u003cp>Fourteen-year-old Eli Mundy of San Francisco was brought to our attention by his cousin, Guy Marzorati, a producer for \u003cem>The California Report.\u003c/em> Guy says Eli's a monster on \u003ca href=\"http://instagram.com/#\" target=\"_blank\">Instagram\u003c/a>.\u003c/p>\n\u003cp>\"You could say that, I guess, yeah,\" acknowledges the bright, confident eighth-grader, who's wearing a 49ers jersey when I interview him at his dining room table with his mom, Alberta Neilson.\u003c/p>\n\u003cp>Eli has 750 followers. He follows about 1,000 people. His passion is photography, especially photos of sport shoes, which he collects.\u003c/p>\n\u003cp>\"Like, if you went through my feed,\" Eli says, \"it would be shoes, shoes, shoes, like, a friend, and then more shoes.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Neither parent follows his private feed, but a cool aunt of his does. Eli got his first phone in fifth grade and a smartphone at the end of sixth grade. Has he ever made a mistake?\u003c/p>\n\u003caside class=\"pullquote alignright\"> We’ve talked a lot about the fact anytime you press send on anything, it’s out there, and you really don’t have any control over it.”\u003ccite>Alberta Neilson\u003c/cite>\u003c/aside>\n\u003cp>\"I don’t honestly know,\" Neilson says. \"I know he’s not perfect, and I feel like I may be making it sound like he is! But I do think he’s really sensible, and I don’t think he ever wants to hurt anybody.\"\u003c/p>\n\u003cp>That, and she's a busy woman. \"I don’t really have time to be responding to all my emails,\" says Neilson. She's on Facebook, but just barely. Follow Eli? \"I feel it would be a complete time sink for me, if I started doing something like that.\"\u003c/p>\n\u003cp>Neilson is an educator, as is her husband. She’s heard of kids misbehaving online, but she's not worried for Eli.\u003c/p>\n\u003cp>\"I really think it boils down to what kind of relationship you have with your kid,\" she says, \"and I think Eli is very responsible. He would worry if he put something out there that he shouldn’t. And we’ve talked a lot about the fact anytime you press send on anything, it’s out there, and you really don’t have any control over it.\"\u003c/p>\n\u003cp>But as everybody who has survived middle school knows, even innocent children will witness -- if not be victimized by -- the bad behavior of other children. It happens on the playground. It happens on social media.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/u3u22OYqFGo'\n title='//www.youtube.com/embed/u3u22OYqFGo'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>This racy video for Iggy Azalea’s “Black Widow,” featuring Rita Ora, includes a none-too-subtle product placement for \u003ca href=\"https://www.wickr.com/\" target=\"_blank\">Wickr\u003c/a>, one of a growing number of apps that allow users to exchange encrypted, self-destructing messages. Experts will tell you the false promise tempts some people to bully others and/or send sexually explicit photos. It's a false promise because the conversation is NOT temporary or anonymous, if someone involved knows how to take a screen shot.\u003c/p>\n\u003cp>Eli says he's seen friends get in trouble with \u003ca href=\"http://ask.fm/\" target=\"_blank\">Ask.fm\u003c/a>, another \"anonymous\" social networking website where users ask other users questions. Some guys, he says, don't realize certain conversations have gotten out of hand and offended people until they get to school the next day and get confronted, in person.\u003c/p>\n\u003cp>Whether you’re a witness to or a victim of digital drama, it can feel like you can’t get away from the yuck. Yalda T. Uhls studies these issues as a senior researcher at UCLA's \u003ca href=\"http://www.cdmc.ucla.edu/Welcome.html\" target=\"_blank\">Children’s Digital Media Center\u003c/a>.\u003c/p>\n\u003cp>\"What’s different today,\" she says, \"is the bullying can follow you home because it’s online. The virtual world is on 24/7, it’s viral and it’s very public.\"\u003c/p>\n\u003cp>In the past, home was a safe haven from the social scene at school.\u003c/p>\n\u003cp>\"You don't really have that anymore,\" Uhls says.\u003c/p>\n\u003cp>She's also the Southern California regional director of \u003ca href=\"https://www.commonsensemedia.org/\" target=\"_blank\">Common Sense Media\u003c/a>, an online nonprofit resource for parents, teachers and other adults interacting with children. She has two research subjects/kids, ages 11 and 14.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“You have to give me your passwords. I own this thing. If I see behavior I don’t like, I’ll take it away.\"\u003ccite>Yalda T. Uhls, UCLA Children's Digital Media Center Senior Researcher\u003c/cite>\u003c/aside>\n\u003cp>While Uhls says she wouldn't presume for any other parent, she does think kids have good reasons for wanting some sort of device.\u003c/p>\n\u003cp>\"By not allowing them to have a phone, you’re disconnecting them from many of their peers,\" she says, \"and many of their peers have phones and are talking that way. So they’re socializing that way and your child is not in that sphere.\"\u003c/p>\n\u003cp>Most parents who can afford it end up capitulating. According to \u003ca href=\"http://www.nielsen.com/us/en/insights/news/2009/a-pocket-guide-to-social-media-and-kids.html\" target=\"_blank\">Nielsen\u003c/a>, by age 10, roughly half of children in the United States own a mobile phone. By age 11, it's three-fifths, and by age 12, fully three-quarters of all children have their own mobile phone.\u003c/p>\n\u003cp>That said, given what she’s observed professionally, Uhls keeps a tight rein on her kids at home.\u003c/p>\n\u003cp>\"You know, they may seem to know the technology more than you,\" she says. \"But they don’t have the social life experience that, if I say something that way, it’ll be perceived this way, or if I put this photo up, it’ll be perceived that way.\"\u003c/p>\n\u003cp>She gives one example. Her daughter posted a selfie on Instagram that showed her hanging from a pole. \u003c/p>\n\u003cp>\"You couldn't see that this was a fireman's pole in a play gym,\" Uhls recalls, but to adult eyes, it looked as if she were pole dancing. It was an innocent mistake, and a teachable moment. The picture came down.\u003c/p>\n\u003cp>Uhls cautions that parental guidance should happen offline. 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"disqusTitle": "Vionna Peng Deals with Body Image and Self-Acceptance in Middle School ",
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"content": "\u003cp>http://www.kqed.org/.stream/anon/radio/tcrmag/2014/09/2014-09-19e-tcrmag.mp3\u003c/p>\n\u003cp>Vionna Peng is an eighth-grader who attends \u003ca href=\"http://www.jefferson.sgusd.k12.ca.us\" target=\"_blank\">Jefferson Middle School\u003c/a> in San Gabriel, northeast of Los Angeles. She found the secret to middle school wasn't in screen time or social media -- but in old-fashioned friendships.\u003c/p>\n\u003cp>Peng is the current speech and debate team captain. She proudly shows off a purple trophy in her room, \"It was against 93 people and I won ninth, so that was pretty good,\" she says. There are other speech and debate accoutrements. \"This is my pen; it says captain.This is my whistle that four of the team captains got. It's green, it has a green lanyard, and it's a standard black whistle. It's pretty cool. And then these are all my medals!\" beams Peng.\u003c/p>\n\u003cp>Reflecting on how she felt in middle school before she found this activity, Peng says: \"Before seventh grade, before I met my speech and debate family, I definitely felt really lonely, I think, because now we have social media, and everything just seems to go ballistic,\" she says.\u003c/p>\n\u003cp>Body image became an issue. \"When you can't control something you're like, 'Oh well, I can control the calories, I can control how much weight I lose.' And I felt like, maybe if I just lost 3 more pounds by next week, I can sit with the cool kids at lunch. So it was just very never-ending pressure,\" says Peng.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But things got better when she found a connection with the school's speech and debate club. \"Speech and debate is practically my whole life -- it revolves around everything. I met some of my closest friends there. You definitely build a family, you get so close to them that it seems like, 'Oh well, I know they're there for me, and I know that someone actually cares now.' \"\u003c/p>\n\u003cp>Vionna Peng wrote an essay about body image and self-acceptance for her speech and debate club.\u003c/p>\n\u003cp>\"As a child, I was cute, I’m not going to lie. And I didn't care about how my hair looked or about the clothes I wore. I was carefree. But as I grew older, I learned about society's idea of a perfect body, fat talk. I couldn't accept how I looked and was always striving to impress everyone, but mostly society's idea of perfection. I feel fat. It’s the worst thought to have while getting ready. That, or possibly, I hate that my thighs touch. It sucks that we live in a society where we are judged even if we do right or wrong.\u003c/p>\n\u003cp>\"What I miss when I was younger was not necessarily caring. Like in middle school, you definitely get judged more.\u003c/p>\n\u003cp>\"My entire middle-school experience is mixed. Because there's the good times, the bad times, the times where you want to cry. The times where you think this is the best time in my life.\u003c/p>\n\u003cp>\"Where I am, I think I'm close to a teenager. There's still that part of me that likes to go out and have fun and act like I'm 9 again, but that's just who I am.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"The best part of middle school would be the self-discovery part. That's definitely fun and it's definitely when you find your group of friends that you will remember 'till high school and college. I think that's definitely one of my life goals, to make a group of friends that I'll remember for the rest of my life. And right now, I think I'm doing pretty good with it.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>http://www.kqed.org/.stream/anon/radio/tcrmag/2014/09/2014-09-19e-tcrmag.mp3\u003c/p>\n\u003cp>Vionna Peng is an eighth-grader who attends \u003ca href=\"http://www.jefferson.sgusd.k12.ca.us\" target=\"_blank\">Jefferson Middle School\u003c/a> in San Gabriel, northeast of Los Angeles. She found the secret to middle school wasn't in screen time or social media -- but in old-fashioned friendships.\u003c/p>\n\u003cp>Peng is the current speech and debate team captain. She proudly shows off a purple trophy in her room, \"It was against 93 people and I won ninth, so that was pretty good,\" she says. There are other speech and debate accoutrements. \"This is my pen; it says captain.This is my whistle that four of the team captains got. It's green, it has a green lanyard, and it's a standard black whistle. It's pretty cool. And then these are all my medals!\" beams Peng.\u003c/p>\n\u003cp>Reflecting on how she felt in middle school before she found this activity, Peng says: \"Before seventh grade, before I met my speech and debate family, I definitely felt really lonely, I think, because now we have social media, and everything just seems to go ballistic,\" she says.\u003c/p>\n\u003cp>Body image became an issue. \"When you can't control something you're like, 'Oh well, I can control the calories, I can control how much weight I lose.' And I felt like, maybe if I just lost 3 more pounds by next week, I can sit with the cool kids at lunch. So it was just very never-ending pressure,\" says Peng.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But things got better when she found a connection with the school's speech and debate club. \"Speech and debate is practically my whole life -- it revolves around everything. I met some of my closest friends there. You definitely build a family, you get so close to them that it seems like, 'Oh well, I know they're there for me, and I know that someone actually cares now.' \"\u003c/p>\n\u003cp>Vionna Peng wrote an essay about body image and self-acceptance for her speech and debate club.\u003c/p>\n\u003cp>\"As a child, I was cute, I’m not going to lie. And I didn't care about how my hair looked or about the clothes I wore. I was carefree. But as I grew older, I learned about society's idea of a perfect body, fat talk. I couldn't accept how I looked and was always striving to impress everyone, but mostly society's idea of perfection. I feel fat. It’s the worst thought to have while getting ready. That, or possibly, I hate that my thighs touch. It sucks that we live in a society where we are judged even if we do right or wrong.\u003c/p>\n\u003cp>\"What I miss when I was younger was not necessarily caring. Like in middle school, you definitely get judged more.\u003c/p>\n\u003cp>\"My entire middle-school experience is mixed. Because there's the good times, the bad times, the times where you want to cry. The times where you think this is the best time in my life.\u003c/p>\n\u003cp>\"Where I am, I think I'm close to a teenager. There's still that part of me that likes to go out and have fun and act like I'm 9 again, but that's just who I am.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"The best part of middle school would be the self-discovery part. That's definitely fun and it's definitely when you find your group of friends that you will remember 'till high school and college. I think that's definitely one of my life goals, to make a group of friends that I'll remember for the rest of my life. And right now, I think I'm doing pretty good with it.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_145955\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/08/RS8759_ucberkeley20140213-lpr.jpg\">\u003cimg class=\"wp-image-145955 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/08/RS8759_ucberkeley20140213-lpr-640x426.jpg\" alt=\"Students walk through Sproul Plaza on the UC Berkeley campus in April 2012. (Justin Sullivan/Getty Images)\" width=\"640\" height=\"426\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students walk through Sproul Plaza on the UC Berkeley campus in April 2012. (Justin Sullivan/Getty Images) \u003ccite>(Justin Sullivan/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://www.universityofcalifornia.edu/\">University of California\u003c/a> students who are raped or sexually assaulted on or near campus could soon turn to a special office for help. It’s one of \u003ca href=\"http://www.universityofcalifornia.edu/press-room/uc-task-force-presents-initial-recommendations-fight-sexual-violence-campuses\">seven key recommendations\u003c/a> presented by a UC task force that was created to combat and prevent sexual violence.\u003c/p>\n\u003cp>The recommendations, presented to the UC Board of Regents at its meeting on the Mission Bay campus Wednesday, are designed to create a more uniform and systemwide approach to dealing with the issue.\u003c/p>\n\u003cp>The plan begins with establishing an independent and confidential advocacy office at each UC campus exclusively for these cases. That recommendation won praise from U.S. Sen. Barbara Boxer (D-Calif.) and Rep. Susan Davis (D-San Diego), who issued a \u003ca href=\"http://www.boxer.senate.gov/en/press/releases/091714a.cfm\">joint statement\u003c/a> saying the system is “setting a powerful example for colleges across the country.”\u003c/p>\n\u003cp>Another recommendation would require ongoing mandatory anti-sexual assault training for all UC students, staff and faculty.\u003c/p>\n\u003cp>“[[Mandatory training]]will be very costly but, frankly, it is the students who will change our culture,” said Sheryl Vaca, chairwoman of UC’s Task Force on Preventing and Responding to Sexual Violence and Sexual Assault.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://berkeley.edu/index.html\">UC Berkeley\u003c/a> now requires mandatory training of its students after the university was placed on a federal watch list for the way it has handled sexual assault cases.\u003c/p>\n\u003cp>UC Berkeley \u003ca href=\"http://chancellor.berkeley.edu/sites/default/files/DirksInauguralAddress.pdf\">Chancellor Nicholas Dirks\u003c/a> announced that roughly 500 students have been blocked from registering for their classes because they have not completed the requirement.\u003c/p>\n\u003cp>Funding for the initiative is still unclear, but \u003ca href=\"http://www.ucop.edu/president/index.html\">UC President Janet Napolitano\u003c/a> says she is committed to implementing the recommendations. She wants the system to be a national leader in combating sexual assault and violence on campus.\u003c/p>\n\u003cp>“We at the University of California must maintain zero tolerance for sexual violence and assault. I am committed ensuring the University of California paves the way.”\u003c/p>\n\u003cp>You can read the task force’s complete report and list of recommendations here: \u003ca href=\"http://www.universityofcalifornia.edu/sites/default/files/report_9152014.pdf\">http://www.universityofcalifornia.edu/sites/default/files/report_9152014.pdf\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In the last three years, the U.S. Department of Education has made sexual assault prevention a priority, launching more investigations and levying more fines against universities than ever before.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_145955\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/08/RS8759_ucberkeley20140213-lpr.jpg\">\u003cimg class=\"wp-image-145955 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/08/RS8759_ucberkeley20140213-lpr-640x426.jpg\" alt=\"Students walk through Sproul Plaza on the UC Berkeley campus in April 2012. (Justin Sullivan/Getty Images)\" width=\"640\" height=\"426\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students walk through Sproul Plaza on the UC Berkeley campus in April 2012. (Justin Sullivan/Getty Images) \u003ccite>(Justin Sullivan/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://www.universityofcalifornia.edu/\">University of California\u003c/a> students who are raped or sexually assaulted on or near campus could soon turn to a special office for help. It’s one of \u003ca href=\"http://www.universityofcalifornia.edu/press-room/uc-task-force-presents-initial-recommendations-fight-sexual-violence-campuses\">seven key recommendations\u003c/a> presented by a UC task force that was created to combat and prevent sexual violence.\u003c/p>\n\u003cp>The recommendations, presented to the UC Board of Regents at its meeting on the Mission Bay campus Wednesday, are designed to create a more uniform and systemwide approach to dealing with the issue.\u003c/p>\n\u003cp>The plan begins with establishing an independent and confidential advocacy office at each UC campus exclusively for these cases. That recommendation won praise from U.S. Sen. Barbara Boxer (D-Calif.) and Rep. Susan Davis (D-San Diego), who issued a \u003ca href=\"http://www.boxer.senate.gov/en/press/releases/091714a.cfm\">joint statement\u003c/a> saying the system is “setting a powerful example for colleges across the country.”\u003c/p>\n\u003cp>Another recommendation would require ongoing mandatory anti-sexual assault training for all UC students, staff and faculty.\u003c/p>\n\u003cp>“[[Mandatory training]]will be very costly but, frankly, it is the students who will change our culture,” said Sheryl Vaca, chairwoman of UC’s Task Force on Preventing and Responding to Sexual Violence and Sexual Assault.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://berkeley.edu/index.html\">UC Berkeley\u003c/a> now requires mandatory training of its students after the university was placed on a federal watch list for the way it has handled sexual assault cases.\u003c/p>\n\u003cp>UC Berkeley \u003ca href=\"http://chancellor.berkeley.edu/sites/default/files/DirksInauguralAddress.pdf\">Chancellor Nicholas Dirks\u003c/a> announced that roughly 500 students have been blocked from registering for their classes because they have not completed the requirement.\u003c/p>\n\u003cp>Funding for the initiative is still unclear, but \u003ca href=\"http://www.ucop.edu/president/index.html\">UC President Janet Napolitano\u003c/a> says she is committed to implementing the recommendations. She wants the system to be a national leader in combating sexual assault and violence on campus.\u003c/p>\n\u003cp>“We at the University of California must maintain zero tolerance for sexual violence and assault. I am committed ensuring the University of California paves the way.”\u003c/p>\n\u003cp>You can read the task force’s complete report and list of recommendations here: \u003ca href=\"http://www.universityofcalifornia.edu/sites/default/files/report_9152014.pdf\">http://www.universityofcalifornia.edu/sites/default/files/report_9152014.pdf\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In the last three years, the U.S. Department of Education has made sexual assault prevention a priority, launching more investigations and levying more fines against universities than ever before.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Money Factors Into the College Rankings Battle",
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"content": "\u003cp>http://www.kqed.org/.stream/anon/radio/tcrmag/2014/09/2014-09-12a-tcrmag.mp3\u003c/p>\n\u003cp>The premier college rankings from \u003ca href=\"http://colleges.usnews.rankingsandreviews.com/best-colleges/rankings/national-universities/data\" target=\"_blank\">U.S. News & World Report\u003c/a> are out this week.\u003c/p>\n\u003cp>The list is unsurprisingly topped by three Ivy League schools. Stanford follows in three-way tie for fourth, and Caltech is 10th.\u003c/p>\n\u003cp>Berkeley comes is at the top of the UC schools at 20th.\u003c/p>\n\u003cp>“Rankings are reductionist by nature,” UC President Janet Napolitano said. “These are not basketball teams. So I always think on rankings, they should be taken with a large grain of salt -- even though we do very well in them.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Both private and public universities are committed to serving a wide range of students, but Napolitano said the numbers show the UC system is serving far more low-income students, with 42 percent of undergraduate students receiving Pell Grants, which is federal financial aid. Napolitano said 55 percent of UC students pay no tuition, about 40 percent are first-generation college students, and 20 percent come from a home where English is not the primary language.\u003c/p>\n\u003cp>“That's an amazing story,” Napolitano said. “If you added all of the Pell Grant students in the Ivy League -- added the whole Ivy League combined -- we have four, and maybe five campuses, each of which have more Pell Grant recipients.”\u003c/p>\n\u003cp>Napolitano recently told the Wall Street Journal that Stanford students are “hit on the day they show up with the idea that they are going to give back when they graduate.” She also said, “I don't think the public universities have done that, and they're going to have to.”\u003c/p>\n\u003cp>Napolitano herself went to Santa Clara University.\u003c/p>\n\u003cp>“We pretty much heard from the first day that we were going get a great education and we would be giving back over time once we had the financial wherewithal to do that,” she said.\u003c/p>\n\u003cp>Why have public universities lagged in terms of hitting up alumni?\u003c/p>\n\u003cp>“I think in part because the public -- I think in this case meaning the Legislature and the Governor -- were going to provide the public financing for the operational costs of the university,” Napolitano said. “With changing economics, with the impact of the recession in California, with the fact that the state appropriation for higher [education] has been so dramatically reduced, and has not come back up to what it was pre-recession, we now need to look at alternative or additional sources of revenue if we're gonna meet the excellence requirements that we have, and continue to teach the number of students that we do.”\u003c/p>\n\u003cp>What does Napolitano mean by alternative sources of revenue? In large part: alumni, friends of the university and grant funders.\u003c/p>\n\u003cp>But UCs are already doing pretty well on that score, according to Ann Kaplan, who directs an annual survey of U.S. college fundraising by the Council for Aid to Education in New York.\u003c/p>\n\u003cp>She drew up a list for KQED of the top 10 fundraising institutions of California, and notes seven of them are public.\u003c/p>\n\u003cp>“Most of those, if not all, are part of the University of California system,” Kaplan said.\u003c/p>\n\u003cp>Public universities keep up pretty well with gifts from alumni.\u003c/p>\n\u003cp>“In private institutions, alumni giving is about 29 percent of the gifts,” Kaplan said. “In publics, it’s about 23 percent. It’s not really as different as you would think.”\u003c/p>\n\u003cp>Who’s making up the difference? People who take a liking to a school for reasons other than having gone there. Or people who want their name on a sports stadium, concert hall, medical research center, and so on.\u003c/p>\n\u003cp>To recent graduates still living off instant noodles, contact from the fundraising department may seem ridiculous, even upsetting, but Kaplan said schools have to play the long game.\u003c/p>\n\u003cp>“You really don’t know now where somebody’s wealth is going to take them over the course of their lifetime. If you lose track of them in their 20s and 30s, you won't have the relationship,” Kaplan said. “I have a friend who did fundraising for a public university. [He] had a conversation for the 10 years that he worked with a donor who never gave any money. Ten years after my friend left, that donor made a multimillion dollar gift.”\u003c/p>\n\u003cp>There is a lot of wealth to be tapped, Kaplan said, and universities -- public and private -- are getting better at it as time goes on. In California, Stanford is the most successful. In 2012, the university became the first in the U.S. to rake in $1 billion in a single year.\u003c/p>\n\u003cp>Stanford didn’t respond to requests for an interview about that success.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>More: \u003ca href=\"http://colleges.usnews.rankingsandreviews.com/best-colleges/rankings/national-universities/data\" target=\"_blank\">U.S. News & World Report's ranking of national universities\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>http://www.kqed.org/.stream/anon/radio/tcrmag/2014/09/2014-09-12a-tcrmag.mp3\u003c/p>\n\u003cp>The premier college rankings from \u003ca href=\"http://colleges.usnews.rankingsandreviews.com/best-colleges/rankings/national-universities/data\" target=\"_blank\">U.S. News & World Report\u003c/a> are out this week.\u003c/p>\n\u003cp>The list is unsurprisingly topped by three Ivy League schools. Stanford follows in three-way tie for fourth, and Caltech is 10th.\u003c/p>\n\u003cp>Berkeley comes is at the top of the UC schools at 20th.\u003c/p>\n\u003cp>“Rankings are reductionist by nature,” UC President Janet Napolitano said. “These are not basketball teams. So I always think on rankings, they should be taken with a large grain of salt -- even though we do very well in them.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Both private and public universities are committed to serving a wide range of students, but Napolitano said the numbers show the UC system is serving far more low-income students, with 42 percent of undergraduate students receiving Pell Grants, which is federal financial aid. Napolitano said 55 percent of UC students pay no tuition, about 40 percent are first-generation college students, and 20 percent come from a home where English is not the primary language.\u003c/p>\n\u003cp>“That's an amazing story,” Napolitano said. “If you added all of the Pell Grant students in the Ivy League -- added the whole Ivy League combined -- we have four, and maybe five campuses, each of which have more Pell Grant recipients.”\u003c/p>\n\u003cp>Napolitano recently told the Wall Street Journal that Stanford students are “hit on the day they show up with the idea that they are going to give back when they graduate.” She also said, “I don't think the public universities have done that, and they're going to have to.”\u003c/p>\n\u003cp>Napolitano herself went to Santa Clara University.\u003c/p>\n\u003cp>“We pretty much heard from the first day that we were going get a great education and we would be giving back over time once we had the financial wherewithal to do that,” she said.\u003c/p>\n\u003cp>Why have public universities lagged in terms of hitting up alumni?\u003c/p>\n\u003cp>“I think in part because the public -- I think in this case meaning the Legislature and the Governor -- were going to provide the public financing for the operational costs of the university,” Napolitano said. “With changing economics, with the impact of the recession in California, with the fact that the state appropriation for higher [education] has been so dramatically reduced, and has not come back up to what it was pre-recession, we now need to look at alternative or additional sources of revenue if we're gonna meet the excellence requirements that we have, and continue to teach the number of students that we do.”\u003c/p>\n\u003cp>What does Napolitano mean by alternative sources of revenue? In large part: alumni, friends of the university and grant funders.\u003c/p>\n\u003cp>But UCs are already doing pretty well on that score, according to Ann Kaplan, who directs an annual survey of U.S. college fundraising by the Council for Aid to Education in New York.\u003c/p>\n\u003cp>She drew up a list for KQED of the top 10 fundraising institutions of California, and notes seven of them are public.\u003c/p>\n\u003cp>“Most of those, if not all, are part of the University of California system,” Kaplan said.\u003c/p>\n\u003cp>Public universities keep up pretty well with gifts from alumni.\u003c/p>\n\u003cp>“In private institutions, alumni giving is about 29 percent of the gifts,” Kaplan said. “In publics, it’s about 23 percent. It’s not really as different as you would think.”\u003c/p>\n\u003cp>Who’s making up the difference? People who take a liking to a school for reasons other than having gone there. Or people who want their name on a sports stadium, concert hall, medical research center, and so on.\u003c/p>\n\u003cp>To recent graduates still living off instant noodles, contact from the fundraising department may seem ridiculous, even upsetting, but Kaplan said schools have to play the long game.\u003c/p>\n\u003cp>“You really don’t know now where somebody’s wealth is going to take them over the course of their lifetime. If you lose track of them in their 20s and 30s, you won't have the relationship,” Kaplan said. “I have a friend who did fundraising for a public university. [He] had a conversation for the 10 years that he worked with a donor who never gave any money. Ten years after my friend left, that donor made a multimillion dollar gift.”\u003c/p>\n\u003cp>There is a lot of wealth to be tapped, Kaplan said, and universities -- public and private -- are getting better at it as time goes on. In California, Stanford is the most successful. In 2012, the university became the first in the U.S. to rake in $1 billion in a single year.\u003c/p>\n\u003cp>Stanford didn’t respond to requests for an interview about that success.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>More: \u003ca href=\"http://colleges.usnews.rankingsandreviews.com/best-colleges/rankings/national-universities/data\" target=\"_blank\">U.S. News & World Report's ranking of national universities\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cstrong>By KQED and Bay City News\u003c/strong>\u003c/p>\n\u003cp>In a \u003ca href=\"http://www.sfcityattorney.org/modules/showdocument.aspx?documentid=1335\" target=\"_blank\">lawsuit\u003c/a> that could go to trial next month, attorneys for San Francisco and a regional accrediting commission argued at a hearing Wednesday over whether City College of San Francisco has wrongly faced the loss of its accreditation.\u003c/p>\n\u003cp>City Attorney Dennis Herrera sued the commission last year, saying it targeted the school unfairly.\u003c/p>\n\u003cfigure id=\"attachment_90045\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-medium wp-image-90045\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2013/02/Light-Painting_Svoboda-11-copy-640x426.jpg\" alt=\"CCSF protest\" width=\"640\" height=\"426\">\u003cfigcaption class=\"wp-caption-text\">A rally for City College of San Francisco. Feb. 21, 2013. Photo by Deborah Svoboda/KQED\u003c/figcaption>\u003c/figure>\n\u003cp>San Francisco Superior Court Judge Curtis Karnow heard cross-motions for summary judgment from Deputy City Attorney Thomas Lakritz, as well as from Andrew Sclar, an attorney for the Novato-based Accrediting Commission for Community and Junior Colleges.\u003c/p>\n\u003cp>Each attorney spoke for about an hour, presenting statements and answering questions from the judge. If Karnow denies both motions, a trial is set for Oct. 27.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Herrera's office alleges that the ACCJC's intention to revoke the accreditation of San Francisco City College was motivated by political bias, failed to respect the institution's right to due process, was tainted by the commission's conflicts of interest and was the product of failure to follow procedures required by law.\u003c/p>\n\u003cp>The city attorney is arguing that these deficiencies run afoul of \u003ca href=\"http://www.leginfo.ca.gov/cgi-bin/displaycode?section=bpc&group=17001-18000&file=17200-17210\" target=\"_blank\">California's Unfair Competition Law in the Business and Professions Code\u003c/a>. \"Attorneys for the ACCJC argued that it is not a commercial enterprise or business that would be covered under the business code because it is a nonprofit public-benefit corporation,\" reported the\u003ca href=\"http://www.sfexaminer.com/sanfrancisco/sides-drawn-in-courtroom-showdown-over-ccsf-accreditation/Content?oid=2896096\" target=\"_blank\"> San Francisco Examiner\u003c/a>. \"But the City Attorney's Office asserts that because the commission charges for membership fees and accreditation services, its practices do fall under the business statute.\"\u003c/p>\n\u003cp>City College was slated to lose its accreditation effective July 31 after the commission evaluated the school as deficient in multiple areas, including administration, finances, and governance. But Karnow issued an injunction in January preventing the revocation of City College's accreditation from taking effect until after the trial.\u003c/p>\n\u003cp>Sclar, the ACCJC's attorney, said the city attorney's office is arguing that there wasn't enough notice to correct deficiencies and that the commission's procedures were improper. He said the commission gave City College \"multiple notice\" and that the school \"had the opportunity to be heard.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Sclar said that when students attend an accredited college, they have the right to know that their institution meets a certain standard and that it is the commission's job to judge that.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By KQED and Bay City News\u003c/strong>\u003c/p>\n\u003cp>In a \u003ca href=\"http://www.sfcityattorney.org/modules/showdocument.aspx?documentid=1335\" target=\"_blank\">lawsuit\u003c/a> that could go to trial next month, attorneys for San Francisco and a regional accrediting commission argued at a hearing Wednesday over whether City College of San Francisco has wrongly faced the loss of its accreditation.\u003c/p>\n\u003cp>City Attorney Dennis Herrera sued the commission last year, saying it targeted the school unfairly.\u003c/p>\n\u003cfigure id=\"attachment_90045\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-medium wp-image-90045\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2013/02/Light-Painting_Svoboda-11-copy-640x426.jpg\" alt=\"CCSF protest\" width=\"640\" height=\"426\">\u003cfigcaption class=\"wp-caption-text\">A rally for City College of San Francisco. Feb. 21, 2013. Photo by Deborah Svoboda/KQED\u003c/figcaption>\u003c/figure>\n\u003cp>San Francisco Superior Court Judge Curtis Karnow heard cross-motions for summary judgment from Deputy City Attorney Thomas Lakritz, as well as from Andrew Sclar, an attorney for the Novato-based Accrediting Commission for Community and Junior Colleges.\u003c/p>\n\u003cp>Each attorney spoke for about an hour, presenting statements and answering questions from the judge. If Karnow denies both motions, a trial is set for Oct. 27.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Herrera's office alleges that the ACCJC's intention to revoke the accreditation of San Francisco City College was motivated by political bias, failed to respect the institution's right to due process, was tainted by the commission's conflicts of interest and was the product of failure to follow procedures required by law.\u003c/p>\n\u003cp>The city attorney is arguing that these deficiencies run afoul of \u003ca href=\"http://www.leginfo.ca.gov/cgi-bin/displaycode?section=bpc&group=17001-18000&file=17200-17210\" target=\"_blank\">California's Unfair Competition Law in the Business and Professions Code\u003c/a>. \"Attorneys for the ACCJC argued that it is not a commercial enterprise or business that would be covered under the business code because it is a nonprofit public-benefit corporation,\" reported the\u003ca href=\"http://www.sfexaminer.com/sanfrancisco/sides-drawn-in-courtroom-showdown-over-ccsf-accreditation/Content?oid=2896096\" target=\"_blank\"> San Francisco Examiner\u003c/a>. \"But the City Attorney's Office asserts that because the commission charges for membership fees and accreditation services, its practices do fall under the business statute.\"\u003c/p>\n\u003cp>City College was slated to lose its accreditation effective July 31 after the commission evaluated the school as deficient in multiple areas, including administration, finances, and governance. But Karnow issued an injunction in January preventing the revocation of City College's accreditation from taking effect until after the trial.\u003c/p>\n\u003cp>Sclar, the ACCJC's attorney, said the city attorney's office is arguing that there wasn't enough notice to correct deficiencies and that the commission's procedures were improper. He said the commission gave City College \"multiple notice\" and that the school \"had the opportunity to be heard.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Sclar said that when students attend an accredited college, they have the right to know that their institution meets a certain standard and that it is the commission's job to judge that.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "California Bill Requires 'Affirmative Consent' to Engage in College Sex",
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"content": "\u003cp>\u003cstrong>By Associated Press\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_146408\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/08/179984445.jpg\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/08/179984445-640x426.jpg\" alt='Protestors march at \"slut walks\" around the country to raise awareness around consent and sexual assault. (Scott Olson/Getty Images)' width=\"640\" height=\"426\" class=\"size-medium wp-image-146408\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Protestors march at \"slut walks\" around the country to raise awareness around consent and sexual assault. (Scott Olson/Getty Images)\u003c/figcaption>\u003c/figure>\n\u003cp>SACRAMENTO — State lawmakers on Thursday passed a bill that would make California the first state to define when \"yes means yes\" while investigating sexual assaults on college campuses.\u003c/p>\n\u003cp>The Senate unanimously passed \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201320140SB967\" target=\"_blank\">SB967\u003c/a> as states and universities across the U.S. are under pressure to change how they handle rape allegations. The bill now goes to Gov. Jerry Brown, who has not indicated his stance on the bill.\u003c/p>\n\u003cp>Sen. Kevin de \u003cspan style=\"color: #4d4d4d\">León (\u003c/span>D-Los Angeles) said his bill would begin a paradigm shift in how California campuses prevent and investigate sexual assault. Rather than using the refrain \"no means no,\" the definition of consent under the bill requires \"an affirmative, conscious and voluntary agreement to engage in sexual activity.\" Earlier versions of the bill had similar language.\u003c/p>\n\u003cp>\"With this measure, we will lead the nation in bringing standards and protocols across the board so we can create an environment that's healthy, that's conducive for all students, not just for women, but for young men as well, too, so young men can develop healthy patterns and boundaries as they age with the opposite sex,\" de \u003cspan style=\"color: #4d4d4d\">León \u003c/span>said before the vote.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Silence or lack of resistance does not constitute consent. The legislation says it's also not consent if the person is drunk, drugged, unconscious or asleep.\u003c/p>\n\u003cp>Lawmakers say consent can be nonverbal, and universities with similar policies have outlined examples as maybe a nod of the head or moving in closer to the person.\u003c/p>\n\u003cp>Advocates for victims of sexual assault supported the change as one that will provide consistency across campuses and challenge the notion that victims must have resisted assault in order to have valid complaints.\u003c/p>\n\u003cp>Some critics say the legislation is overreaching and sends universities into murky, unfamiliar legal waters.\u003c/p>\n\u003cp>Gordon Finley, an adviser to the National Coalition for Men, wrote an editorial asking Brown not to sign the bill. He argued that \"this campus rape crusade bill\" presumes the guilt of the accused.\u003c/p>\n\u003cp>\"This is nice for the accusers — both false accusers as well as true accusers — but what about the due process rights of the accused,\" Finley wrote.\u003c/p>\n\u003cp>The bill passed the state Assembly on Monday by a 52-16 vote. Some Republicans in that house questioned if statewide legislation is an appropriate venue to define consent.\u003c/p>\n\u003cp>There was no opposition from Senate Republicans.\u003c/p>\n\u003cp>\"This bill is very simple. It just requires colleges to adopt policies concerning sexual assault, domestic violence, gang violence and stalking,\" said Sen. Anthony Cannella, R-Ceres. \"They should have already been doing that.\"\u003c/p>\n\u003cp>The bill would apply to all California post-secondary schools, public and private, that receive state money for student financial aid. The California State University and University of California systems are backing the legislation after adopting similar consent standards this year.\u003c/p>\n\u003cp>The bill also requires colleges and universities to adopt \"victim-centered\" sexual-assault response policies and implement comprehensive programs to prevent assault.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In January, President Barack Obama vowed to make the issue a priority. He announced a task force that created a website providing tips for filing complaints, www.notalone.gov, and issued a report in May naming 55 colleges and universities across the country facing investigation for their responses to sexual abuse and violence. UC Berkeley was included on the list.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Associated Press\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_146408\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/08/179984445.jpg\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/08/179984445-640x426.jpg\" alt='Protestors march at \"slut walks\" around the country to raise awareness around consent and sexual assault. (Scott Olson/Getty Images)' width=\"640\" height=\"426\" class=\"size-medium wp-image-146408\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Protestors march at \"slut walks\" around the country to raise awareness around consent and sexual assault. (Scott Olson/Getty Images)\u003c/figcaption>\u003c/figure>\n\u003cp>SACRAMENTO — State lawmakers on Thursday passed a bill that would make California the first state to define when \"yes means yes\" while investigating sexual assaults on college campuses.\u003c/p>\n\u003cp>The Senate unanimously passed \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201320140SB967\" target=\"_blank\">SB967\u003c/a> as states and universities across the U.S. are under pressure to change how they handle rape allegations. The bill now goes to Gov. Jerry Brown, who has not indicated his stance on the bill.\u003c/p>\n\u003cp>Sen. Kevin de \u003cspan style=\"color: #4d4d4d\">León (\u003c/span>D-Los Angeles) said his bill would begin a paradigm shift in how California campuses prevent and investigate sexual assault. Rather than using the refrain \"no means no,\" the definition of consent under the bill requires \"an affirmative, conscious and voluntary agreement to engage in sexual activity.\" Earlier versions of the bill had similar language.\u003c/p>\n\u003cp>\"With this measure, we will lead the nation in bringing standards and protocols across the board so we can create an environment that's healthy, that's conducive for all students, not just for women, but for young men as well, too, so young men can develop healthy patterns and boundaries as they age with the opposite sex,\" de \u003cspan style=\"color: #4d4d4d\">León \u003c/span>said before the vote.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Silence or lack of resistance does not constitute consent. The legislation says it's also not consent if the person is drunk, drugged, unconscious or asleep.\u003c/p>\n\u003cp>Lawmakers say consent can be nonverbal, and universities with similar policies have outlined examples as maybe a nod of the head or moving in closer to the person.\u003c/p>\n\u003cp>Advocates for victims of sexual assault supported the change as one that will provide consistency across campuses and challenge the notion that victims must have resisted assault in order to have valid complaints.\u003c/p>\n\u003cp>Some critics say the legislation is overreaching and sends universities into murky, unfamiliar legal waters.\u003c/p>\n\u003cp>Gordon Finley, an adviser to the National Coalition for Men, wrote an editorial asking Brown not to sign the bill. He argued that \"this campus rape crusade bill\" presumes the guilt of the accused.\u003c/p>\n\u003cp>\"This is nice for the accusers — both false accusers as well as true accusers — but what about the due process rights of the accused,\" Finley wrote.\u003c/p>\n\u003cp>The bill passed the state Assembly on Monday by a 52-16 vote. Some Republicans in that house questioned if statewide legislation is an appropriate venue to define consent.\u003c/p>\n\u003cp>There was no opposition from Senate Republicans.\u003c/p>\n\u003cp>\"This bill is very simple. It just requires colleges to adopt policies concerning sexual assault, domestic violence, gang violence and stalking,\" said Sen. Anthony Cannella, R-Ceres. \"They should have already been doing that.\"\u003c/p>\n\u003cp>The bill would apply to all California post-secondary schools, public and private, that receive state money for student financial aid. The California State University and University of California systems are backing the legislation after adopting similar consent standards this year.\u003c/p>\n\u003cp>The bill also requires colleges and universities to adopt \"victim-centered\" sexual-assault response policies and implement comprehensive programs to prevent assault.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In January, President Barack Obama vowed to make the issue a priority. He announced a task force that created a website providing tips for filing complaints, www.notalone.gov, and issued a report in May naming 55 colleges and universities across the country facing investigation for their responses to sexual abuse and violence. UC Berkeley was included on the list.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "legislature-passes-weaker-bill-banning-for-profit-schools-from-preying-on-veterans",
"title": "Watered-Down Bill Bans For-Profit Schools From Preying on Veterans",
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"content": "\u003cp>\u003cstrong>By Aaron Glantz\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>The Center for Investigative Reporting\u003c/strong>\u003c/p>\n\u003cp>California lawmakers unanimously approved legislation designed to prevent for-profit schools from preying on veterans at taxpayer expense as the session drew to a close this week – but not before the bill’s author removed most of its significant provisions.\u003c/p>\n\u003cfigure id=\"attachment_146251\" class=\"wp-caption alignleft\" style=\"max-width: 320px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-146251\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/08/University-of-Phoenix-framegrab02-e1409326488495.jpg\" alt=\"(Photo: University of Phoenix website.)\" width=\"320\" height=\"180\">\u003cfigcaption class=\"wp-caption-text\">(Photo: University of Phoenix website.)\u003c/figcaption>\u003c/figure>\n\u003cp>If signed by the governor, \u003ca href=\"http://leginfo.legislature.ca.gov/faces/billCompareClient.xhtml\">the legislation\u003c/a> will bar about two dozen of the state’s 121 unaccredited schools from receiving GI Bill money.\u003c/p>\n\u003cp>Nevertheless, Assemblyman Jim Frazier, D-Fairfield, called his measure a “monumental step in the direction of greater safeguards and accountability for our student veterans.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Industry officials had vigorously opposed the measure. In an interview, Robert Johnson, executive director of the California Association of Private Postsecondary Schools, characterized it as part of the Legislature’s effort to kill the for-profit college sector through a “death by a thousand cuts.”\u003c/p>\n\u003cp>Johnson said a handful of “boutique schools” would be affected by the bill, which requires all for-profit schools that get GI Bill money to be approved by the state Bureau for Private Postsecondary Education, an agency with the power to investigate complaints and refer substantiated allegations of fraud to California’s attorney general.\u003c/p>\n\u003cp>Major for-profit chains would not be affected by that provision, Johnson said, because they already have been approved by the bureau or are covered by a carve-out in the bill for schools accredited by approved institutions.\u003c/p>\n\u003cp>The bill that emerged from the legislative process is far weaker than the sweeping reform measure Frazier introduced in February, which would have significantly curtailed large for-profit college chains’ access to GI Bill funds.\u003c/p>\n\u003cp>It originally would have barred colleges from receiving GI Bill money if they failed standards the state has set for its own financial aid program, \u003ca href=\"http://www.calgrants.org/\">Cal Grants\u003c/a>.\u003c/p>\n\u003cp>The Center for Investigative Reporting revealed in June that nearly 300 California schools had received GI Bill money even though they \u003ca href=\"http://cironline.org/reports/gi-bill-funds-flow-profit-colleges-fail-state-aid-standards-6477\">failed those standards\u003c/a>. The total cost to taxpayers was $638 million over five years.\u003c/p>\n\u003cp>Schools failed the standard because they lacked accreditation or had low graduation rates or high rates of student loan default. The University of Phoenix, the largest recipient of GI Bill money in both California and the nation, was among the schools that fell short.\u003c/p>\n\u003cp>Facing opposition from the for-profit education industry, Frazier removed that provision before the bill’s first hearing in April. In May, he removed another section that would have required schools to tell regulators whether veterans graduate or find jobs.\u003c/p>\n\u003cp>That provision was removed after the University of Phoenix’s lobbyist, Scott Govenar, sent a letter to Mike Gatto, D-Burbank, chairman of the Assembly Appropriations Committee, arguing that it would be cumbersome and “of little practical value.”\u003c/p>\n\u003cp>The for-profit education lobby was not the only one that expressed concern about Frazier’s bill. California’s state colleges and universities complained to lawmakers about the expense of reporting graduation rates of student veterans.\u003c/p>\n\u003cp>In early August, state Sen. Kevin de León, D-Los Angeles, held the bill in the Senate Appropriations Committee until Frazier removed a provision that would have required schools receiving GI Bill money to comply with voluntary guidelines established by President Barack Obama called the Principles of Excellence.\u003c/p>\n\u003cp>\u003ca href=\"http://www.whitehouse.gov/the-press-office/2012/04/27/executive-order-establishing-principles-excellence-educational-instituti\">Those guidelines\u003c/a> include providing a personalized form for each veteran detailing the cost of his or her education program, ending fraudulent or aggressive recruiting tactics, and providing a single point of contact for veterans seeking academic and financial help.\u003c/p>\n\u003cp>Many for-profit schools do not comply with the principles, but 15 California State University campuses and 27 community colleges also failed to follow the principles, according to a Senate committee analysis. Lawmakers did not want to appropriate the $50,000 per school that legislative analysts estimated would be needed to bring the public schools into compliance.\u003c/p>\n\u003cp>The bill sustained its final blow last week as it awaited a vote by the full Senate.Frazier removed its ban on GI Bill money going to any unaccredited schools in California.\u003c/p>\n\u003cp>That measure would have frozen out 121 schools, according to a CIR analysis of U.S. Department of Veterans Affairs data. CIR found those schools had received $23 million from the GI Bill since 2009.\u003c/p>\n\u003cp>Instead, the final bill cut off only “degree-granting institutions” without accreditation. Among the schools saved by that change are unaccredited massage schools, yoga programs and Bible colleges.\u003c/p>\n\u003cp>It’s unclear why it happened. A spokesman for Frazier said the legislation never was supposed to increase regulation on those kinds of for-profit schools.\u003c/p>\n\u003cp>Reached by phone, a representative of the Cinema Makeup School in Los Angeles said he believed his school would continue to be eligible for the taxpayer subsidies because it offers “diplomas” rather than degrees.\u003c/p>\n\u003cp>The two dozen schools that stand to be barred because they grant unaccredited degrees would receive GI Bill money until 2017 if they show they are trying to become accredited.\u003c/p>\n\u003cp>Ryan Doan, executive director of the for-profit International American University in Los Angeles, which offers unaccredited business degrees, said his school has launched a preemptive strike: seeking accreditation through the federally recognized Distance Education and Training Council.\u003c/p>\n\u003cp>“It’s a big, costly process and a time-consuming one,” Doan said, “but we can see which way things are going.”\u003c/p>\n\u003cp>\u003cem>This story was edited by Amy Pyle and copy edited by Sheela Kamath and Nikki Frick.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>This story was produced by The Center for Investigative Reporting, an independent, nonprofit newsroom based in the San Francisco Bay Area. For more, visit cironline.org. Glantz can be reached at aglantz@cironline.org. Follow him on Twitter: @Aaron_Glantz. \u003c/strong>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Aaron Glantz\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>The Center for Investigative Reporting\u003c/strong>\u003c/p>\n\u003cp>California lawmakers unanimously approved legislation designed to prevent for-profit schools from preying on veterans at taxpayer expense as the session drew to a close this week – but not before the bill’s author removed most of its significant provisions.\u003c/p>\n\u003cfigure id=\"attachment_146251\" class=\"wp-caption alignleft\" style=\"max-width: 320px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-146251\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/08/University-of-Phoenix-framegrab02-e1409326488495.jpg\" alt=\"(Photo: University of Phoenix website.)\" width=\"320\" height=\"180\">\u003cfigcaption class=\"wp-caption-text\">(Photo: University of Phoenix website.)\u003c/figcaption>\u003c/figure>\n\u003cp>If signed by the governor, \u003ca href=\"http://leginfo.legislature.ca.gov/faces/billCompareClient.xhtml\">the legislation\u003c/a> will bar about two dozen of the state’s 121 unaccredited schools from receiving GI Bill money.\u003c/p>\n\u003cp>Nevertheless, Assemblyman Jim Frazier, D-Fairfield, called his measure a “monumental step in the direction of greater safeguards and accountability for our student veterans.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Industry officials had vigorously opposed the measure. In an interview, Robert Johnson, executive director of the California Association of Private Postsecondary Schools, characterized it as part of the Legislature’s effort to kill the for-profit college sector through a “death by a thousand cuts.”\u003c/p>\n\u003cp>Johnson said a handful of “boutique schools” would be affected by the bill, which requires all for-profit schools that get GI Bill money to be approved by the state Bureau for Private Postsecondary Education, an agency with the power to investigate complaints and refer substantiated allegations of fraud to California’s attorney general.\u003c/p>\n\u003cp>Major for-profit chains would not be affected by that provision, Johnson said, because they already have been approved by the bureau or are covered by a carve-out in the bill for schools accredited by approved institutions.\u003c/p>\n\u003cp>The bill that emerged from the legislative process is far weaker than the sweeping reform measure Frazier introduced in February, which would have significantly curtailed large for-profit college chains’ access to GI Bill funds.\u003c/p>\n\u003cp>It originally would have barred colleges from receiving GI Bill money if they failed standards the state has set for its own financial aid program, \u003ca href=\"http://www.calgrants.org/\">Cal Grants\u003c/a>.\u003c/p>\n\u003cp>The Center for Investigative Reporting revealed in June that nearly 300 California schools had received GI Bill money even though they \u003ca href=\"http://cironline.org/reports/gi-bill-funds-flow-profit-colleges-fail-state-aid-standards-6477\">failed those standards\u003c/a>. The total cost to taxpayers was $638 million over five years.\u003c/p>\n\u003cp>Schools failed the standard because they lacked accreditation or had low graduation rates or high rates of student loan default. The University of Phoenix, the largest recipient of GI Bill money in both California and the nation, was among the schools that fell short.\u003c/p>\n\u003cp>Facing opposition from the for-profit education industry, Frazier removed that provision before the bill’s first hearing in April. In May, he removed another section that would have required schools to tell regulators whether veterans graduate or find jobs.\u003c/p>\n\u003cp>That provision was removed after the University of Phoenix’s lobbyist, Scott Govenar, sent a letter to Mike Gatto, D-Burbank, chairman of the Assembly Appropriations Committee, arguing that it would be cumbersome and “of little practical value.”\u003c/p>\n\u003cp>The for-profit education lobby was not the only one that expressed concern about Frazier’s bill. California’s state colleges and universities complained to lawmakers about the expense of reporting graduation rates of student veterans.\u003c/p>\n\u003cp>In early August, state Sen. Kevin de León, D-Los Angeles, held the bill in the Senate Appropriations Committee until Frazier removed a provision that would have required schools receiving GI Bill money to comply with voluntary guidelines established by President Barack Obama called the Principles of Excellence.\u003c/p>\n\u003cp>\u003ca href=\"http://www.whitehouse.gov/the-press-office/2012/04/27/executive-order-establishing-principles-excellence-educational-instituti\">Those guidelines\u003c/a> include providing a personalized form for each veteran detailing the cost of his or her education program, ending fraudulent or aggressive recruiting tactics, and providing a single point of contact for veterans seeking academic and financial help.\u003c/p>\n\u003cp>Many for-profit schools do not comply with the principles, but 15 California State University campuses and 27 community colleges also failed to follow the principles, according to a Senate committee analysis. Lawmakers did not want to appropriate the $50,000 per school that legislative analysts estimated would be needed to bring the public schools into compliance.\u003c/p>\n\u003cp>The bill sustained its final blow last week as it awaited a vote by the full Senate.Frazier removed its ban on GI Bill money going to any unaccredited schools in California.\u003c/p>\n\u003cp>That measure would have frozen out 121 schools, according to a CIR analysis of U.S. Department of Veterans Affairs data. CIR found those schools had received $23 million from the GI Bill since 2009.\u003c/p>\n\u003cp>Instead, the final bill cut off only “degree-granting institutions” without accreditation. Among the schools saved by that change are unaccredited massage schools, yoga programs and Bible colleges.\u003c/p>\n\u003cp>It’s unclear why it happened. A spokesman for Frazier said the legislation never was supposed to increase regulation on those kinds of for-profit schools.\u003c/p>\n\u003cp>Reached by phone, a representative of the Cinema Makeup School in Los Angeles said he believed his school would continue to be eligible for the taxpayer subsidies because it offers “diplomas” rather than degrees.\u003c/p>\n\u003cp>The two dozen schools that stand to be barred because they grant unaccredited degrees would receive GI Bill money until 2017 if they show they are trying to become accredited.\u003c/p>\n\u003cp>Ryan Doan, executive director of the for-profit International American University in Los Angeles, which offers unaccredited business degrees, said his school has launched a preemptive strike: seeking accreditation through the federally recognized Distance Education and Training Council.\u003c/p>\n\u003cp>“It’s a big, costly process and a time-consuming one,” Doan said, “but we can see which way things are going.”\u003c/p>\n\u003cp>\u003cem>This story was edited by Amy Pyle and copy edited by Sheela Kamath and Nikki Frick.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>This story was produced by The Center for Investigative Reporting, an independent, nonprofit newsroom based in the San Francisco Bay Area. For more, visit cironline.org. Glantz can be reached at aglantz@cironline.org. Follow him on Twitter: @Aaron_Glantz. \u003c/strong>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Janet Napolitano Hopes UC Can Cash In on Companies, Not Just Research",
"title": "Janet Napolitano Hopes UC Can Cash In on Companies, Not Just Research",
"headTitle": "News Fix | KQED News",
"content": "\u003cfigure id=\"attachment_145955\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/08/RS8759_ucberkeley20140213-lpr.jpg\">\u003cimg class=\"size-medium wp-image-145955\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/08/RS8759_ucberkeley20140213-lpr-640x426.jpg\" alt=\"UC Berkeley students walk through Sproul Plaza on the UC Berkeley campus in April 2012. (Photo by Justin Sullivan/Getty Images)\" width=\"640\" height=\"426\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">UC Berkeley students walk through Sproul Plaza on the UC Berkeley campus in April 2012. (Photo by Justin Sullivan/Getty Images) \u003ccite>(Justin Sullivan/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Sam Harnett \u003c/strong>\u003c/p>\n\u003cp>When Google went public, Stanford University made millions. The windfall came because Stanford had equity: not only Google's intellectual property but also the company itself. This kind of direct investment in a startup was not allowed at the University of California — that is, until now. UC President Janet Napolitano made the change possible by removing guidelines for industry-academic relations. Her action is raising questions about ethics, funding and the future of basic research.\u003c/p>\n\u003cp>UC Berkeley grad Rachel Haurwitz has an unusual passion: RNA — those molecules that work with DNA to, well, make life work. “I thought RNA was wacky and weird and sounded super-interesting,” Haurwitz says, “and that is what I wanted to study in school.” Now that study is starting to pay off.\u003c/p>\n\u003cp>While researching RNA at Berkeley, she and her professor discovered a new inexpensive way to edit DNA. \u003cspan style=\"color: #000000\">It involves manipulating the immune system of bacteria. (Yes, bacteria also have immune systems -- they, too, have to fight off viruses.) \u003c/span>Anyway, they realized this innovation could change the biotech industry and make bundles of cash. Haurwitz says, “This is just a fantastic example of how funding even very basic research can lead to translational work that you never would have anticipated.” After graduating, she and her professor started a company called Caribou. But that wasn't always the plan.\u003c/p>\n\u003cp>Jennifer Doudna is Haurwitz's old professor and current business partner. “I was just a curious scientist investigating what I thought could be an interesting pathway in bacteria,” Doudna says. Her lab has been studying RNA for more than 20 years. She says people would have thought her crazy if she set out with the goal of creating Caribou’s technology. “Initially,” she says, “I wasn't thinking of applications at all.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Doudna says this is how America has made big science breakthroughs for decades — not by chasing products but by curious investigation. And for decades, schools like UC Berkeley have made money through patents on the intellectual property or IP. (Well, more precisely since 1980. That is when the government passed the Bayh-Dole Act, which lets universities keep profits from patents developed through governmental funding.) Now, however, the University of California hopes to make money in a new way—from the success of the companies themselves.\u003c/p>\n\u003cp>Carol Mimura is from UC Berkeley's office of \u003ca href=\"http://ipira.berkeley.edu\" target=\"_blank\">Intellectual Property & Industry Research Alliances.\u003c/a> She says Napolitano's new policy will allow UC to invest directly in companies that come out of its schools. This is already done at private universities such as MIT, Stanford and Cornell, which, by the way, takes this one step further by turning postdoc pay into a form of angel investment. Company equity can yield bigger returns, such as with Google, but it’s more tied to corporate success than to intellectual innovation.\u003c/p>\n\u003cp>\u003ciframe width=\"100%\" height=\"166\" scrolling=\"no\" frameborder=\"no\" src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/166254521&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\">\u003c/iframe>\u003c/p>\n\u003cp>Napolitano made direct investment possible by removing the 1989 set of industry-academia guidelines. The rescission has roiled faculty — not only because of the change but also because of the abrupt way she did it.\u003c/p>\n\u003cp>Robert Clare is a physics professor at Cal and chair of the University Committee on Research Policy in the Academic Senate. It’s the representative body where faculty can weigh in on issues like this. He says there was no indication of these sweeping changes and that the official statement made it sound completely benign. “They said that these are just some technical and trivial changes,” he says, “and it is not even going to be brought up to the Senate.” That was in October, after Napolitano had been president for two weeks. She declined to comment for this story.\u003c/p>\n\u003cp>Clare says the changes are not trivial. He is concerned they will divert resources from basic research — the kind that eventually leads to really big breakthroughs. “I am really worried at a fundamental level that the office of the president is spelling research: T-E-C-H T-R-A-N-S-F-E-R.” Tech transfer — that is, innovations that can be sold to corporations. “We are supposed to be the producers of knowledge,” Clare says, “much more than the producers of widgets.”\u003c/p>\n\u003cp>The tension between intellectual and commercial pursuits in universities is nothing new. Back in 1918, Thorstein Veblen wrote about how corporate intrusion threatened academia in his \u003ca href=\"http://www.ditext.com/veblen/veblen.html\">memorandum\u003c/a> on “the Conduct of Universities By Business Men.” Today, there are tech transfer offices and startup incubators right on school campuses. Faculty members feel the pressure to develop patents, not just publish papers. According to the \u003ca href=\"http://chronicle.com/article/U-of-Maryland-to-Count/132261/\">Chronicle of Higher Education,\u003c/a> over two dozen institutions now have policies that award promotion and tenure to faculty that generate patents that sell.\u003c/p>\n\u003cp>Chris Newfield is a UC professor and author of \"Unmaking the Public University.\" College is increasingly portrayed as a place to train workers and churn out startups, he says. Public schools like the University of California are feeling pressure to keep up, especially amid huge budget cuts. The UC system lost almost a billion dollars in funding between 2008 and 2013. “The public university is becoming more dependent on private revenues,” Newfield says, and subsequently “it is becoming more interested in serving private interests.”\u003c/p>\n\u003cp>The long-term worries over Napolitano's removal of academic-industry guidelines stem from immediate concerns about conflicts of interest — things like departmental favoritism, or the use of graduate students as labor for commercial research. Boundaries could blur.\u003c/p>\n\u003cp>Consider Professor Doudna's position. Her graduate students are working on research related to Caribou, a company she co-founded that could profit from that research. School guidelines prohibit the private lab and the school lab from working together, but that is a fine line to walk, especially with the injection of more money into the environment.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Caribou was born before direct investment was made possible. UC Berkeley does not have equity in the company — only its patents. So, if the startup does not hit it big with that intellectual property, Cal won't cash in. Then again, if Doudna's lab had been focused on commercial products for 20 years instead of curious science, there may not have been any breakthrough at all.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Doudna says this is how America has made big science breakthroughs for decades — not by chasing products but by curious investigation. And for decades, schools like UC Berkeley have made money through patents on the intellectual property or IP. (Well, more precisely since 1980. That is when the government passed the Bayh-Dole Act, which lets universities keep profits from patents developed through governmental funding.) Now, however, the University of California hopes to make money in a new way—from the success of the companies themselves.\u003c/p>\n\u003cp>Carol Mimura is from UC Berkeley's office of \u003ca href=\"http://ipira.berkeley.edu\" target=\"_blank\">Intellectual Property & Industry Research Alliances.\u003c/a> She says Napolitano's new policy will allow UC to invest directly in companies that come out of its schools. This is already done at private universities such as MIT, Stanford and Cornell, which, by the way, takes this one step further by turning postdoc pay into a form of angel investment. Company equity can yield bigger returns, such as with Google, but it’s more tied to corporate success than to intellectual innovation.\u003c/p>\n\u003cp>\u003ciframe width=\"100%\" height=\"166\" scrolling=\"no\" frameborder=\"no\" src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/166254521&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\">\u003c/iframe>\u003c/p>\n\u003cp>Napolitano made direct investment possible by removing the 1989 set of industry-academia guidelines. The rescission has roiled faculty — not only because of the change but also because of the abrupt way she did it.\u003c/p>\n\u003cp>Robert Clare is a physics professor at Cal and chair of the University Committee on Research Policy in the Academic Senate. It’s the representative body where faculty can weigh in on issues like this. He says there was no indication of these sweeping changes and that the official statement made it sound completely benign. “They said that these are just some technical and trivial changes,” he says, “and it is not even going to be brought up to the Senate.” That was in October, after Napolitano had been president for two weeks. She declined to comment for this story.\u003c/p>\n\u003cp>Clare says the changes are not trivial. He is concerned they will divert resources from basic research — the kind that eventually leads to really big breakthroughs. “I am really worried at a fundamental level that the office of the president is spelling research: T-E-C-H T-R-A-N-S-F-E-R.” Tech transfer — that is, innovations that can be sold to corporations. “We are supposed to be the producers of knowledge,” Clare says, “much more than the producers of widgets.”\u003c/p>\n\u003cp>The tension between intellectual and commercial pursuits in universities is nothing new. Back in 1918, Thorstein Veblen wrote about how corporate intrusion threatened academia in his \u003ca href=\"http://www.ditext.com/veblen/veblen.html\">memorandum\u003c/a> on “the Conduct of Universities By Business Men.” Today, there are tech transfer offices and startup incubators right on school campuses. Faculty members feel the pressure to develop patents, not just publish papers. According to the \u003ca href=\"http://chronicle.com/article/U-of-Maryland-to-Count/132261/\">Chronicle of Higher Education,\u003c/a> over two dozen institutions now have policies that award promotion and tenure to faculty that generate patents that sell.\u003c/p>\n\u003cp>Chris Newfield is a UC professor and author of \"Unmaking the Public University.\" College is increasingly portrayed as a place to train workers and churn out startups, he says. Public schools like the University of California are feeling pressure to keep up, especially amid huge budget cuts. The UC system lost almost a billion dollars in funding between 2008 and 2013. “The public university is becoming more dependent on private revenues,” Newfield says, and subsequently “it is becoming more interested in serving private interests.”\u003c/p>\n\u003cp>The long-term worries over Napolitano's removal of academic-industry guidelines stem from immediate concerns about conflicts of interest — things like departmental favoritism, or the use of graduate students as labor for commercial research. Boundaries could blur.\u003c/p>\n\u003cp>Consider Professor Doudna's position. Her graduate students are working on research related to Caribou, a company she co-founded that could profit from that research. School guidelines prohibit the private lab and the school lab from working together, but that is a fine line to walk, especially with the injection of more money into the environment.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_20671\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/stateofhealth/wp-content/uploads/sites/27/2014/08/31868593_c758da9bbf_z.jpg\">\u003cimg class=\"size-full wp-image-20671\" title=\"\" src=\"http://ww2.kqed.org/stateofhealth/wp-content/uploads/sites/27/2014/08/31868593_c758da9bbf_z.jpg\" alt=\"Santa Clara University's employee health insurance will stop covering 'elective' abortions next year unless state officials change their minds. (Michael Zimmer/Flickr)\" width=\"640\" height=\"480\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The two universities affected by the move are Loyola Marymount and Santa Clara University, above. (Michael Zimmer/Flickr)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Ted Goldberg and Lisa Aliferis\u003c/strong>\u003c/p>\n\u003cp>In a reversal, Gov. Jerry Brown's administration is barring two Catholic universities in California from offering health plans to their employees that limit abortion coverage.\u003c/p>\n\u003cp>Previously, state health officials had approved plans used by Santa Clara University and Loyola Marymount in Los Angeles that did not cover any abortion procedures, unless they were \"medically necessary\" to protect the health of the mother.\u003c/p>\n\u003cp>But earlier this month, the Department of Managed Health Care (DMHC) \u003ca href=\"http://ww2.kqed.org/stateofhealth/2014/08/12/california-reconsiders-letting-catholic-universities-limit-abortion-coverage/\" target=\"_blank\">said they were reviewing\u003c/a> that approval.\u003c/p>\n\u003cp>The DMHC is now sending letters to insurance companies for both universities, requiring them to cover all abortions. \u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As the \u003ca href=\"http://www.sfgate.com/news/article/State-reverses-abortion-decision-at-2-Catholic-5705008.php\" target=\"_blank\">San Francisco Chronicle reports\u003c/a>, the DMHC determined that \"the exclusions violate a 1975 state law that requires group health plans to cover all basic services -- defined by the law, as those that are 'medically necessary.'\"\u003c/p>\n\u003cp>The Chronicle said the the DMHC director, Michelle Rouillard states in the letter that \"abortion is a basic health care service,\" and that \u003cspan style=\"color: #000000\">\"the California Constitution prohibits health plans from discriminating against women who choose to terminate a pregnancy. Thus, all health plans must treat maternity services and legal abortion neutrally.\"\u003c/span>\u003c/p>\n\u003cp>The coverage limitations were announced last fall. The schools said they took the action because elective abortion is not consistent with Catholic teachings.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But faculty groups at both Santa Clara and Loyola Marymount universities had protested the limited coverage, saying that the schools had professed to be open to those of all views and faiths, the Chronicle said.\u003c/p>\n\n",
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"source": "BBC World Service"
},
"link": "/radio/program/bbc-world-service",
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},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
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"officialWebsiteLink": "/californiareport",
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"source": "kqed",
"order": 8
},
"link": "/californiareport",
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}
},
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"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
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"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
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"order": 1
},
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"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"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"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.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"freakonomics-radio": {
"id": "freakonomics-radio",
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"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"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": {
"id": "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"
},
"link": "/radio/program/hidden-brain",
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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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"source": "npr"
},
"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
},
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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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"source": "npr"
},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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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"
},
"link": "/radio/program/masters-of-scale",
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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",
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"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
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"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": {
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"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"info": "One of public radio's most dynamic voices, Sam Sanders helped launch The NPR Politics Podcast and hosted NPR's hit show It's Been A Minute. Now, the award-winning host returns with something brand new, The Sam Sanders Show. Every week, Sam Sanders and friends dig into the culture that shapes our lives: what's driving the biggest trends, how artists really think, and even the memes you can't stop scrolling past. Sam is beloved for his way of unpacking the world and bringing you up close to fresh currents and engaging conversations. The Sam Sanders Show is smart, funny and always a good time.",
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