Interactive Charts Examining California's Prison System
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When not holding a camera or editing a story, he’s trying to rebuild his 1969 Honda CL350.","avatar":"https://secure.gravatar.com/avatar/e03912790b9252d0f67d68120966e449?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"education","roles":["author"]},{"site":"quest","roles":["editor"]}],"headData":{"title":"Derek Lartaud | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/e03912790b9252d0f67d68120966e449?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/e03912790b9252d0f67d68120966e449?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/dlartaud"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"education","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"education_531472":{"type":"posts","id":"education_531472","meta":{"index":"posts_1591205157","site":"education","id":"531472","score":null,"sort":[1553284790000]},"guestAuthors":[],"slug":"should-schools-suspend-suspensions","title":"Should Schools Suspend Suspensions?","publishDate":1553284790,"format":"video","headTitle":"Should Schools Suspend Suspensions? | KQED","labelTerm":{"term":2813,"site":"education"},"content":"\u003cp>Suspensions have some unintended consequences. They disproportionately target minorities, and some students who get suspended are more likely to repeat a grade, drop out of school, and become involved in the criminal justice system. But suspensions are viewed by some as a necessary tool to keep schools safe. It may not be great for the suspended student, but they say it’s more important to keep everyone ELSE at the school safe. Should suspensions be suspended?\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>TEACHERS\u003c/strong>: Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices. \u003ca class=\"yt-simple-endpoint style-scope yt-formatted-string\" href=\"https://www.youtube.com/redirect?v=_0JvjTeYKDc&redir_token=d73eLZ7J25901T2eGqBbmlAxV8t8MTU1MzM3MDE1N0AxNTUzMjgzNzU3&q=https%3A%2F%2Flearn.kqed.org%2Ftopics%2F23&event=video_description\" target=\"_blank\" rel=\"nofollow noopener\">https://learn.kqed.org/topics/23\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>According to a 2018 government report, schools have a discrimination problem when it comes to discipline. Black students get disciplined more harshly AND more often than their white classmates for the same kind of misbehavior. That’s why over the last few years, more than HALF of U.S. states have passed laws to REDUCE suspensions. Many are replacing out-of-school suspensions with in-school suspensions. Other schools are trying restorative justice, where the focus is on rehabilitation instead of punishment. However, there are still many schools who want the option to suspend students if necessary. It’s the “keep it local” approach, where each school decides what works best for its students.\u003c/p>\n\u003cp>\u003cstrong>What is the school to prison pipeline?\u003c/strong>\u003c/p>\n\u003cp>The school to prison pipeline is the cycle where Students who get suspended are more likely to drop out. And students who drop out are THREE TIMES more likely to get arrested. So, suspensions lead DIRECTLY to more people in the U.S. prison system.\u003c/p>\n\u003cp>\u003cstrong>What is restorative justice? \u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Restorative justice focuses on rehabilitation instead of punishment. For example, if a fight breaks out between two students, instead of separating them and swiftly issuing each one a suspension, restorative justice focuses on bringing them together to talk out their issues in a respectful, safe manner. They’re encouraged to accept responsibility for the harm they caused, while also reflecting on WHY they acted out.\u003c/p>\n\u003cp>\u003cstrong>SOURCES\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.gao.gov/products/GAO-18-258\">Discipline Disparities for Black Students, Boys, and Students with Disabilities\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.aclu.org/sites/default/files/field_document/final_11-million-days_ucla_aclu.pdf\">11 Million Days Lost to Suspensions\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/sections/ed/2017/03/23/521070924/school-suspensions-have-plunged-we-don-t-yet-know-if-that-s-good-news_\">School Suspensions Have Plunged: We Don’t Yet Know If That’s Good News\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.washingtonpost.com/local/education/racial-disparities-in-school-discipline-are-growing-federal-data-shows/2018/04/24/67b5d2b8-47e4-11e8-827e-190efaf1f1ee_story.html?noredirect=on&utm_term=.54d62d548787\">Racial disparities in school discipline are growing, federal data show\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.atlanticphilanthropies.org/wp-content/uploads/2015/09/BlackGirlsMatter_Report.pdf\">Black Girls Matter Report\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/51686/how-restorative-justice-is-about-more-than-just-reducing-suspensions\">Why Restorative Justice Is About More Than Reducing Suspensions\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://steinhardt.nyu.edu/site/research_alliance/2017/01/31/suspensions-are-down-what-does-this-mean-for-school-safety/\">Suspension Rates in NYC Schools\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1704760870,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":415},"headData":{"title":"Should Schools Suspend Suspensions? | KQED","description":"Suspensions have some unintended consequences. They disproportionately target minorities, and some students who get suspended are more likely to repeat a grade, drop out of school, and become involved in the criminal justice system. But suspensions are viewed by some as a necessary tool to keep schools safe. It may not be great for the","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"videoEmbed":"https://www.youtube.com/watch?v=_0JvjTeYKDc","sticky":false,"path":"/education/531472/should-schools-suspend-suspensions","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Suspensions have some unintended consequences. They disproportionately target minorities, and some students who get suspended are more likely to repeat a grade, drop out of school, and become involved in the criminal justice system. But suspensions are viewed by some as a necessary tool to keep schools safe. It may not be great for the suspended student, but they say it’s more important to keep everyone ELSE at the school safe. Should suspensions be suspended?\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>TEACHERS\u003c/strong>: Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices. \u003ca class=\"yt-simple-endpoint style-scope yt-formatted-string\" href=\"https://www.youtube.com/redirect?v=_0JvjTeYKDc&redir_token=d73eLZ7J25901T2eGqBbmlAxV8t8MTU1MzM3MDE1N0AxNTUzMjgzNzU3&q=https%3A%2F%2Flearn.kqed.org%2Ftopics%2F23&event=video_description\" target=\"_blank\" rel=\"nofollow noopener\">https://learn.kqed.org/topics/23\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>According to a 2018 government report, schools have a discrimination problem when it comes to discipline. Black students get disciplined more harshly AND more often than their white classmates for the same kind of misbehavior. That’s why over the last few years, more than HALF of U.S. states have passed laws to REDUCE suspensions. Many are replacing out-of-school suspensions with in-school suspensions. Other schools are trying restorative justice, where the focus is on rehabilitation instead of punishment. However, there are still many schools who want the option to suspend students if necessary. It’s the “keep it local” approach, where each school decides what works best for its students.\u003c/p>\n\u003cp>\u003cstrong>What is the school to prison pipeline?\u003c/strong>\u003c/p>\n\u003cp>The school to prison pipeline is the cycle where Students who get suspended are more likely to drop out. And students who drop out are THREE TIMES more likely to get arrested. So, suspensions lead DIRECTLY to more people in the U.S. prison system.\u003c/p>\n\u003cp>\u003cstrong>What is restorative justice? \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Restorative justice focuses on rehabilitation instead of punishment. For example, if a fight breaks out between two students, instead of separating them and swiftly issuing each one a suspension, restorative justice focuses on bringing them together to talk out their issues in a respectful, safe manner. They’re encouraged to accept responsibility for the harm they caused, while also reflecting on WHY they acted out.\u003c/p>\n\u003cp>\u003cstrong>SOURCES\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.gao.gov/products/GAO-18-258\">Discipline Disparities for Black Students, Boys, and Students with Disabilities\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.aclu.org/sites/default/files/field_document/final_11-million-days_ucla_aclu.pdf\">11 Million Days Lost to Suspensions\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/sections/ed/2017/03/23/521070924/school-suspensions-have-plunged-we-don-t-yet-know-if-that-s-good-news_\">School Suspensions Have Plunged: We Don’t Yet Know If That’s Good News\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.washingtonpost.com/local/education/racial-disparities-in-school-discipline-are-growing-federal-data-shows/2018/04/24/67b5d2b8-47e4-11e8-827e-190efaf1f1ee_story.html?noredirect=on&utm_term=.54d62d548787\">Racial disparities in school discipline are growing, federal data show\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.atlanticphilanthropies.org/wp-content/uploads/2015/09/BlackGirlsMatter_Report.pdf\">Black Girls Matter Report\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/51686/how-restorative-justice-is-about-more-than-just-reducing-suspensions\">Why Restorative Justice Is About More Than Reducing Suspensions\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://steinhardt.nyu.edu/site/research_alliance/2017/01/31/suspensions-are-down-what-does-this-mean-for-school-safety/\">Suspension Rates in NYC Schools\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/531472/should-schools-suspend-suspensions","authors":["10621"],"categories":["education_1"],"tags":["education_2852","education_657","education_666","education_865","education_2930","education_996"],"collections":["education_2813"],"featImg":"education_531474","label":"education_2813"},"education_143088":{"type":"posts","id":"education_143088","meta":{"index":"posts_1591205157","site":"education","id":"143088","score":null,"sort":[1458946071000]},"guestAuthors":[],"slug":"should-teens-who-commit-serious-crimes-be-tried-and-sentenced-as-adults","title":"Should Teens Who Commit Serious Crimes Be Sentenced as Adults?","publishDate":1458946071,"format":"video","headTitle":"Should Teens Who Commit Serious Crimes Be Sentenced as Adults? | KQED","labelTerm":{},"content":"\u003cp>\u003cstrong>Featured Media Resource: [VIDEO]\u003c/strong> \u003cstrong>\u003ca href=\"http://www.pbs.org/wgbh/frontline/film/stickup-kid/\">Stickup Kid\u003c/a> (Frontline)\u003c/strong>\u003cbr>\n\u003cem> What happens when we lock up juvenile offenders in adult prisons? “Stickup Kid,” a FRONTLINE digital exclusive, tells the story of Alonza Thomas — sent to adult prison in California at age 16 — and how spending over a decade behind bars impacted him. \u003c/em>\u003c/p>\n\u003chr>\n\u003caside class=\"alignright\">\n\u003ch3>STRENGTHEN YOUR ARGUMENT!\u003c/h3>\n\u003cfigure>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-thumbnail wp-image-96523\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/Debate-400x225.jpg\" alt=\"Debate\" width=\"400\" height=\"225\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/Debate-400x225.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/Debate.jpg 640w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/figure>\n\u003cp>Tips for making your Do Now response stand out:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Know Your Stuff:\u003c/strong> Research the facts you need to make a strong argument.\u003c/li>\n\u003cli>\u003cstrong>Back It Up:\u003c/strong> Link to data, articles, or other \u003ca href=\"http://www.slate.com/articles/life/classes/2015/08/news_media_literacy_class_which_newspapers_magazines_and_websites_are_reliable.html\">credible sources\u003c/a> that defend your argument.\u003c/li>\n\u003cli>\u003cstrong>Make Media:\u003c/strong> Use video, audio, infographics, memes and other media to illustrate your argument.Check out these \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tool tutorials\u003c/a> for ideas.\u003c/li>\n\u003cli>\u003cstrong>Engage:\u003c/strong> Retweet or comment on other students’ responses to hear from your peers.\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\"> Should teens under 18 be tried and sentenced as children or adults? \u003cb>\u003ci>#DoNowJuvies\u003c/i>\u003c/b> \u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>How to Do Now \u003c/strong>\u003c/h2>\n\u003cp>Do Now by posting your response on social media platforms such as Twitter, Instagram, Tumblr, Vine, Flickr, Google +, etc.\u003c/p>\n\u003cp>\u003cstrong>Be sure to include@KQEDEdspace and #DoNowJuvies\u003cem>. \u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Go here for\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> more tips \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Learn More About Juveniles and the Justice System\u003c/strong>\u003c/h2>\n\u003cp>The United States locks up more kids than any other industrialized nation in the world.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[media-credit name=\"Annie E. Casey Foundation\" align=\"aligncenter\" width=\"697\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-143843\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/Juvie-Justice-infographic.jpg\" alt=\"Juvie Justice infographic\" width=\"697\" height=\"913\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Juvie-Justice-infographic.jpg 697w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Juvie-Justice-infographic-400x524.jpg 400w\" sizes=\"(max-width: 697px) 100vw, 697px\">[/media-credit]\u003c/p>\n\u003cp>But although the youth incarceration rate in the U.S. continues to outpace all other wealthy nations (much like our overall incarceration rate), it’s dropped significantly in the last decade. A series of Supreme Court decisions, state policy changes and plummeting crime rates since the late 1990s have resulted in major reductions in the youth prison population.\u003c/p>\n\u003cp>America’s youth and adult prison population peaked in the late 1990, following a spiking crime rate and \u003ca href=\"http://www.nap.edu/read/18613/chapter/5#74\">harsher sentencing laws\u003c/a>. Youth incarceration, in particular, exploded: \u003ca href=\"https://www.ncjrs.gov/pdffiles1/bja/182503.pdf\">by 1997, more than 107,000 kids were behind bars\u003c/a>, only about a quarter for violent offenses. Amid high crime rates and ultimately unfounded fears of a new generation of young “super predators,” states rushed to lower the age at which youth could be tried and sentenced as adults, a move that lead to longer prison terms and an increased number of teenagers in adult prisons. California, followed suite, passing \u003ca href=\"https://ballotpedia.org/California_Proposition_21,_Treatment_of_Juvenile_Offenders_(2000)\">Proposition 21 in 2000\u003c/a>, which required adult trials for juveniles 14 or older charged with murder or specified sex offenses.\u003c/p>\n\u003cp>By 2013, though, that number had dropped by roughly half, according to the U.S. Justice Department. Today there are about \u003ca href=\"https://www.themarshallproject.org/2015/12/22/why-we-need-to-shut-down-juvie#.Lbt5JhsZU\">54,000 incarcerated youth\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>What happened?\u003c/strong>\u003c/p>\n\u003cp>By the early 2000s, the youth and adult crime rate started dropping sharply, and more states simply started to realize this strategy of harsh youth sentencing simply didn’t make much sense. Not only were a growing number of kids leaving prison with psychological issues and a greater risk of committing more serious crimes, but the system was also extremely expensive. \u003ca href=\"http://www.justicepolicy.org/research/8477\">One recent study by the Justice Policy Institute\u003c/a> found that for most states, it costs roughly $100,000 a year to incarcerate one kid, as opposed to $10,000 to pay for a year of public school education.\u003c/p>\n\u003cp>\u003ca href=\"http://www.pbs.org/pov/15tolife/supreme-court-cases/\">A trio of Supreme Court decisions\u003c/a> also made it harder for states to slap youth with severe sentences. A 2004 decision abolished capital punishment for crimes committed by juveniles. And as a result of decisions in 2010 and 2012, states are now prohibited from imposing life sentences on juveniles. The court determined that such harsh sentencing of kids constituted cruel and unusual punishment, a decision that overturned mandatory sentencing policies in 28 states.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>TAKING THE PULSE\u003c/h3>\n\u003ch3>[polldaddy poll=9363114]\u003c/h3>\n\u003c/aside>\n\u003cp>Although today’s juvenile justice system has undergone significant reforms, there are still stark disparities.\u003ca href=\"http://sentencingproject.org/doc/publications/jj_Disproportionate%20Minority%20Contact.pdf\"> Nearly 70 percent of incarcerated youth are minorities\u003c/a>. And black youth are nearly five times as likely to be incarcerated than their white peers. Additionally, a sizable number of youth are still entering the system because of very minor offenses, including petty theft and school discipline issues, a factor that’s now referred to as the “school-to-prison pipeline.”\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>INFOGRAPHIC: \u003ca href=\"http://www.ojjdp.gov/ojstatbb/snapshots/DataSnapshot_CJRP2013.pdf\">The Number of Juveniles in Residential Placement Continued to Decline in 2013 \u003c/a>(Office of Juvenile Justice and Delinquency Prevention)\u003cbr>\n\u003c/strong> This graphic illustrates the challenges that remain to reduce racial and ethnic disparities and confinement of youth who commit less serious offenses.\u003c/p>\n\u003cp>\u003cstrong>INFOGRAPHIC: \u003ca href=\"http://www.aecf.org/resources/youth-incarceration-in-the-united-states/\">Youth Incarceration in the United States \u003c/a>(Annie E. Casey Foundation)\u003c/strong>\u003cbr>\nAlthough the United States still leads the industrialized world in its incarceration rate of young people, the lock-up rate is rapidly declining. This two-page infographic presents a wealth of statistics underscoring the sea change in youth confinement that is underway.\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://www.pbs.org/wgbh/frontline/article/why-states-are-changing-course-on-juvenile-crime/\">Why States Are Changing Course on Juvenile Crime\u003c/a> (Frontline)\u003c/strong>\u003cbr>\nIn the last six or seven years, states have begun to consider new approaches to juvenile offenders, backed by research showing that incarceration actually increases the chances a young person will commit another crime.\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://abcnews.go.com/Politics/life-prison-juvenile-offenders-adult-courts/story?id=11129594\">Juvenile Justice: Too Young for Life in Prison? (ABC News)\u003c/a>\u003c/strong>\u003cbr>\nThis article spells out some of the main arguments in favor of and against trying and sentencing minors as adults.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Next \u003c/strong>\u003c/h2>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Do Next takes the online conversation to the next level: these are suggestions for ways to go out into your community and investigate how the topic featured in this Do Now impacts people’s lives. Use digital storytelling tools and social media to share your story and take action. Make sure to tag your creations with #DoNowJuvies.\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Host Your Own Vote\u003c/strong>: Have have your class vote on the best approach to sentencing juveniles and tweet your responses to @KQEDEdspace with #DoNowJuvies. Make sure to cite sources for evidence.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>Create a Survey:\u003c/strong> Poll students in your school about what they think about this issue. Use Youth Radio’s \u003ca style=\"font-weight: 400\" href=\"https://youthradio.org/creative-studio/article/diy-how-to-make-an-infographic/\">\u003cspan style=\"font-weight: 400\">How to Make an Infographic \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">toolkit to prepare them to visualize the survey results in clear and engaging ways. Reflect on what’s most surprising about the findings, and send your results to @KQEDEdspace.\u003c/span>\u003c/li>\n\u003c/ul>\n\n","blocks":[],"excerpt":"Should teens under 18 be tried and sentenced as children or adults? Watch \"Stickup Kid,\" a short documentary from Frontline, and join the conversation with #DoNowJuvies.","status":"publish","parent":0,"modified":1704762897,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1018},"headData":{"title":"Should Teens Who Commit Serious Crimes Be Sentenced as Adults? | KQED","description":"Should teens under 18 be tried and sentenced as children or adults? Watch "Stickup Kid," a short documentary from Frontline, and join the conversation with #DoNowJuvies.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"videoEmbed":"https://www.youtube.com/watch?v=z0xmAA6lPhU","source":"Do Now News & Civics","sourceUrl":"https://ww2.kqed.org/education/category/news-and-civics/","sticky":false,"path":"/education/143088/should-teens-who-commit-serious-crimes-be-tried-and-sentenced-as-adults","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>Featured Media Resource: [VIDEO]\u003c/strong> \u003cstrong>\u003ca href=\"http://www.pbs.org/wgbh/frontline/film/stickup-kid/\">Stickup Kid\u003c/a> (Frontline)\u003c/strong>\u003cbr>\n\u003cem> What happens when we lock up juvenile offenders in adult prisons? “Stickup Kid,” a FRONTLINE digital exclusive, tells the story of Alonza Thomas — sent to adult prison in California at age 16 — and how spending over a decade behind bars impacted him. \u003c/em>\u003c/p>\n\u003chr>\n\u003caside class=\"alignright\">\n\u003ch3>STRENGTHEN YOUR ARGUMENT!\u003c/h3>\n\u003cfigure>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-thumbnail wp-image-96523\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/Debate-400x225.jpg\" alt=\"Debate\" width=\"400\" height=\"225\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/Debate-400x225.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/Debate.jpg 640w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/figure>\n\u003cp>Tips for making your Do Now response stand out:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Know Your Stuff:\u003c/strong> Research the facts you need to make a strong argument.\u003c/li>\n\u003cli>\u003cstrong>Back It Up:\u003c/strong> Link to data, articles, or other \u003ca href=\"http://www.slate.com/articles/life/classes/2015/08/news_media_literacy_class_which_newspapers_magazines_and_websites_are_reliable.html\">credible sources\u003c/a> that defend your argument.\u003c/li>\n\u003cli>\u003cstrong>Make Media:\u003c/strong> Use video, audio, infographics, memes and other media to illustrate your argument.Check out these \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tool tutorials\u003c/a> for ideas.\u003c/li>\n\u003cli>\u003cstrong>Engage:\u003c/strong> Retweet or comment on other students’ responses to hear from your peers.\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\"> Should teens under 18 be tried and sentenced as children or adults? \u003cb>\u003ci>#DoNowJuvies\u003c/i>\u003c/b> \u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>How to Do Now \u003c/strong>\u003c/h2>\n\u003cp>Do Now by posting your response on social media platforms such as Twitter, Instagram, Tumblr, Vine, Flickr, Google +, etc.\u003c/p>\n\u003cp>\u003cstrong>Be sure to include@KQEDEdspace and #DoNowJuvies\u003cem>. \u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Go here for\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> more tips \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Learn More About Juveniles and the Justice System\u003c/strong>\u003c/h2>\n\u003cp>The United States locks up more kids than any other industrialized nation in the world.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>[media-credit name=\"Annie E. Casey Foundation\" align=\"aligncenter\" width=\"697\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-143843\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/Juvie-Justice-infographic.jpg\" alt=\"Juvie Justice infographic\" width=\"697\" height=\"913\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Juvie-Justice-infographic.jpg 697w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Juvie-Justice-infographic-400x524.jpg 400w\" sizes=\"(max-width: 697px) 100vw, 697px\">[/media-credit]\u003c/p>\n\u003cp>But although the youth incarceration rate in the U.S. continues to outpace all other wealthy nations (much like our overall incarceration rate), it’s dropped significantly in the last decade. A series of Supreme Court decisions, state policy changes and plummeting crime rates since the late 1990s have resulted in major reductions in the youth prison population.\u003c/p>\n\u003cp>America’s youth and adult prison population peaked in the late 1990, following a spiking crime rate and \u003ca href=\"http://www.nap.edu/read/18613/chapter/5#74\">harsher sentencing laws\u003c/a>. Youth incarceration, in particular, exploded: \u003ca href=\"https://www.ncjrs.gov/pdffiles1/bja/182503.pdf\">by 1997, more than 107,000 kids were behind bars\u003c/a>, only about a quarter for violent offenses. Amid high crime rates and ultimately unfounded fears of a new generation of young “super predators,” states rushed to lower the age at which youth could be tried and sentenced as adults, a move that lead to longer prison terms and an increased number of teenagers in adult prisons. California, followed suite, passing \u003ca href=\"https://ballotpedia.org/California_Proposition_21,_Treatment_of_Juvenile_Offenders_(2000)\">Proposition 21 in 2000\u003c/a>, which required adult trials for juveniles 14 or older charged with murder or specified sex offenses.\u003c/p>\n\u003cp>By 2013, though, that number had dropped by roughly half, according to the U.S. Justice Department. Today there are about \u003ca href=\"https://www.themarshallproject.org/2015/12/22/why-we-need-to-shut-down-juvie#.Lbt5JhsZU\">54,000 incarcerated youth\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>What happened?\u003c/strong>\u003c/p>\n\u003cp>By the early 2000s, the youth and adult crime rate started dropping sharply, and more states simply started to realize this strategy of harsh youth sentencing simply didn’t make much sense. Not only were a growing number of kids leaving prison with psychological issues and a greater risk of committing more serious crimes, but the system was also extremely expensive. \u003ca href=\"http://www.justicepolicy.org/research/8477\">One recent study by the Justice Policy Institute\u003c/a> found that for most states, it costs roughly $100,000 a year to incarcerate one kid, as opposed to $10,000 to pay for a year of public school education.\u003c/p>\n\u003cp>\u003ca href=\"http://www.pbs.org/pov/15tolife/supreme-court-cases/\">A trio of Supreme Court decisions\u003c/a> also made it harder for states to slap youth with severe sentences. A 2004 decision abolished capital punishment for crimes committed by juveniles. And as a result of decisions in 2010 and 2012, states are now prohibited from imposing life sentences on juveniles. The court determined that such harsh sentencing of kids constituted cruel and unusual punishment, a decision that overturned mandatory sentencing policies in 28 states.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>TAKING THE PULSE\u003c/h3>\n\u003ch3>[polldaddy poll=9363114]\u003c/h3>\n\u003c/aside>\n\u003cp>Although today’s juvenile justice system has undergone significant reforms, there are still stark disparities.\u003ca href=\"http://sentencingproject.org/doc/publications/jj_Disproportionate%20Minority%20Contact.pdf\"> Nearly 70 percent of incarcerated youth are minorities\u003c/a>. And black youth are nearly five times as likely to be incarcerated than their white peers. Additionally, a sizable number of youth are still entering the system because of very minor offenses, including petty theft and school discipline issues, a factor that’s now referred to as the “school-to-prison pipeline.”\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>INFOGRAPHIC: \u003ca href=\"http://www.ojjdp.gov/ojstatbb/snapshots/DataSnapshot_CJRP2013.pdf\">The Number of Juveniles in Residential Placement Continued to Decline in 2013 \u003c/a>(Office of Juvenile Justice and Delinquency Prevention)\u003cbr>\n\u003c/strong> This graphic illustrates the challenges that remain to reduce racial and ethnic disparities and confinement of youth who commit less serious offenses.\u003c/p>\n\u003cp>\u003cstrong>INFOGRAPHIC: \u003ca href=\"http://www.aecf.org/resources/youth-incarceration-in-the-united-states/\">Youth Incarceration in the United States \u003c/a>(Annie E. Casey Foundation)\u003c/strong>\u003cbr>\nAlthough the United States still leads the industrialized world in its incarceration rate of young people, the lock-up rate is rapidly declining. This two-page infographic presents a wealth of statistics underscoring the sea change in youth confinement that is underway.\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://www.pbs.org/wgbh/frontline/article/why-states-are-changing-course-on-juvenile-crime/\">Why States Are Changing Course on Juvenile Crime\u003c/a> (Frontline)\u003c/strong>\u003cbr>\nIn the last six or seven years, states have begun to consider new approaches to juvenile offenders, backed by research showing that incarceration actually increases the chances a young person will commit another crime.\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://abcnews.go.com/Politics/life-prison-juvenile-offenders-adult-courts/story?id=11129594\">Juvenile Justice: Too Young for Life in Prison? (ABC News)\u003c/a>\u003c/strong>\u003cbr>\nThis article spells out some of the main arguments in favor of and against trying and sentencing minors as adults.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Next \u003c/strong>\u003c/h2>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Do Next takes the online conversation to the next level: these are suggestions for ways to go out into your community and investigate how the topic featured in this Do Now impacts people’s lives. Use digital storytelling tools and social media to share your story and take action. Make sure to tag your creations with #DoNowJuvies.\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Host Your Own Vote\u003c/strong>: Have have your class vote on the best approach to sentencing juveniles and tweet your responses to @KQEDEdspace with #DoNowJuvies. Make sure to cite sources for evidence.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>Create a Survey:\u003c/strong> Poll students in your school about what they think about this issue. Use Youth Radio’s \u003ca style=\"font-weight: 400\" href=\"https://youthradio.org/creative-studio/article/diy-how-to-make-an-infographic/\">\u003cspan style=\"font-weight: 400\">How to Make an Infographic \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">toolkit to prepare them to visualize the survey results in clear and engaging ways. Reflect on what’s most surprising about the findings, and send your results to @KQEDEdspace.\u003c/span>\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/143088/should-teens-who-commit-serious-crimes-be-tried-and-sentenced-as-adults","authors":["1263"],"series":["education_2837"],"categories":["education_1"],"tags":["education_5","education_1320","education_657"],"collections":["education_2403","education_2815"],"featImg":"education_143121","label":"source_education_143088"},"education_15536":{"type":"posts","id":"education_15536","meta":{"index":"posts_1591205157","site":"education","id":"15536","score":null,"sort":[1421177994000]},"guestAuthors":[],"slug":"what-could-a-superhero-do-in-your-community","title":"What Could a Superhero Do in Your Community?","publishDate":1421177994,"format":"standard","headTitle":"What Could a Superhero Do in Your Community? | KQED","labelTerm":{"term":2837,"site":"education"},"content":"\u003ch3>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDEdspace\u003c/em> and end it with \u003cem>#DoNowHero\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/about-using-twitter/\">here\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>What are the real issues in your community that could use a superhero’s help? In collaboration with a superhero team like the Justice League, what kind of action could you take to help your neighbors and classmates, or improve your local landscape? \u003c/p>\n\u003ch2>\u003cstrong>Introduction\u003c/strong>\u003c/h2>\n\u003cp>In modern popular fiction, a superhero is a type of hero character possessing extraordinary talents, supernatural phenomena or superhuman powers and dedicated to protecting the public. \u003c/p>\n\u003cp>Some characters do not possess actual superhuman powers to be deemed superheroes, like Batman or Green Arrow, and are commonly called \u003cem>costumed crime fighters\u003c/em> or \u003cem>masked vigilantes\u003c/em>. They have been referred to as “mystery men” to distinguish them from characters with superpowers. \u003c/p>\n\u003cp>Superheroes usually use their powers to counter day-to-day crime while also combating threats against humanity. \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In \u003ca href=\"http://www.sfmoma.org/explore/educators/teacher_resources/openstudio_lesson_franceschini\">a project written for SFMOMA’s Open Studio series\u003c/a>, artist \u003ca href=\"http://ww2.kqed.org/artschool/2014/12/06/collaborative-art-with-amy-franceschini/\">Amy Fraceschini\u003c/a> proposes an action: create a superhero identity, costume and symbol. Next, interview people in your school or community about the issues they face. Collaborate with your fellow superheros to get into character and perform a task that addresses this issue or creates a dialogue about it. The parameters of this project are loose, but the main point is to develop an idea or create a collaborative action for the common good that brings a solution or awareness to a community issue. For inspiration, watch this animation of Amy Franceschini and then tell us what you could do to save the day like a true superhero. \u003c/p>\n\u003cp>Franceschini works collaboratively with her fellow “\u003ca href=\"www.futurefarmers.com\">Futurefarmers\u003c/a>,” a group of international artists, bakers, architects and other builders. Together, they learn new things and make art that encourages dialogue and exchange. Her practice spans drawing, sculpture, design, net art, public art, and gardening. She is concerned with notions of community, sustainable environment, and the relations between humans and nature.\u003c/p>\n\u003ch2>\u003cstrong>Resource\u003c/strong>\u003c/h2>\n\u003cp>[youtube=http://www.youtube.com/watch?v=1gjy-CEO2kA]\u003c/p>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"https://www.youtube.com/watch?v=1gjy-CEO2kA\">Make Your Own Superhero with Amy Franceschini\u003c/a> (KQED Art School)\u003c/strong>\u003cbr>\nHit the streets as your own, custom-made Superhero and work for the common good of your city! Artist Amy Franceschini has fashioned an inspiring lesson that will help guide you through the entire process from brainstorming logos, mottos and costumes to ensuring that your Superhero works to help solve a community’s needs. \u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDedspace\u003c/em> and end it with \u003cem>#DoNowShape\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/about-using-twitter/\">here\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>We encourage students to reply to other people’s tweets to foster more of a conversation. Also, if students tweet their personal opinions, ask them to support their ideas with links to interesting/credible articles online (adding a nice research component) or retweet other people’s ideas that they agree/disagree/find amusing. We also value student-produced media linked to their tweets. You can visit our \u003ca href=\"http://ww2.kqed.org/education/category/tools/video-tutorials/\">video tutorials\u003c/a> that showcase how to use several web-based production tools. Of course, do as you can… and any contribution is most welcomed.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"http://ww2.kqed.org/artschool/2014/12/06/collaborative-art-with-amy-franceschini/\">Collaborative Art with Amy Franceschini\u003c/a> (KQED Art School)\u003c/strong>\u003cbr>\nAmy Franceschini is a San Francisco based artist whose practice spans drawing, sculpture, design, net art, public art, and gardening. She is concerned with notions of community, sustainable environment, and the relations between humans and nature.\u003c/p>\n\u003cp>\u003cstrong>LESSON: \u003ca href=\"http://www.sfmoma.org/explore/educators/teacher_resources/openstudio_lesson_franceschini\">Superhero\u003c/a> (SFMOMA)\u003c/strong>\u003cbr>\nThis assignment uses the structure of the superhero teams Justice League and Super Friends to create individual superheroes who will work together to achieve a common good.\u003c/p>\n\u003cp>\u003cstrong>RESOURCE: \u003ca href=\"www.futurefarmers.com\">Futurefarmers website\u003c/a> (Futurefarmers)\u003c/strong>\u003cbr>\nFuturefarmers is a group of diverse practitioners aligned through an interest in making work that is relevant to the time and place surrounding us.\u003c/p>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"https://www.youtube.com/watch?v=9DIPs3T2dQk\">Elements of Art: Form\u003c/a> (KQED Art School)\u003c/strong>\u003cbr>\nStudy up on the different ways visual artists create Form in the third installment of our Elements of Art series. Through the eye-fooling genre of Trompe L’oeil, we look at techniques artists use to transform shapes into form.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"http://www.kqed.org/arts/programs/spark/profile.jsp?essid=4145\">Amy Franceschini\u003c/a> (KQED Spark)\u003c/strong>\u003cbr>\nIn this video, Franceschini discusses a project where a scanner takes an image of a participant’s print, which is then modeled into a virtual, three-dimensional maze and projected onto a wall. The participant can then enter into the labyrinth of his or her own fingerprint as though it were a topiary maze. \u003c/p>\n\u003chr>\n\n","blocks":[],"excerpt":"What are the real issues in your community that could use a superhero's help? In collaboration with a superhero team like the Justice League, what kind of action could you take to help your neighbors and classmates, or improve your local landscape? Explore the art of Amy Franceschini.","status":"publish","parent":0,"modified":1704763948,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":773},"headData":{"title":"What Could a Superhero Do in Your Community? | KQED","description":"What are the real issues in your community that could use a superhero's help? In collaboration with a superhero team like the Justice League, what kind of action could you take to help your neighbors and classmates, or improve your local landscape? Explore the art of Amy Franceschini.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"sticky":false,"path":"/education/15536/what-could-a-superhero-do-in-your-community","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003ch3>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDEdspace\u003c/em> and end it with \u003cem>#DoNowHero\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/about-using-twitter/\">here\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>What are the real issues in your community that could use a superhero’s help? In collaboration with a superhero team like the Justice League, what kind of action could you take to help your neighbors and classmates, or improve your local landscape? \u003c/p>\n\u003ch2>\u003cstrong>Introduction\u003c/strong>\u003c/h2>\n\u003cp>In modern popular fiction, a superhero is a type of hero character possessing extraordinary talents, supernatural phenomena or superhuman powers and dedicated to protecting the public. \u003c/p>\n\u003cp>Some characters do not possess actual superhuman powers to be deemed superheroes, like Batman or Green Arrow, and are commonly called \u003cem>costumed crime fighters\u003c/em> or \u003cem>masked vigilantes\u003c/em>. They have been referred to as “mystery men” to distinguish them from characters with superpowers. \u003c/p>\n\u003cp>Superheroes usually use their powers to counter day-to-day crime while also combating threats against humanity. \u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In \u003ca href=\"http://www.sfmoma.org/explore/educators/teacher_resources/openstudio_lesson_franceschini\">a project written for SFMOMA’s Open Studio series\u003c/a>, artist \u003ca href=\"http://ww2.kqed.org/artschool/2014/12/06/collaborative-art-with-amy-franceschini/\">Amy Fraceschini\u003c/a> proposes an action: create a superhero identity, costume and symbol. Next, interview people in your school or community about the issues they face. Collaborate with your fellow superheros to get into character and perform a task that addresses this issue or creates a dialogue about it. The parameters of this project are loose, but the main point is to develop an idea or create a collaborative action for the common good that brings a solution or awareness to a community issue. For inspiration, watch this animation of Amy Franceschini and then tell us what you could do to save the day like a true superhero. \u003c/p>\n\u003cp>Franceschini works collaboratively with her fellow “\u003ca href=\"www.futurefarmers.com\">Futurefarmers\u003c/a>,” a group of international artists, bakers, architects and other builders. Together, they learn new things and make art that encourages dialogue and exchange. Her practice spans drawing, sculpture, design, net art, public art, and gardening. She is concerned with notions of community, sustainable environment, and the relations between humans and nature.\u003c/p>\n\u003ch2>\u003cstrong>Resource\u003c/strong>\u003c/h2>\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/1gjy-CEO2kA'\n title='//www.youtube.com/embed/1gjy-CEO2kA'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"https://www.youtube.com/watch?v=1gjy-CEO2kA\">Make Your Own Superhero with Amy Franceschini\u003c/a> (KQED Art School)\u003c/strong>\u003cbr>\nHit the streets as your own, custom-made Superhero and work for the common good of your city! Artist Amy Franceschini has fashioned an inspiring lesson that will help guide you through the entire process from brainstorming logos, mottos and costumes to ensuring that your Superhero works to help solve a community’s needs. \u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDedspace\u003c/em> and end it with \u003cem>#DoNowShape\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/about-using-twitter/\">here\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>We encourage students to reply to other people’s tweets to foster more of a conversation. Also, if students tweet their personal opinions, ask them to support their ideas with links to interesting/credible articles online (adding a nice research component) or retweet other people’s ideas that they agree/disagree/find amusing. We also value student-produced media linked to their tweets. You can visit our \u003ca href=\"http://ww2.kqed.org/education/category/tools/video-tutorials/\">video tutorials\u003c/a> that showcase how to use several web-based production tools. Of course, do as you can… and any contribution is most welcomed.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"http://ww2.kqed.org/artschool/2014/12/06/collaborative-art-with-amy-franceschini/\">Collaborative Art with Amy Franceschini\u003c/a> (KQED Art School)\u003c/strong>\u003cbr>\nAmy Franceschini is a San Francisco based artist whose practice spans drawing, sculpture, design, net art, public art, and gardening. She is concerned with notions of community, sustainable environment, and the relations between humans and nature.\u003c/p>\n\u003cp>\u003cstrong>LESSON: \u003ca href=\"http://www.sfmoma.org/explore/educators/teacher_resources/openstudio_lesson_franceschini\">Superhero\u003c/a> (SFMOMA)\u003c/strong>\u003cbr>\nThis assignment uses the structure of the superhero teams Justice League and Super Friends to create individual superheroes who will work together to achieve a common good.\u003c/p>\n\u003cp>\u003cstrong>RESOURCE: \u003ca href=\"www.futurefarmers.com\">Futurefarmers website\u003c/a> (Futurefarmers)\u003c/strong>\u003cbr>\nFuturefarmers is a group of diverse practitioners aligned through an interest in making work that is relevant to the time and place surrounding us.\u003c/p>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"https://www.youtube.com/watch?v=9DIPs3T2dQk\">Elements of Art: Form\u003c/a> (KQED Art School)\u003c/strong>\u003cbr>\nStudy up on the different ways visual artists create Form in the third installment of our Elements of Art series. Through the eye-fooling genre of Trompe L’oeil, we look at techniques artists use to transform shapes into form.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"http://www.kqed.org/arts/programs/spark/profile.jsp?essid=4145\">Amy Franceschini\u003c/a> (KQED Spark)\u003c/strong>\u003cbr>\nIn this video, Franceschini discusses a project where a scanner takes an image of a participant’s print, which is then modeled into a virtual, three-dimensional maze and projected onto a wall. The participant can then enter into the labyrinth of his or her own fingerprint as though it were a topiary maze. \u003c/p>\n\u003chr>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/15536/what-could-a-superhero-do-in-your-community","authors":["5254"],"series":["education_2837"],"categories":["education_3","education_1"],"tags":["education_2424","education_5","education_1320","education_657"],"collections":["education_2403"],"featImg":"education_15548","label":"education_2837"},"lowdown_15065":{"type":"posts","id":"lowdown_15065","meta":{"index":"posts_1591205157","site":"lowdown","id":"15065","score":null,"sort":[1417615203000]},"guestAuthors":[],"slug":"the-race-gap-in-bay-area-police-departments","title":"The Race Gap in Bay Area Police Departments","publishDate":1417615203,"format":"aside","headTitle":"The Lowdown | KQED News","labelTerm":{"site":"lowdown"},"content":"\u003cp>Circles in the map below are scaled according to the number of sworn officers in each police department. As shown in the blue legend at bottom, the shade of each circle indicates the size of the race gap between the police force (sworn officers) and the population; the darker the circle, the larger the gap. General population demographics are sourced from the \u003ca href=\"http://quickfacts.census.gov/qfd/index.html\" target=\"_blank\">2010 U.S. Census Bureau; \u003c/a>police force demographics are based on the \u003ca href=\"http://www.bjs.gov/index.cfm?ty=dcdetail&iid=248\" target=\"_blank\">Bureau of Justice Statistics' police force questionnaire\u003c/a> from 2007 (see below the map for additional notes and methodology).\u003c/p>\n\u003cdiv style=\"background: transparent;width: 620px;height: 700px;margin-top: -700px\">\u003c/div>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"http://kariannemah.github.io/bay-area-police-map/\" width=\"620\" height=\"700\" frameborder=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c!--more-->Darren Wilson, the police officer who shot and killed Michael Brown last August, was one of 50 white officers on Ferguson's 53-member police force. That's in a city with a two-thirds black population.\u003c/p>\n\u003cp>The wide race gap between Ferguson's police force and its community is not unusual. A recent \u003ca href=\"http://www.nytimes.com/interactive/2014/09/03/us/the-race-gap-in-americas-police-departments.html?_r=0\" target=\"_blank\">New York Times\u003c/a> analysis of 2007 government survey data on local police demographics found that hundreds of police forces across the country are more than 30 percentage points more white than the communities they serve.\u003c/p>\n\u003cp>This is no exception in many Bay Area cities. In our own analysis of data collected from the federal Bureau of Justice Statistics' police force questionnaire from 2007 -- the most recent comprehensive data available -- at least 10 cities in the region have police forces that are more than 30 percentage points more white than the general population of the communities they serve.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While it's unclear to what degree police demographics affect community relations in specific cities -- as opposed to factors such as residency -- many law enforcement experts agree that more diverse police forces often gain greater credibility in the communities they serve.\u003c/p>\n\u003cp>\"Police departments have struggled to achieve diversity for several decades now,\" says Justin McCrary, a professor of law at UC Berkeley who studies police demographics and is director of the \u003ca href=\"http://dlab.berkeley.edu/\" target=\"_blank\">D-Lab\u003c/a>.\u003c/p>\n\u003cp>\"One of the major problems departments confront is hiring qualified applicants. Most are averse to putting any restrictions on their pool of applicants.\"\u003c/p>\n\u003cp>He argues, though, that if more people in the community had a better awareness of the decent pay and excellent benefits that come with most law enforcement positions, the diversity and size of the hiring pool would likely increase.\u003c/p>\n\u003cp>\"Enlisting the support of community leaders really helps police departments bridge that gap, particularly when a department is struggling with community relations.”\u003c/p>\n\u003cp>\u003cstrong>Notes:\u003c/strong>\u003c/p>\n\u003cp>-- Data for each police department, except Hayward, was derived from the 2007 Bureau of Justice Statistics (BJS) survey, the most recent comprehensive data available (although some police force ranks have likely changed since then). Only cities that participated in the survey are included. \u003ca href=\"https://docs.google.com/spreadsheets/d/1p4EMqtyiedo4c5KBVz0jdHdRsqlICn78m8rfTgh-HHU/edit#gid=957119660\" target=\"_blank\">View the data set here\u003c/a>.\u003c/p>\n\u003cp>-- Individuals enumerated in the BJS survey as American Indian or Alaskan, Native Hawaiian or Pacific Islander, two or more races, and \"Other\" are combined here as \"Other.\"\u003c/p>\n\u003cp>-- In five of the 28 police departments, the race or ethnicity of some officers was unknown. For each of the five departments, this group comprised less than 5% of the total police force. These officers are included here as \"Other.\"\u003c/p>\n\u003cp>-- Racial demographic data on the Hayward Police Department was not provided in the BJS survey. It is, instead, sourced here from the City of Hayward's 2013 Commission on Accreditation for Law Enforcement Agencies, Inc. \u003ca href=\"http://www.ci.hayward.ca.us/NEWS/2014/CALEA_Final_Report.pdf\" target=\"_blank\">Assessment Report\u003c/a>. The report includes only White, Black, Hispanic, or Other.\u003c/p>\n\u003cp>-- From the \u003ca href=\"http://www.bjs.gov/index.cfm?ty=dcdetail&iid=248\" target=\"_blank\">BJS questionnaire\u003c/a>:\u003c/p>\n\u003cp>\"The BJS collects data from over 3,000 state and local law enforcement agencies, including all those that employ 100 or more sworn officers and a nationally representative sample of smaller agencies. Data are obtained on the organization and administration of police and sheriffs' departments, including agency responsibilities, operating expenditures, job functions of sworn and civilian employees, officer salaries and special pay, demographic characteristics of officers, weapons and armor policies, education and training requirements, computers and information systems, vehicles, special units, and community policing activities.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Ryan Mah, Andrew Cohn and Lisa Pickoff-White contributed to this project\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1456187954,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":true,"iframeSrcs":["http://kariannemah.github.io/bay-area-police-map/"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":670},"headData":{"title":"The Race Gap in Bay Area Police Departments | KQED","description":"Circles in the map below are scaled according to the number of sworn officers in each police department. As shown in the blue legend at bottom, the shade of each circle indicates the size of the race gap between the police force (sworn officers) and the population; the darker the circle, the larger the gap.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"15065 http://blogs.kqed.org/lowdown/?p=15065","disqusUrl":"https://ww2.kqed.org/lowdown/2014/12/03/the-race-gap-in-bay-area-police-departments/","disqusTitle":"The Race Gap in Bay Area Police Departments","path":"/lowdown/15065/the-race-gap-in-bay-area-police-departments","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Circles in the map below are scaled according to the number of sworn officers in each police department. As shown in the blue legend at bottom, the shade of each circle indicates the size of the race gap between the police force (sworn officers) and the population; the darker the circle, the larger the gap. General population demographics are sourced from the \u003ca href=\"http://quickfacts.census.gov/qfd/index.html\" target=\"_blank\">2010 U.S. Census Bureau; \u003c/a>police force demographics are based on the \u003ca href=\"http://www.bjs.gov/index.cfm?ty=dcdetail&iid=248\" target=\"_blank\">Bureau of Justice Statistics' police force questionnaire\u003c/a> from 2007 (see below the map for additional notes and methodology).\u003c/p>\n\u003cdiv style=\"background: transparent;width: 620px;height: 700px;margin-top: -700px\">\u003c/div>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"http://kariannemah.github.io/bay-area-police-map/\" width=\"620\" height=\"700\" frameborder=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c!--more-->Darren Wilson, the police officer who shot and killed Michael Brown last August, was one of 50 white officers on Ferguson's 53-member police force. That's in a city with a two-thirds black population.\u003c/p>\n\u003cp>The wide race gap between Ferguson's police force and its community is not unusual. A recent \u003ca href=\"http://www.nytimes.com/interactive/2014/09/03/us/the-race-gap-in-americas-police-departments.html?_r=0\" target=\"_blank\">New York Times\u003c/a> analysis of 2007 government survey data on local police demographics found that hundreds of police forces across the country are more than 30 percentage points more white than the communities they serve.\u003c/p>\n\u003cp>This is no exception in many Bay Area cities. In our own analysis of data collected from the federal Bureau of Justice Statistics' police force questionnaire from 2007 -- the most recent comprehensive data available -- at least 10 cities in the region have police forces that are more than 30 percentage points more white than the general population of the communities they serve.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While it's unclear to what degree police demographics affect community relations in specific cities -- as opposed to factors such as residency -- many law enforcement experts agree that more diverse police forces often gain greater credibility in the communities they serve.\u003c/p>\n\u003cp>\"Police departments have struggled to achieve diversity for several decades now,\" says Justin McCrary, a professor of law at UC Berkeley who studies police demographics and is director of the \u003ca href=\"http://dlab.berkeley.edu/\" target=\"_blank\">D-Lab\u003c/a>.\u003c/p>\n\u003cp>\"One of the major problems departments confront is hiring qualified applicants. Most are averse to putting any restrictions on their pool of applicants.\"\u003c/p>\n\u003cp>He argues, though, that if more people in the community had a better awareness of the decent pay and excellent benefits that come with most law enforcement positions, the diversity and size of the hiring pool would likely increase.\u003c/p>\n\u003cp>\"Enlisting the support of community leaders really helps police departments bridge that gap, particularly when a department is struggling with community relations.”\u003c/p>\n\u003cp>\u003cstrong>Notes:\u003c/strong>\u003c/p>\n\u003cp>-- Data for each police department, except Hayward, was derived from the 2007 Bureau of Justice Statistics (BJS) survey, the most recent comprehensive data available (although some police force ranks have likely changed since then). Only cities that participated in the survey are included. \u003ca href=\"https://docs.google.com/spreadsheets/d/1p4EMqtyiedo4c5KBVz0jdHdRsqlICn78m8rfTgh-HHU/edit#gid=957119660\" target=\"_blank\">View the data set here\u003c/a>.\u003c/p>\n\u003cp>-- Individuals enumerated in the BJS survey as American Indian or Alaskan, Native Hawaiian or Pacific Islander, two or more races, and \"Other\" are combined here as \"Other.\"\u003c/p>\n\u003cp>-- In five of the 28 police departments, the race or ethnicity of some officers was unknown. For each of the five departments, this group comprised less than 5% of the total police force. These officers are included here as \"Other.\"\u003c/p>\n\u003cp>-- Racial demographic data on the Hayward Police Department was not provided in the BJS survey. It is, instead, sourced here from the City of Hayward's 2013 Commission on Accreditation for Law Enforcement Agencies, Inc. \u003ca href=\"http://www.ci.hayward.ca.us/NEWS/2014/CALEA_Final_Report.pdf\" target=\"_blank\">Assessment Report\u003c/a>. The report includes only White, Black, Hispanic, or Other.\u003c/p>\n\u003cp>-- From the \u003ca href=\"http://www.bjs.gov/index.cfm?ty=dcdetail&iid=248\" target=\"_blank\">BJS questionnaire\u003c/a>:\u003c/p>\n\u003cp>\"The BJS collects data from over 3,000 state and local law enforcement agencies, including all those that employ 100 or more sworn officers and a nationally representative sample of smaller agencies. Data are obtained on the organization and administration of police and sheriffs' departments, including agency responsibilities, operating expenditures, job functions of sworn and civilian employees, officer salaries and special pay, demographic characteristics of officers, weapons and armor policies, education and training requirements, computers and information systems, vehicles, special units, and community policing activities.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Ryan Mah, Andrew Cohn and Lisa Pickoff-White contributed to this project\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/lowdown/15065/the-race-gap-in-bay-area-police-departments","authors":["7607"],"categories":["lowdown_552","lowdown_242","lowdown_457","lowdown_2366"],"tags":["lowdown_551","lowdown_62"],"featImg":"lowdown_15091","label":"lowdown"},"lowdown_14463":{"type":"posts","id":"lowdown_14463","meta":{"index":"posts_1591205157","site":"lowdown","id":"14463","score":null,"sort":[1468191653000]},"guestAuthors":[],"slug":"your-legal-rights-and-responsibilities-with-the-police-an-illustrated-guide","title":"What to Do if You Get Pulled Over by the Police","publishDate":1468191653,"format":"aside","headTitle":"The Lowdown | KQED News","labelTerm":{"site":"lowdown"},"content":"\u003cp>Communities across the nation are still shaken after a series of violent police-related incidents that unfolded over three days last week.\u003c/p>\n\u003cp>The events included the fatal shooting of two black men -- in Baton Rogue, La. on Tuesday and St. Paul, Minn. on Wednesday -- and the killings of five officers gunned down by a lone sniper at a Thursday protest in Dallas.\u003c/p>\n\u003cp>As have other high profile incidents of police violence over the past two years, last week's events redrew national attention to the ongoing issue of police force, particularly in low-income communities of color, where arrest rates are often disproportionately high and relations between law enforcement and residents are frequently tense, mistrustful and violent.\u003c/p>\n\u003cp>It also underscored the importance of understanding your rights and responsibilities if stopped by the police. Knowing how to act appropriately during these interactions can help avoid potentially dangerous confrontations. Cartoon journalist Andy Warner explains the rules of engagement (source links below).\u003c/p>\n\u003ch4>\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2014/11/Police_rights_full.jpg\">\u003cimg class=\"size-full wp-image-22195 alignnone\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2014/11/Police_rights_full.jpg\" alt=\"\" width=\"620\" height=\"4323\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2014/11/Police_rights_full.jpg 620w, https://ww2.kqed.org/app/uploads/sites/26/2014/11/Police_rights_full-400x2789.jpg 400w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003c/h4>\n\u003ch4>Sources\u003c/h4>\n\u003cp>\u003ca href=\"http://www.vox.com/2014/8/13/5994305/michael-brown-case-investigation-legal-police-kill-force-murder\" target=\"_blank\" rel=\"noopener\">Vox: \"When is it legal for a cop to shoot you?\"\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://scholarship.law.cornell.edu/facpub/273/\" target=\"_blank\" rel=\"noopener\">Cornell Law: Tennessee v. Garner Supreme Court ruling on police force\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://police.ucdavis.edu/docs/know_your_rights.pdf\" target=\"_blank\" rel=\"noopener\">ACLU: Your Rights When Encountering Law Enforcement \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.law.cornell.edu/wex/miranda_warning\" target=\"_blank\" rel=\"noopener\">Cornell Legal Information Institute: Miranda Warnings\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.aclupa.org/issues/policepractices/your-right-record-and-observe-police/taking-photos-video-and-audio/\" target=\"_blank\" rel=\"noopener\">ACLU (PA): Overview of photo, video and audio recording rights\u003c/a>\u003c/p>\n\u003chr>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-thumbnail wp-image-9829\" src=\"http://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2013/10/SelfPortrait-150x150.jpg\" alt=\"SelfPortrait\" width=\"82\" height=\"82\">\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Andy Warner's comic journalism has been published by Symbolia, Slate, \u003ca href=\"http://popsci.com/\" target=\"_blank\" rel=\"noopener\">popsci.com\u003c/a>, American Public Media, Campus Progress and more. You can see more of his work at: \u003ca href=\"http://andywarnercomics.com/\" target=\"_blank\" rel=\"noopener\">andywarnercomics.com\u003c/a> and \u003ca href=\"http://andywarnercomics.tumblr.com/\" target=\"_blank\" rel=\"noopener\">andywarnercomics.tumblr.com\u003c/a>\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1522975326,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":245},"headData":{"title":"What to Do if You Get Pulled Over by the Police | KQED","description":"Communities across the nation are still shaken after a series of violent police-related incidents that unfolded over three days last week. The events included the fatal shooting of two black men -- in Baton Rogue, La. on Tuesday and St. Paul, Minn. on Wednesday -- and the killings of five officers gunned down by a","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"14463 http://blogs.kqed.org/lowdown/?p=14463","disqusUrl":"https://ww2.kqed.org/lowdown/2016/07/10/your-legal-rights-and-responsibilities-with-the-police-an-illustrated-guide/","disqusTitle":"What to Do if You Get Pulled Over by the Police","path":"/lowdown/14463/your-legal-rights-and-responsibilities-with-the-police-an-illustrated-guide","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Communities across the nation are still shaken after a series of violent police-related incidents that unfolded over three days last week.\u003c/p>\n\u003cp>The events included the fatal shooting of two black men -- in Baton Rogue, La. on Tuesday and St. Paul, Minn. on Wednesday -- and the killings of five officers gunned down by a lone sniper at a Thursday protest in Dallas.\u003c/p>\n\u003cp>As have other high profile incidents of police violence over the past two years, last week's events redrew national attention to the ongoing issue of police force, particularly in low-income communities of color, where arrest rates are often disproportionately high and relations between law enforcement and residents are frequently tense, mistrustful and violent.\u003c/p>\n\u003cp>It also underscored the importance of understanding your rights and responsibilities if stopped by the police. Knowing how to act appropriately during these interactions can help avoid potentially dangerous confrontations. Cartoon journalist Andy Warner explains the rules of engagement (source links below).\u003c/p>\n\u003ch4>\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2014/11/Police_rights_full.jpg\">\u003cimg class=\"size-full wp-image-22195 alignnone\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2014/11/Police_rights_full.jpg\" alt=\"\" width=\"620\" height=\"4323\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2014/11/Police_rights_full.jpg 620w, https://ww2.kqed.org/app/uploads/sites/26/2014/11/Police_rights_full-400x2789.jpg 400w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003c/h4>\n\u003ch4>Sources\u003c/h4>\n\u003cp>\u003ca href=\"http://www.vox.com/2014/8/13/5994305/michael-brown-case-investigation-legal-police-kill-force-murder\" target=\"_blank\" rel=\"noopener\">Vox: \"When is it legal for a cop to shoot you?\"\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://scholarship.law.cornell.edu/facpub/273/\" target=\"_blank\" rel=\"noopener\">Cornell Law: Tennessee v. Garner Supreme Court ruling on police force\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://police.ucdavis.edu/docs/know_your_rights.pdf\" target=\"_blank\" rel=\"noopener\">ACLU: Your Rights When Encountering Law Enforcement \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.law.cornell.edu/wex/miranda_warning\" target=\"_blank\" rel=\"noopener\">Cornell Legal Information Institute: Miranda Warnings\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.aclupa.org/issues/policepractices/your-right-record-and-observe-police/taking-photos-video-and-audio/\" target=\"_blank\" rel=\"noopener\">ACLU (PA): Overview of photo, video and audio recording rights\u003c/a>\u003c/p>\n\u003chr>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-thumbnail wp-image-9829\" src=\"http://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2013/10/SelfPortrait-150x150.jpg\" alt=\"SelfPortrait\" width=\"82\" height=\"82\">\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Andy Warner's comic journalism has been published by Symbolia, Slate, \u003ca href=\"http://popsci.com/\" target=\"_blank\" rel=\"noopener\">popsci.com\u003c/a>, American Public Media, Campus Progress and more. You can see more of his work at: \u003ca href=\"http://andywarnercomics.com/\" target=\"_blank\" rel=\"noopener\">andywarnercomics.com\u003c/a> and \u003ca href=\"http://andywarnercomics.tumblr.com/\" target=\"_blank\" rel=\"noopener\">andywarnercomics.tumblr.com\u003c/a>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/lowdown/14463/your-legal-rights-and-responsibilities-with-the-police-an-illustrated-guide","authors":["7506"],"categories":["lowdown_256","lowdown_588","lowdown_2366"],"tags":["lowdown_2337","lowdown_538","lowdown_537"],"featImg":"lowdown_14470","label":"lowdown"},"education_13528":{"type":"posts","id":"education_13528","meta":{"index":"posts_1591205157","site":"education","id":"13528","score":null,"sort":[1402423338000]},"guestAuthors":[],"slug":"interactive-charts-examining-californias-prison-system","title":"Interactive Charts Examining California's Prison System","publishDate":1402423338,"format":"aside","headTitle":"Interactive Charts Examining California’s Prison System | KQED","labelTerm":{"site":"education"},"content":"\u003cp> \u003c/p>\n\u003cfigure id=\"attachment_13530\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/06/Lowdown-post-prison-population-.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-13530 size-full\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/06/Lowdown-post-prison-population-.jpg\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2014/06/Lowdown-post-prison-population-.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2014/06/Lowdown-post-prison-population--400x225.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Flickr/Bart Everson\u003c/figcaption>\u003c/figure>\n\u003cp>Who does California place behind bars? According to the CDCR 2011 data, most inmates originate from Southern California and are non-white. Other data also shows that around 20 percent of inmates are age 50 and up and 95 percent of all inmates are male. Explore KQED’S The Lowdown’s interactive charts that take a closer look at the demographics of inmates in California.\u003c/p>\n\u003cdiv data-ajax=\"{'url':'http://blogs.kqed.org/lowdown/2012/08/31/who-do-we-lock-up-in-california-four-key-characteristics-of-our-prison-population/','embed':'<a class=\\"embedly-card\\" href=\\"http://blogs.kqed.org/lowdown/2012/08/31/who-do-we-lock-up-in-california-four-key-characteristics-of-our-prison-population/\\">Who Do We Lock Up? Four Key Characteristics of Cal\\'s Prison Population</a>'}\">\u003ca class=\"embedly-card\" href=\"http://blogs.kqed.org/lowdown/2012/08/31/who-do-we-lock-up-in-california-four-key-characteristics-of-our-prison-population/\">Who Do We Lock Up? Four Key Characteristics of Cal’s Prison Population\u003c/a>\u003c/div>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-size: 10.5pt; font-family: 'Calibri','sans-serif'; color: black;\">Find \u003ca href=\"http://ca.pbslearningmedia.org/collection/mathcore/\" target=\"_blank\" rel=\"noopener\">hundreds more engaging math-focused media and integrated activities\u003c/a>, all aligned with CCSS at PBS LearningMedia. \u003c/span>\u003c/p>\n\u003cp>Suggested Activity:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Learning Outcomes\u003c/strong>\u003c/p>\n\u003cp>Students will be able to\u003c/p>\n\u003cul>\n\u003cli>solve problems involving finding a part, given the whole and the percent\u003c/li>\n\u003cli>use data to make an argument\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>Common Core State Standards:\u003c/strong> 6.RP.A.3c, 6.SP.B.5\u003c/p>\n\u003cp>\u003cstrong>Vocabulary:\u003c/strong> Percentages, ratios, infographic, incarcerated\u003c/p>\n\u003cp>\u003cstrong>Materials:\u003c/strong> Calculators; Infographic handout\u003c/p>\n\u003cp>\u003cstrong>Preparation:\u003c/strong> Make a pie chart with some actual data about students. Suggestions include birthday season, eye color, or number of siblings. Data should be represented as percentages.\u003c/p>\n\u003cp>\u003cstrong>Procedure\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>1. Optional Introduction (5–10 minutes, whole group)\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Begin by showing the pie chart you prepared. Ask students for their observations: What information does the chart show? Explain that the pie chart shows percentages, but that you can figure out the actual numbers that the percentages represent if you know the total number of people who were surveyed. (If necessary, remind students that percentages are ratios, and that they express quantities as part of 100.) Show students this equation:\u003c/p>\n\u003cp style=\"padding-left: 30px;\">[Total # surveyed] * [% Responding] = [# of Respondents]\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Now enter data into the equation and solve for the number of respondents. Repeat for each category in the pie chart so that students see that the total number of respondents equals the total number surveyed.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">After students have figured out the number of respondents for each category, ask them whether the data help them come to any conclusions about the distribution of birthdays, eye color, or number of siblings. What observations can they make based on the data?\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>2. Prison Population Activity (10 minutes, small groups)\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Hand out the infographic. Explain to students that an infographic, or information graphic, is a visual image designed to present complex information quickly and clearly. Give students a few minutes to look at the infographic on their own and then ask if they have any questions about how the data are presented. (Note: In the “California Prison Population by Race” graph, you may wish to explain that the second and fourth bars are the distribution of races in the general, non-incarcerated population.)\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Have students choose to review either the age and gender infographics or the race infographic. They should use the data in the infographic and the information about the total number of people in California’s prisons to calculate how many people of each age, gender, or race are imprisoned. Students may use calculators during this part of the activity.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>3. Data Analysis Activity (10 minutes, small groups)\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Once students have finished the calculations, have them look critically at the data with other groups who analyzed different graphs. Based on what they have learned, ask students to identify which populations (in terms of age, gender, and race) are overrepresented. Do prisons have the same demographics as the non-incarcerated population? What does this say about crime and punishment in California? If students were in charge of crime-prevention efforts for California, toward which groups and subgroups should they target their programming?\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>4. Conclusion (5 minutes, whole group)\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Quickly review student calculations of the total number of people in prison, broken down by age, gender, and race. Then have students do some analysis. Ask them\u003c/p>\n\u003cul>\n\u003cli> Were you surprised by any of the data?\u003c/li>\n\u003cli> What conclusions can you draw from the data?\u003c/li>\n\u003cli> What recommendations did you make about crime-prevention efforts?\u003c/li>\n\u003c/ul>\n\n","blocks":[],"excerpt":"Who does California place behind bars? According to the CDCR 2011 data, most inmates originate from Southern California and are non-white.","status":"publish","parent":0,"modified":1704764206,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":652},"headData":{"title":"Interactive Charts Examining California's Prison System | KQED","description":"Who does California place behind bars? According to the CDCR 2011 data, most inmates originate from Southern California and are non-white.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"sticky":false,"path":"/education/13528/interactive-charts-examining-californias-prison-system","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp> \u003c/p>\n\u003cfigure id=\"attachment_13530\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/06/Lowdown-post-prison-population-.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-13530 size-full\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/06/Lowdown-post-prison-population-.jpg\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2014/06/Lowdown-post-prison-population-.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2014/06/Lowdown-post-prison-population--400x225.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Flickr/Bart Everson\u003c/figcaption>\u003c/figure>\n\u003cp>Who does California place behind bars? According to the CDCR 2011 data, most inmates originate from Southern California and are non-white. Other data also shows that around 20 percent of inmates are age 50 and up and 95 percent of all inmates are male. Explore KQED’S The Lowdown’s interactive charts that take a closer look at the demographics of inmates in California.\u003c/p>\n\u003cdiv data-ajax=\"{'url':'http://blogs.kqed.org/lowdown/2012/08/31/who-do-we-lock-up-in-california-four-key-characteristics-of-our-prison-population/','embed':'<a class=\\"embedly-card\\" href=\\"http://blogs.kqed.org/lowdown/2012/08/31/who-do-we-lock-up-in-california-four-key-characteristics-of-our-prison-population/\\">Who Do We Lock Up? Four Key Characteristics of Cal\\'s Prison Population</a>'}\">\u003ca class=\"embedly-card\" href=\"http://blogs.kqed.org/lowdown/2012/08/31/who-do-we-lock-up-in-california-four-key-characteristics-of-our-prison-population/\">Who Do We Lock Up? Four Key Characteristics of Cal’s Prison Population\u003c/a>\u003c/div>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-size: 10.5pt; font-family: 'Calibri','sans-serif'; color: black;\">Find \u003ca href=\"http://ca.pbslearningmedia.org/collection/mathcore/\" target=\"_blank\" rel=\"noopener\">hundreds more engaging math-focused media and integrated activities\u003c/a>, all aligned with CCSS at PBS LearningMedia. \u003c/span>\u003c/p>\n\u003cp>Suggested Activity:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Learning Outcomes\u003c/strong>\u003c/p>\n\u003cp>Students will be able to\u003c/p>\n\u003cul>\n\u003cli>solve problems involving finding a part, given the whole and the percent\u003c/li>\n\u003cli>use data to make an argument\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>Common Core State Standards:\u003c/strong> 6.RP.A.3c, 6.SP.B.5\u003c/p>\n\u003cp>\u003cstrong>Vocabulary:\u003c/strong> Percentages, ratios, infographic, incarcerated\u003c/p>\n\u003cp>\u003cstrong>Materials:\u003c/strong> Calculators; Infographic handout\u003c/p>\n\u003cp>\u003cstrong>Preparation:\u003c/strong> Make a pie chart with some actual data about students. Suggestions include birthday season, eye color, or number of siblings. Data should be represented as percentages.\u003c/p>\n\u003cp>\u003cstrong>Procedure\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>1. Optional Introduction (5–10 minutes, whole group)\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Begin by showing the pie chart you prepared. Ask students for their observations: What information does the chart show? Explain that the pie chart shows percentages, but that you can figure out the actual numbers that the percentages represent if you know the total number of people who were surveyed. (If necessary, remind students that percentages are ratios, and that they express quantities as part of 100.) Show students this equation:\u003c/p>\n\u003cp style=\"padding-left: 30px;\">[Total # surveyed] * [% Responding] = [# of Respondents]\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Now enter data into the equation and solve for the number of respondents. Repeat for each category in the pie chart so that students see that the total number of respondents equals the total number surveyed.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">After students have figured out the number of respondents for each category, ask them whether the data help them come to any conclusions about the distribution of birthdays, eye color, or number of siblings. What observations can they make based on the data?\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>2. Prison Population Activity (10 minutes, small groups)\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Hand out the infographic. Explain to students that an infographic, or information graphic, is a visual image designed to present complex information quickly and clearly. Give students a few minutes to look at the infographic on their own and then ask if they have any questions about how the data are presented. (Note: In the “California Prison Population by Race” graph, you may wish to explain that the second and fourth bars are the distribution of races in the general, non-incarcerated population.)\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Have students choose to review either the age and gender infographics or the race infographic. They should use the data in the infographic and the information about the total number of people in California’s prisons to calculate how many people of each age, gender, or race are imprisoned. Students may use calculators during this part of the activity.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>3. Data Analysis Activity (10 minutes, small groups)\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Once students have finished the calculations, have them look critically at the data with other groups who analyzed different graphs. Based on what they have learned, ask students to identify which populations (in terms of age, gender, and race) are overrepresented. Do prisons have the same demographics as the non-incarcerated population? What does this say about crime and punishment in California? If students were in charge of crime-prevention efforts for California, toward which groups and subgroups should they target their programming?\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>4. Conclusion (5 minutes, whole group)\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Quickly review student calculations of the total number of people in prison, broken down by age, gender, and race. Then have students do some analysis. Ask them\u003c/p>\n\u003cul>\n\u003cli> Were you surprised by any of the data?\u003c/li>\n\u003cli> What conclusions can you draw from the data?\u003c/li>\n\u003cli> What recommendations did you make about crime-prevention efforts?\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/13528/interactive-charts-examining-californias-prison-system","authors":["9528"],"categories":["education_50"],"tags":["education_225","education_5","education_657","education_3380"],"featImg":"education_13530","label":"education"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2023/08/possible-5gxfizEbKOJ-pbF5ASgxrs_.1400x1400.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2021/10/ATC_1400.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/powerpress/1440_0018_AmericanSuburb_iTunesTile_01.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. 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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. 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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://ww2.kqed.org/app/uploads/2021/10/ME_1400.jpg","officialWebsiteLink":"https://www.npr.org/programs/morning-edition/","meta":{"site":"news","source":"npr"},"link":"/radio/program/morning-edition"},"onourwatch":{"id":"onourwatch","title":"On Our Watch","tagline":"Police secrets, unsealed","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/2024/01/OOW_Tile_Final.png","imageAlt":"On Our Watch from NPR and KQED","officialWebsiteLink":"/podcasts/onourwatch","meta":{"site":"news","source":"kqed","order":"1"},"link":"/podcasts/onourwatch","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1567098962","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw","npr":"https://rpb3r.app.goo.gl/onourwatch","spotify":"https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x","tuneIn":"https://tunein.com/radio/On-Our-Watch-p1436229/","stitcher":"https://www.stitcher.com/show/on-our-watch","rss":"https://feeds.npr.org/510360/podcast.xml"}},"on-the-media":{"id":"on-the-media","title":"On The Media","info":"Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. 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