Podcasts about Berkeley High School

When you hear the expression “the kids are alright,” it's referring to Sophie Horvath and Joshua Swift-Rawal, students at Berkeley High School in California. The friends noticed that a lot of their favorite restaurants were using single-use products, despite new reuse laws in their city, and they decided to do something about it. They started a project to launch a reusable container pilot at their school, with a vision of expanding city-wide. Sophie and Josh share how they navigated working with city and school officials to make the case for reuse, lessons they learned, and inspiring insights to help others bring reuse to their schools and communities.Resources: About the Reusable Container Pilot ProgramMore about the Berkeley Disposable Foodware PolicyEpisode 113: Introducing Chart-Reuse 

Discover the story behind the music with Charles Hamilton, the esteemed band director at Berkeley High School. In this insightful episode, we explore Mr. Hamilton's upbringing and his journey to becoming a passionate music educator. From his early days to his influential role at Berkeley High, we'll uncover the importance of music education and the profound impact it has on students' lives. Join us as we gain valuable insights into the world of music and teaching from a true maestro. --- Send in a voice message: https://podcasters.spotify.com/pod/show/tonescapespodcast/message

Hello and welcome back to Chit & Chat; encouraging one another podcast. Today my guest is Michael Powers, and Michael was born in New York City in 1960, but grew up in the San Francisco Bay area. His musical career began as therapy, when at the age of 15 he took up strumming the guitar to strengthen his wrist after a skateboard accident. Following his graduation from Berkeley High School when he was 15½, he moved to Seattle and frequented local jam sessions, keeping his fingers on the guitar strings and his mind on making his music reach a wider audience.  His style was also influenced by a diverse group of musicians which includes Jimi Hendrix, Carlos Santana, Charlie Parker, George Benson, Stanley Jordan, Miles Davis, and Kevin Eubanks. He has met so many incredible musicians in the industry that have help him create his very unique style, also please Check out Michaelpowersmusic.com, for more info about his and his schedule as well. I am so excited to speak with him today and get his story and who has encouraged him throughout his career, and he has meet so many incredible people along his journey it's insane, he could write a book of all the people he has met. Not only am I a sharing 2 of his songs, "Return of Summer" but also "Miles From Home" , I am also playing music by: The Chris Jones Band called- American Radio, you can follow Chris at www.chrisjonesband.com Demi Michelle- Follow my Compass; Demi's website is www.demischwartz.com and Jason Biddle called I see the Cross; his website is Jasonbiddlemusic.com As always I am so appreciative of my amazing sponsors. So please check out these amazing local businesses that are in the Kitsap County area. You can find each of these businesses on Facebook and when you check out my website at www.chitnchatpodcast.com, you have the ability to click on each link for their business. From Silverdale Washington, Taquiza & Taquiza Street they have some really good authentic Mexican food, and are locally owned and operated, amazing staff and friendly service and my favorite is the Grilled Jalapenos!! Also Thank you to Double D's BBQ & Smokery, they are a food truck out of Kington, Washington. With some of the best tasting BBQ in the area, they locally owned by Navy Veterans. Finger licking BBQ everytime. Lone Star Donuts with 3 locations in Port Orchard, Silverdale and now in Poulsbo Washington. Great tasting, made fresh every day Donuts!! With nearly 50 kinds they are so so delicious. I also want to thank Alex Pablo and what Alex does is: His company specializes in assisting small to medium-sized local family restaurant establishments in enhancing their brand identity and cultivating a strong business image, thereby attracting a greater customer base and boosting sales. They provide some really great services aimed at effectively showcasing their enticing offerings, and implementing efficient online ordering software to drive increased online sales. Their objective is to empower these businesses to flourish and achieve sustained success in their respective markets. You can find him at www.aldentedigitals.com I had so much fun, with this podcast episode, time got away from me but it was a very fun episode to put together. If you can't listen to the whole thing now come back and pick up where you left off. Also subscribe and follow this podcast as I continue to share encouraging, uplifting conversations with people from all over the world as well as fun, energetic music. --- Send in a voice message: https://podcasters.spotify.com/pod/show/jody-shuffield/message

What if you could sit down with your favorite teacher or mentor from school and let them know how much they influenced your life for the better? For many thousands of students, that special teacher was Nancy Rubin who taught an innovative class called Social Living for decades of 15-year old sophomores at Berkeley High School. Recently honored for her dedication, creativity, wisdom and kindness, Nancy has been the subject of a documentary honoring her contributions.  Margo Rose sits down for this amazing interview with Nancy Rubin 43 years after taking her class.  We find out about Nancy's experiences of being in the classroom, current photography exhibitions and how she now shines light on active seniors. Nancy continues to share ways we can stay healthy, motivated and optimistic at every age. Don't miss this heart-warming and inspiring interview and please share with anyone on a journey of self-discovery and empowerment. Episode "Chapters" 0:00 Introduction 1:26 Nancy's introduction to social living. 1:30 The time capsule project. 4:33 The power of writing letters to yourself. 10:08 What is forever fit exercise for life? 16:40 Connecting wisdoms between teens and seniors. 18:53 What Nancy wants to do now and next. 21:08 Nancy shares her message to feel energized and inspired. 31:01 Connect with Margo Rose Guest Bio/contact info: Nancy Rubin She have three passions: teaching, photography, and travel. She taught in public high schools for 32 years. She began her teaching career as a specialist working with the visually impaired but soon was called upon to teach a required nine-week course "Social Living". It was always a challenge to pack everything from birth to death into half of a semester. Her experience teaching, and that of the students in Social Living, is the subject of a documentary "Hi I'm Nancy Rubin". Website: www.nancyjrubin.com Margo Rose has been a personal trainer for over 20 years specializing in functional fitness. She has also written a book called Body Aware Grieving; A Fitness Trainer's Guide To Caring For Your Health During Sad Times. Body Aware Living is a new blend of these two systems of healing and self-care. On this website you will find: the Body Aware Living podcast, articles and videos about wellness in Margo Media section and description of her coaching services Website: www.BodyAwareLiving.com Body Aware Grieving has been created to help you, or someone you care about, adjust to a loss or big life change. This link is one way to get the book quickly: https://www.amazon.com/Body-Aware-Grieving-Fitness-Trainers/dp/0692459189 Also available from other vendors including this independent Bookshop organization: https://bookshop.org/books/body-aware-grieving-a-fitness-trainer-s-guide-to-caring-for-your-health-during-sad-times/9780692459188 Follow Body Aware Living on Facebook  https://www.facebook.com/BodyAwareLiving

Clara Williams reflects on growing up in West Oakland, California and attending Berkeley High School. Her father started his ministry as an associate ordained minister at Ephesians Church of God In Christ (COGIC) - known for its flagship status as one of the largest pentecostal churches in the San Francisco/Oakland Bay Area during the early sixties. Clara shares her experiences as a “PK” (preacher's kid) when her father “accepted the call” and became a full-time pastor at the “Power House”, COGIC, while maintaining a full-time job with the City of Berkeley. She admires her Dad, who subsequently received a doctorate in Divinity. Clara shares the strong community values she learned during her childhood, In speaking of the Crystalettes, a family social club that her parents and other African American families created to provide a wholesome supportive space for their families. Clara recalls the origins of the Northern California State Youth Choir of the Church of God in Christ, started by bay area gospel singer celebrities, Edwin Hawkins and Betty Watson. Clara recounts the gospel scene in the Bay Area and the prominent gospel groups during the 1960s. She remembers her rich experience, and describes the “Oh Happy Day” recording and performances as a testimony she wants to share.Highlights:In 1966, Clara discovers the Northern California Youth Choir, and sees an opportunity to have additional church activities outside of her father's church;The choir's recording project to sell their own music, begins as a fundraiser to finance a trip to an east coast COGIC youth conference, becomes an unexpected mega billboard hit;Dorothy Morrison, a member of Clara's church, is selected as the lead singer, and “Oh Happy Day” is recorded in 1968;Despite the excitement of the recording, Clara's family faces the challenge of her mother's diagnosis of a life long heart condition she could no longer endure without surgical intervention in 1968, and she is worried that her mother may not survive the new surgical procedures; andIn the next episode, Clara's story continues and “Oh Happy Day” becomes an overnight success.

Donald Casimere was a member of the choir at Ephesians Church of God In Christ, when Edwin Hawkins was both the church organist and choir director. He shares his experience as a baritone-bass on the original recording of the album, “Let Us Go Into The House of The Lord” which included the recording “Oh Happy Day”. Donald describes Edwin's ability to bring out the best in every voice in the choir. He provides a unique perspective on the era. He received a very low draft lottery number and chose to enlist in US Air Force at the height of the Vietnam War when “Oh Happy Day” became a hit. He reveals the impact of being a young, black man from Berkeley, who was placed in the jungle of Thailand during a time of war, as a testimony to his faith.Highlights:Donald joins the choir, along with his sister Bonita and brother, Ronald. They perform on the original recording of the ‘Oh Happy Day” album and reflects upon the presence of the Holy Spirit during the recording;Donald graduates Berkeley High School and enrolls in the Police academy, then is suddenly decides to enlist after receiving a low draft lottery number;Donald is with a group of Black GI's in a remote outpost in Thailand when “Oh Happy Day' is played on the radio; andEdwin's music represents a new sound in gospel music. Church leaders are divided in their approval, with the debate of “holy vs worldly music”.In the next episode, Diane Williams talks about the impact of growing up in a strict Pentecostal household, becoming a teenage mother, and being ostracized by her family as the biggest challenge of her life. A last-minute opportunity to join the choir on tour came up after her son was born. And with the support from her mother after Ed said she could tour with the group her mission to be an advocate for young girls who find themselves in similar situations she went through.

This episode profiles two Berkeley High School student musicians, Vivien Silas and Dexter Griffin. The episode was produced and edited by Miriam Reichenberg. Interviews were conducted by Zazie Duchene and Bodhi Siedler. --- Send in a voice message: https://anchor.fm/bhsjacket/message

In this episode, I had the pleasure of having Dr. Kari Kokka on the podcast to talk about her personal math journey, and the intersection of social justice and the study of mathematics. To learn more about Kari's journey, you can visit her website at karikokka.com or follow her on Instagram and Twitter (@karikokka). BIO: Dr. Kari Kokka (she/her) is an Assistant Professor of Mathematics Education in the Department of Teaching and Learning at the University of Nevada, Las Vegas. She studies Social Justice Mathematics, mathematics teacher activism, and critical consciousness development of mathematics teachers. Her current research projects are funded by the National Science Foundation and Spencer Foundation. Prior to her position at the University of Nevada, Las Vegas she was an Assistant Professor of Mathematics Education at the University of Pittsburgh where she was awarded the Dean's Distinguished Research Award (2022), the Dean's Distinguished Teaching Award (2021), and the Iris Marion Marion Award for Social Justice (2019). She began her career in education as a mathematics teacher and diving coach at Berkeley High School (1999) and was a mathematics teacher activist and mathematics instructional coach at Vanguard High School (2001-2011), a Title I public school in New York City, where she used Complex Instruction and Performance Assessment. She is co-founder of the Creating Balance in an Unjust World Conference on STEAMM Education and Social Justice (co-founded in 2007), former co-chair of the Critical Educators for Social Justice SIG, and has been part of the Radical STEMM Educators of the Bay Area, People's Education Movement, and the New York Collective of Radical Educators. Dr. Kokka completed her Ed.D. at the Harvard Graduate School of Education (2017), principal certification with the NYC Leadership Academy (2011), and M.A. in Education (2001) and B.S. in Mechanical Engineering at Stanford University (1999). She is a proud product of East San Jose, CA K-12 public schools. You can learn more about her work at www.karikokka.com, and you can follow her on Twitter @karikokka. She can be reached at kari.kokka@unlv.edu.

This episode is also available as a blog post: http://realcrime.net/2022/06/05/was-the-berkeley-school-shooting-plotter-trying-to-assemble-ghost-guns/ Sources: Student, 16, arrested on suspicion of mass shooting, bomb plot at BHS Berkeley teen tried to recruit students for mass shooting, bombing at high school, police say Teen Tried to Recruit Others for Mass Shooting, Bombing Plot at Berkeley High School: Police Details emerge about Berkeley High School teen's alleged plans for shooting, bombing My posts about ghost guns: https://realcrime.net/tag/ghost-gun/ Contact Trench: https://realcrime.net/contact/ Intro Music: “Death and Axes” by Kevin MacLeod (incompetech.com) Licensed under Creative Commons: By Attribution 4.0 License http://creativecommons.org/licenses/by/4.0/ Twitter: https://twitter.com/trenchreynolds or https://twitter.com/RealCrimeNet Facebook: https://www.facebook.com/realcrimenet IG: https://www.instagram.com/trenchreynolds/ Merch: https://www.mooshuandme.com/collections/realcrime-net Patreon: https://www.patreon.com/trenchreynolds PayPal: https://paypal.me/trenchreynolds --- Send in a voice message: https://anchor.fm/realcrimestories/message Support this podcast: https://anchor.fm/realcrimestories/support

On this episode of WTF California Podcast, we discuss the Oakley Police Department press conference on the Alexis Gabe case and urge District Attorney Diana Becton to issue a public apology to the Gabe family.  Alameda County issues indoor mask mandate again. LA County soon behind. We then discuss school safety and how Senate passes bill to allow schools not to report threats to law enforcement, Gavin Newsom is lax on school safety. CHP honors good Samaritans for helping officer shot. We talk about some other stuff as well as Kenny turning 50. Articles from the show: Murder Suspect in the Alexis Gabe Case Killed Following Attack on Law Enforcement Officers Contra Costa District Attorney's Statement on the Murder of Alexis Gabe Alameda County reinstates indoor mask mandate LA County could return to indoor mask-wearing if COVID numbers keep rising California State Senate Passes Bill to Allow Schools Not to Report Threats Gov. Newsom Ignores Lax Safety Practices at CA Public Schools Details emerge about Berkeley High School teen's alleged plans for shooting, bombing 7th Grade student arrested for bringing BB gun to Colusa County school DA Gascon can't ignore California's ‘three-strikes' law, appellate court says California Attorney General Bonta announces multi-agency ‘gang takedown' in Stockton California bank robbery suspect killed in police shootout You may commute over one of these structurally deficient bridges in California California ranks 1st in most dog attacks on USPS postal workers Mayor Breed, SFPD to march in 2022 Pride Parade after solution reached CHP honors Good Samaritans for helping officer shot in April

Berkeley High School, Gordo's burritos and building a team

This is one of three episodes interviewing the candidates for 2022-2023 student government at Berkeley High School. --- Send in a voice message: https://anchor.fm/bhsjacket/message

This is one of three episodes interviewing the candidates for 2022-2023 student government at Berkeley High School. --- Send in a voice message: https://anchor.fm/bhsjacket/message

This is one of three episodes interviewing the candidates for 2022-2023 student government at Berkeley High School. --- Send in a voice message: https://anchor.fm/bhsjacket/message

Taneen is a Berkeley native and the co-founder of UK company MobiSkip. In the episode, we hear about Taneen's thoughts on labels, and how society's urge to label everyone and everything has fundamentally negative effects on living an authentic life. He talks about being told by his teacher that he will never make it to a four year college, how Eminem inspired his passion for language and using words with intention, the irony of racial segregation in the courtyard at Berkeley High School, and a lot more. Sit back and enjoy a truly unique and organic story! Want to share your story on the pod?

Safety officers are an integral, but often overlooked, part of Berkeley High School. This episode delves into their experiences during the pandemic and return to school, day-to-day jobs, and relationships with students. This episode was produced by Clara Brownstein. It was written by Clara Brownstein, Aelia Gyger, and Sophie Horvath, and interviews were also conducted by Jeremy Herpin and Miriam Reichenberg. This episode was edited by Asha Baudart-Gehlawat. You can find more episodes and coverage of the Berkeley High community at our website, berkeleyhighjacket.com. --- Send in a voice message: https://anchor.fm/bhsjacket/message

NB: This interview contains material about wartime experiences that may be upsetting to some listeners.  When Alex Panasenko was born in 1933, his native Ukraine was devastated by Stalin's program of mass starvation; millions were murdered and, soon after, millions more removed in Stalin's Great Purge. In 1941, when Panasenko was eight years old, Hitler's Wehrmacht invaded and he was deported with his family for slave labor. As the tide turned against the Nazis, Panasenko, now separated from his family, tramped westward with the retreating German army. The Long Vacation is Alex Panasenko's war memoir, remembering the formative, often harrowing experiences that shaped his character. In this conversation, Mr. Panasenko discusses the extremities of life, death, terror, lust, and hunger from a child's perspective, and with a child's canny reactions aimed at survival, even when the prospect seemed most unlikely. With things falling apart around him—laws, governments, the conventions of the adult world—Panasenko came to rely only on himself. Consequently, as an adolescent in the chaotic period following the war, he became an astonishingly successful black marketeer in the liberated Bavarian town of Memmingen. Finally, Mr. Panasenko reflects on his life in the 75 years since the war, including his forty years as a biology teacher at Berkeley High School in northern California. Krzysztof Odyniec is a historian of Early Modern Europe and the Spanish Empire; he had the privilege of being one of Alex Panasenko's biology students in 1993-94. Learn more about your ad choices. Visit megaphone.fm/adchoices

NB: This interview contains material about wartime experiences that may be upsetting to some listeners.  When Alex Panasenko was born in 1933, his native Ukraine was devastated by Stalin's program of mass starvation; millions were murdered and, soon after, millions more removed in Stalin's Great Purge. In 1941, when Panasenko was eight years old, Hitler's Wehrmacht invaded and he was deported with his family for slave labor. As the tide turned against the Nazis, Panasenko, now separated from his family, tramped westward with the retreating German army. The Long Vacation is Alex Panasenko's war memoir, remembering the formative, often harrowing experiences that shaped his character. In this conversation, Mr. Panasenko discusses the extremities of life, death, terror, lust, and hunger from a child's perspective, and with a child's canny reactions aimed at survival, even when the prospect seemed most unlikely. With things falling apart around him—laws, governments, the conventions of the adult world—Panasenko came to rely only on himself. Consequently, as an adolescent in the chaotic period following the war, he became an astonishingly successful black marketeer in the liberated Bavarian town of Memmingen. Finally, Mr. Panasenko reflects on his life in the 75 years since the war, including his forty years as a biology teacher at Berkeley High School in northern California. Krzysztof Odyniec is a historian of Early Modern Europe and the Spanish Empire; he had the privilege of being one of Alex Panasenko's biology students in 1993-94. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/russian-studies

NB: This interview contains material about wartime experiences that may be upsetting to some listeners.  When Alex Panasenko was born in 1933, his native Ukraine was devastated by Stalin's program of mass starvation; millions were murdered and, soon after, millions more removed in Stalin's Great Purge. In 1941, when Panasenko was eight years old, Hitler's Wehrmacht invaded and he was deported with his family for slave labor. As the tide turned against the Nazis, Panasenko, now separated from his family, tramped westward with the retreating German army. The Long Vacation is Alex Panasenko's war memoir, remembering the formative, often harrowing experiences that shaped his character. In this conversation, Mr. Panasenko discusses the extremities of life, death, terror, lust, and hunger from a child's perspective, and with a child's canny reactions aimed at survival, even when the prospect seemed most unlikely. With things falling apart around him—laws, governments, the conventions of the adult world—Panasenko came to rely only on himself. Consequently, as an adolescent in the chaotic period following the war, he became an astonishingly successful black marketeer in the liberated Bavarian town of Memmingen. Finally, Mr. Panasenko reflects on his life in the 75 years since the war, including his forty years as a biology teacher at Berkeley High School in northern California. Krzysztof Odyniec is a historian of Early Modern Europe and the Spanish Empire; he had the privilege of being one of Alex Panasenko's biology students in 1993-94. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/genocide-studies

NB: This interview contains material about wartime experiences that may be upsetting to some listeners.  When Alex Panasenko was born in 1933, his native Ukraine was devastated by Stalin's program of mass starvation; millions were murdered and, soon after, millions more removed in Stalin's Great Purge. In 1941, when Panasenko was eight years old, Hitler's Wehrmacht invaded and he was deported with his family for slave labor. As the tide turned against the Nazis, Panasenko, now separated from his family, tramped westward with the retreating German army. The Long Vacation is Alex Panasenko's war memoir, remembering the formative, often harrowing experiences that shaped his character. In this conversation, Mr. Panasenko discusses the extremities of life, death, terror, lust, and hunger from a child's perspective, and with a child's canny reactions aimed at survival, even when the prospect seemed most unlikely. With things falling apart around him—laws, governments, the conventions of the adult world—Panasenko came to rely only on himself. Consequently, as an adolescent in the chaotic period following the war, he became an astonishingly successful black marketeer in the liberated Bavarian town of Memmingen. Finally, Mr. Panasenko reflects on his life in the 75 years since the war, including his forty years as a biology teacher at Berkeley High School in northern California. Krzysztof Odyniec is a historian of Early Modern Europe and the Spanish Empire; he had the privilege of being one of Alex Panasenko's biology students in 1993-94. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

NB: This interview contains material about wartime experiences that may be upsetting to some listeners.  When Alex Panasenko was born in 1933, his native Ukraine was devastated by Stalin's program of mass starvation; millions were murdered and, soon after, millions more removed in Stalin's Great Purge. In 1941, when Panasenko was eight years old, Hitler's Wehrmacht invaded and he was deported with his family for slave labor. As the tide turned against the Nazis, Panasenko, now separated from his family, tramped westward with the retreating German army. The Long Vacation is Alex Panasenko's war memoir, remembering the formative, often harrowing experiences that shaped his character. In this conversation, Mr. Panasenko discusses the extremities of life, death, terror, lust, and hunger from a child's perspective, and with a child's canny reactions aimed at survival, even when the prospect seemed most unlikely. With things falling apart around him—laws, governments, the conventions of the adult world—Panasenko came to rely only on himself. Consequently, as an adolescent in the chaotic period following the war, he became an astonishingly successful black marketeer in the liberated Bavarian town of Memmingen. Finally, Mr. Panasenko reflects on his life in the 75 years since the war, including his forty years as a biology teacher at Berkeley High School in northern California. Krzysztof Odyniec is a historian of Early Modern Europe and the Spanish Empire; he had the privilege of being one of Alex Panasenko's biology students in 1993-94. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/military-history

NB: This interview contains material about wartime experiences that may be upsetting to some listeners.  When Alex Panasenko was born in 1933, his native Ukraine was devastated by Stalin's program of mass starvation; millions were murdered and, soon after, millions more removed in Stalin's Great Purge. In 1941, when Panasenko was eight years old, Hitler's Wehrmacht invaded and he was deported with his family for slave labor. As the tide turned against the Nazis, Panasenko, now separated from his family, tramped westward with the retreating German army. The Long Vacation is Alex Panasenko's war memoir, remembering the formative, often harrowing experiences that shaped his character. In this conversation, Mr. Panasenko discusses the extremities of life, death, terror, lust, and hunger from a child's perspective, and with a child's canny reactions aimed at survival, even when the prospect seemed most unlikely. With things falling apart around him—laws, governments, the conventions of the adult world—Panasenko came to rely only on himself. Consequently, as an adolescent in the chaotic period following the war, he became an astonishingly successful black marketeer in the liberated Bavarian town of Memmingen. Finally, Mr. Panasenko reflects on his life in the 75 years since the war, including his forty years as a biology teacher at Berkeley High School in northern California. Krzysztof Odyniec is a historian of Early Modern Europe and the Spanish Empire; he had the privilege of being one of Alex Panasenko's biology students in 1993-94. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/history

NB: This interview contains material about wartime experiences that may be upsetting to some listeners.  When Alex Panasenko was born in 1933, his native Ukraine was devastated by Stalin's program of mass starvation; millions were murdered and, soon after, millions more removed in Stalin's Great Purge. In 1941, when Panasenko was eight years old, Hitler's Wehrmacht invaded and he was deported with his family for slave labor. As the tide turned against the Nazis, Panasenko, now separated from his family, tramped westward with the retreating German army. The Long Vacation is Alex Panasenko's war memoir, remembering the formative, often harrowing experiences that shaped his character. In this conversation, Mr. Panasenko discusses the extremities of life, death, terror, lust, and hunger from a child's perspective, and with a child's canny reactions aimed at survival, even when the prospect seemed most unlikely. With things falling apart around him—laws, governments, the conventions of the adult world—Panasenko came to rely only on himself. Consequently, as an adolescent in the chaotic period following the war, he became an astonishingly successful black marketeer in the liberated Bavarian town of Memmingen. Finally, Mr. Panasenko reflects on his life in the 75 years since the war, including his forty years as a biology teacher at Berkeley High School in northern California. Krzysztof Odyniec is a historian of Early Modern Europe and the Spanish Empire; he had the privilege of being one of Alex Panasenko's biology students in 1993-94. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/eastern-european-studies

NB: This interview contains material about wartime experiences that may be upsetting to some listeners.  When Alex Panasenko was born in 1933, his native Ukraine was devastated by Stalin's program of mass starvation; millions were murdered and, soon after, millions more removed in Stalin's Great Purge. In 1941, when Panasenko was eight years old, Hitler's Wehrmacht invaded and he was deported with his family for slave labor. As the tide turned against the Nazis, Panasenko, now separated from his family, tramped westward with the retreating German army. The Long Vacation is Alex Panasenko's war memoir, remembering the formative, often harrowing experiences that shaped his character. In this conversation, Mr. Panasenko discusses the extremities of life, death, terror, lust, and hunger from a child's perspective, and with a child's canny reactions aimed at survival, even when the prospect seemed most unlikely. With things falling apart around him—laws, governments, the conventions of the adult world—Panasenko came to rely only on himself. Consequently, as an adolescent in the chaotic period following the war, he became an astonishingly successful black marketeer in the liberated Bavarian town of Memmingen. Finally, Mr. Panasenko reflects on his life in the 75 years since the war, including his forty years as a biology teacher at Berkeley High School in northern California. Krzysztof Odyniec is a historian of Early Modern Europe and the Spanish Empire; he had the privilege of being one of Alex Panasenko's biology students in 1993-94. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/biography

NB: This interview contains material about wartime experiences that may be upsetting to some listeners.  When Alex Panasenko was born in 1933, his native Ukraine was devastated by Stalin's program of mass starvation; millions were murdered and, soon after, millions more removed in Stalin's Great Purge. In 1941, when Panasenko was eight years old, Hitler's Wehrmacht invaded and he was deported with his family for slave labor. As the tide turned against the Nazis, Panasenko, now separated from his family, tramped westward with the retreating German army. The Long Vacation is Alex Panasenko's war memoir, remembering the formative, often harrowing experiences that shaped his character. In this conversation, Mr. Panasenko discusses the extremities of life, death, terror, lust, and hunger from a child's perspective, and with a child's canny reactions aimed at survival, even when the prospect seemed most unlikely. With things falling apart around him—laws, governments, the conventions of the adult world—Panasenko came to rely only on himself. Consequently, as an adolescent in the chaotic period following the war, he became an astonishingly successful black marketeer in the liberated Bavarian town of Memmingen. Finally, Mr. Panasenko reflects on his life in the 75 years since the war, including his forty years as a biology teacher at Berkeley High School in northern California. Krzysztof Odyniec is a historian of Early Modern Europe and the Spanish Empire; he had the privilege of being one of Alex Panasenko's biology students in 1993-94. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/german-studies

This week on 8111, the Droid himself, Marty Brenneis! Marty's nickname, “Droid” comes from the following axiom; An engineer builds one and then you get a droid to build 99 more. Marty grew up in Berkeley attending Berkeley High School. He was part of the student stage crew helping put on full blown productions. He basically grew up in the business with his mom working doing hair and makeup, and his dad working as a still photographer. Marty saw Star Wars at the Coronet theater in 1977 and knew immediately that he'd one day work for Lucasfilm. He went on and earned a two year degree in electronics. His brother John was then working at American Zoetrope and they needed a wiring “droid”. So Marty came in to help, and that gig led to an opportunity to come to ILM wiring blue-screens. It quickly became self-evident that Marty was highly useful in the new growing Northern California studio. Marty's credits include; Apocalypse Now, Raiders of the Lost Ark, Dragonslayer, ET, Star Trek 2 Batteries Not Included, to name only a few. If you ever worked at ILM on Kerner, you knew who Marty Brenneis was. In many ways, Marty epitomizes so much of the ILM work ethos and culture. He's a human Swiss Army knife and the ultimate creative problem solver. It was so much fun to chat with Marty and hear his story. 

This week The TV Boys sit down to discuss Andy Samberg. Whether he's writing or acting it's always something hilarious he's one easily one of our collective favorites.

Olympic opening ceremony director is fired after a Holocaust joke. A look into why people are experiencing the worst summer colds. A Berkeley High School yearbook photo reveals sexual allegations on a teacher.

In this special Father's Day episode, LDF host Dan Wotherspoon interviews his dad, Jim. James Richard Wotherspoon has lived a remarkable life. Born blind (as was his brother, Robert), Jim has  achieved quite a lot in his 87-plus years. He became one of the first (if not the first) blind person to earn the rank of Eagle scout. He and his brother both mainstreamed at Berkeley High School, where he excelled in his courses, as well as music and chess. He then attended the University of California at Berkeley where he earned his doctorate in history (as well as met his wife, Beverly, and started a family). They then all moved to Sacramento, California, where he taught history at American River College for 43 years. In addition to his life triumphs, he faced many setbacks as well, including a heartbreaking divorce and reactions from church leaders, ultimately staying away from activity for 35 years. He is fully back and involved now, and most impressive of all is his attitude and the spirit of grace and forgiveness that radiate from him. You'll be glad you listened in!

David-Matthew Barnes is an award-winning author, playwright, poet, and screenwriter. He writes in multiple genres, primarily young adult, romance, thriller, and horror. He is the bestselling author of twelve novels, five produced screenplays, three collections of poetry, seven short stories, and more than sixty stage plays. In addition to his career as a writer, David-Matthew has earned more than two decades of professional experience in marketing and communications, primarily as a director and as a senior-level copywriter. He has created original and impactful marketing materials for many high-profile clients including Jaguar, Land Rover, Motorola, and Porsche. Currently, he is the Director of Marketing and Communications at Red Rocks Community College in Lakewood, Colorado, where he was honoured with a Diversity and Inclusion Service Award.Born in Torrance, California, David-Matthew is the eldest son of Sam Barnes, Jr., a former police officer originally from Jonesboro, Louisiana, and Nancy Nickle, the former owner of a hip-hop record label originally from Los Angeles. He has four younger brothers. He is the eldest grandson of the late Clifford Nickle, who was a prominent business owner in the Redondo Beach area of California. David-Matthew has a considerable family history in Canada, as his relatives are the founders of the Nickle Galleries at the University of Calgary. Entertainers have been prominent in David-Matthew's family for many generations. His great-aunt was actress Ann Paige, who appeared in the films China Doll and The Young Lions with co-stars Montgomery Clift, Marlon Brando, Dean Martin, and Hope Lange. David-Matthew fell in love with writing at the early age of 7, when his second-grade teacher recognized his storytelling talents after he wrote a Halloween-themed story titled The Blue Witch. Thanks to his sixth-grade drama teacher, who saw playwriting potential in him, Barnes' first play was produced when he was only 11. The script was a tribute to soap operas titled Life Isn't Easy. By the age of 13, David-Matthew was writing plays and short stories on a second-hand typewriter. David-Matthew credits meeting young adult author Norma Fox Mazer (who was a visiting author at his junior high school) as the defining moment when he knew he would become a writer.As a teenager, David-Matthew lived primarily in Northern California, where he attended the Visual and Performing Arts Center (VAPAC) at Sacramento High School and later Berkeley High School, where classmates included actress and model Rebecca Romijn and music video director Dave Meyers. In high school, David-Matthew found a love for cheerleading, which would become a part of his life for over a decade.At the age of 15, David-Matthew became a regular on the television series Dance Floor '86, which he appeared on for one year. That same year he published his first short story, a dramatic tale of five teenagers surviving the aftermath of a nuclear war titled The Children Are Crying, featured in the anthology Across the Generations. He has been a professional writer since. David-Matthew wrote and directed the coming-of-age indie film Frozen Stars (starring Lana Parrilla of ABC's Once Upon a Time), which received worldwide distribution and is available via Netflix DVD. The film was recognized for featuring a predominantly Latino cast. As a result, the film was the subject of international press coverage and received a world premiere screening at the Directors Guild of America in Los Angeles.David-Matthew then directed an independent documentary called Why So Fly? which offered a backstage look at the all-female hip-hop trio Northern State. See acast.com/privacy for privacy and opt-out information.

Joining me in the huddle this week is the Duo of Steve Buckhantz and Phil Chenier. They have recently started reliving some of the good ol' days on a new podcast they started. On the Road with Buck and Phil is a relaxing trip down memory lane. I would encourage any longtime fan to check it out! Phil and Steve talk to me about growing up and how they fell in love with sports.  Steve was the longtime Washington Wizards play-by-play announcer and a Washington-area sports broadcaster who grew up in Virginia and went to James Madison University. Phil Chenier is a former professional basketball player, a guard in the NBA for ten seasons. Born and raised in Berkeley, California, Chenier graduated from Berkeley High School and played college basketball at the University of California in Berkeley. He was also a television sports broadcaster for the NBA's Washington Wizards. Buckhantz and Chenier were the familiar faces and voices on Bullets and Wizards broadcasts from 1997 until 2017 when NBC Sports Washington announced Chenier would not return as the team's primary in-game analyst, a role he had for 33 years. While Chenier no longer calls games, he contributes to NBCSW's Wizards coverage. Buckhantz did play-by-play for several college basketball games last season and was working as the public address announcer for the XFL's D.C. Defenders when the novel Coronavirus pandemic postponed the season and ultimately caused the league to fold. The friendship they have created over years of broadcasting Wizards games pulled them together again to tell their many stories in their podcast. Being able to interview them together gives us a glimpse into their friendship and the incredible journey they enjoyed.  Thanks, Steve and Phil 

For years, the Pentagon mishandled sexual assault cases involving kids living on military bases, until an Associated Press investigation jolted lawmakers into action. Reporter Holly McDede brings us to Berkeley High School in California, where students were fed up with what they saw as a culture of sexual harassment and assault among their peers.  Don’t miss out on the next big story. Get the Weekly Reveal newsletter today.

For years, the Pentagon mishandled sexual assault cases involving kids living on military bases, until an Associated Press investigation jolted lawmakers into action. Reporter Holly McDede brings us to Berkeley High School in California, where students were fed up with what they saw as a culture of sexual harassment and assault among their peers.  Don’t miss out on the next big story. Get the Weekly Reveal newsletter today.

This episode is sponsored by ComeWetSeason... Authentic Fly Apparel, follow them on IG @comewetseason or check the site ComeWetSeason.com. This week we jump inside the huddle with special guest, a legend in the Bay Area and Oakland football community, the real coach Carter. The San Jose State Spartan RB coach/recruiting coordinator has 18 years of head coaching experience. His teams compiled a 129-69-3 win-loss record, won 11 league championships, three (C.I.F.) Oakland Section titles, and six post-season bowl games. He was named a league or conference coach of the year in seven of those seasons. His head coaching stops includes, McClymonds High School, Berkeley High School and Contra Costa Junior College. Coach Carter shares with us some of his classic football stories and his journey through the coaching ranks. Follow coach Zo: @RealCoachCarter Have any questions, comments or ideas for the show? email us at the510huddle@gmail.com Follow us on social media: Twitter: @The510H @coachdlane @isiahwalters IG: @the510huddle @coachdlane @isiahwalters **intro/outro : Change The Gloves - ALLBLACK**mixed by: @shmedshotsSupport the show (https://www.youtube.com/channel/UCu1xG9G-2lbtsy5oyfwdMjg?)

About two dozen people rallied in front of 1921 Walnut St. Monday afternoon against UC Berkeley's plans to buy and possibly tear down the rent-controlled building to make way for student housing. https://kpfa.org/wp-content/uploads/2020/07/KAYE-1921-Walnut-Street-protest.mp3 jQuery(document).ready(function($) { var media = $('#audio-338621-94'); media.on('canplay', function (ev) { this.currentTime = 0; }); });   By Danielle Kaye (@danielledkaye) On April 17, tenants of the rent-controlled apartment building located at 1921 Walnut St. in Berkeley encountered an unwelcome surprise: a letter from the University of California Regents stating that they may be forcibly displaced from their homes. It wasn't an eviction notice, but rather, a vague statement of the university's intent to buy the property and eventually redevelop it for student housing. “It was in the middle of a pandemic — the city of Berkeley, state of California, much of the country was in a shutdown. So we were ordered to stay at home,” said Natalie Logusch, has been living in the apartment complex for about 10 years. “It was a Friday night, and I remember walking up the steps and seeing envelopes mailed to all the doors, and feeling a little weird about that, and reading the letter.” “It was utterly confusing, and frankly very intimidating,” Natalie said. “And seeing that UC letterhead — you know, UC has incalculable resources, money, power. What are we gonna do against them? And that letter — it wasn't asking us, ‘Oh, what do you guys think? We're thinking of changing your neighborhood, changing your building.' They put us on notice. It was like, ‘You're going to be displaced, you're going to have to move. And here's what's going to happen.' If I have to move, I'm going to lose my home, my work, my friends, my community. Everything I built here in ten and a half years is just gone in an instant.” Devon Riddick first moved into his apartment in the rent-controlled complex in 1989. He was a student at Berkeley High School at the time. “The affordable rent that we have here is making it possible for us to stay here. So if we're displaced, then we'll have to move into a more expensive apartment, and we probably won't be able to live here in Berkeley anymore,” Devon said. UC Berkeley is a state institution, so it doesn't have to abide by the city of Berkeley's rent control measures that protect against unwarranted rent increases and evictions. The university also isn't required to build new rent-controlled units to replace the ones they might demolish. “UC is exempt from any local control — both zoning and housing. So they have a state exemption,” said John Selawsky, a Berkeley Rent Board commissioner and member of the steering committee of the Berkeley Tenants Union. John, along with the tenants of 1921 Walnut St., organized a protest against the UC's plans Monday afternoon, in front of the apartment building.  “The first ask — and we're not asking anything other than this right now — is: don't buy the building, or if you buy the building, don't demolish the building. Just let the tenants remain here, maybe until they attrition out. That would be a solution for these tenants,” John said. Senate Bill 330, known as the Housing Crisis Act of 2019, is a state law aimed at removing local barriers to housing production. “There is the Housing Crisis Act of 2019, which we think applies. There may be a legal argument. But that would have to be adjudicated. We'll see what happens,” John explained. The protest drew support from city officials Berkeley Mayor Jesse Arreguin and Councilmember Kate Harrison, who sent representatives from their offices to voice concern about the UC's proposed acquisition of the property. Stephen Elgstrand spoke on behalf of the mayor about what he characterized as the university's disregard for the city's ‘three P's' of affordable housing: production, preservation, and protection.  “So when it comes to the case of 1921 Walnut St., the university is following one the P's, production, but it's doing so at the expense of the other two P's: preservation and protection,” Stephen said. “We simply do not accept that.” According to a statement sent to KPFA from Kyle Gibson, the communications director for UC Berkeley's real estate development arm, the university has entered into a purchase contract with the owners of 1921 Walnut St., but the sale has not closed. He said there is “no imminent action planned regarding the property, and residents can plan on remaining in the building for at least several months,” adding that the campus would prepare relocation payouts for the residents if it moves forward with demolition. But Kim Romero, one of the tenants, says they've been largely left in the dark about the university's plans. “It felt like it wasn't very transparent with their communication with us. We had to find out most of the information by Googling and going online,” Kim said. Kim says she found out about the university's so-called Gateway Student Housing Project on her own. The plan is to build student housing on the entire block, demolishing buildings adjacent to 1921 Walnut St. that the university already owns. While the protesters acknowledged the dire need for more student housing, they say student housing shouldn't come at the expense of affordable housing for the broader Berkeley community. Andrea Henson from the Eviction Defense Center says this one case raises larger questions about the UC Regents' role in protecting affordable housing statewide. “This is the foundation of the exact movement that's happening across the state and across the country — to prevent displacement,” Andrea said. “There's no reason to tear this down. We have all this commercial space that the UC could use.” This story aired on UpFront on July 1, 2020. The post Berkeley tenants and officials protest UC Berkeley's planned eviction & demolition of affordable housing appeared first on KPFA.

This week on Aurora Connects, Josh and Dawn will be joined by African American Studies & English teacher Alan Miller, drama teacher Jordan Winer, and Berkeley High student and actor Dwayne Clay, to chat about Aurora's Community Partners Program. Berkeley High was the Aurora's first community partner, paired with our Fall 2019 production of Exit Strategy. We'll learn more about the Community Partners Program and discuss how the Bay Area's stay-at-home order is affecting Berkeley schools, students, and faculty. For more information on these artists: https://auroratheatre.org/auroraconnectsTo Donate please go to https://bit.ly/SupportAuroraTheatreCompany or email Development Coordinator Kendra Johnson, kjohnson@auroratheatre.orgFor Technical Support please email techsupport@auroratheatre.orgSend us questions to answer or topics to discuss in future episodes, or ideas for what we can do. connects@auroratheatre.orgHosts- Dawn Monique Williams Josh CostelloGuests- Alan Miller Jordan Winer Dwayne ClayProducers Dayna Kalakau, Dawn Monique Williams, Amanda MasonGraphic Designer Karen LoccisanoPodcast Engineer Cameron SwartzellOpening Music Cliff CaruthersBroadcasting support James ArdAurora Theatre Company Staff: Josh Costello, Julie Saltzman Kellner, Dawn Monique Williams, Dayna Kalakau, Cameron Swartzell, Amanda Mason, Betsy Ruck, Dave Shultz, Katherine Sanderlin, Kendra Johnson

Relatives, Relatives! How y'all doin?! Welcome to another Episode of Relatable Things, and y'all know we couldn't post for the month of February without giving y'all another BLACK HISTORY MONTH EDITION! In this episode Chaz and LaMonte tackle the topic of The "N" Word, and enlist a little help from their Special Guest Paul Joseph. Paul is Chazney's former African American Studies teacher from her senior year at Berkeley High School, he was Chair of the African American Studies Deport, but has since transitioned to a full time entrepreneur with a very successful skincare line called: Vegan Skin By Paul Joseph. The three discuss the power of words, the origin of the "N" word, it's history, and how we can move forward and be responsible if we are going to use the word. Relatives, we really hope you learn something, and can take away something valuable from this episode. We hope you enjoy, and remember Black History isn't limited to just a month,Black History is EVERYDAY.

Why protesters at Berkeley High School say they're fed up with how their school responds to allegations of sexual assault.

This week: Leslie Hsu Freeman, manager of dual enrollment for Oakland Unified, describes Oakland's dual enrollment program and the value it brings for first-generation college students; and we discuss the weeklong protests at Berkeley High.

Hundreds of Berkeley High School students walked out of their classes on Monday and Tuesday this week to call for changes to how the district handles incidents of sexual assault. Students marched to the Berkeley Unified School District's central office Tuesday and demanded changes including better training for staff in handling reports of sexual violence and adding a dedicated Tile IX coordinator to handle incidents. Forum gets an update on the protests and how the district is responding.

This is a conversation I had with students from Berkeley High School in Bermuda. --- Support this podcast: https://anchor.fm/shadeed-muhammad/support

“We live to learn; to grow.” Justin Brown is a world-class bi-coastal musician originally from Oakland, California. He has gained a notable reputation as both a bandleader for his project, Nyeusi, as well as a sideman for Thundercat, Ambrose Akinmusire, Christian McBride, Kenny Garrett, Esperanza Spalding among others. Justin grew up with gospel music, as his mother, Nona is a gospel singer and pianist. Music chose Justin, not the other way around. As he explains in this interview, his mother would feel Justin kicking to the beat as she played her music when she was pregnant with him. He attended Berkeley High School and attended a summer music program for several years. Both he and Ambrose went to the same school and began their friendship there. Justin eventually would receive a fully paid scholarship to attend the esteemed music school, Juilliard. This lasted for one day. Justin was offered to tour and also felt that for him to grow he had to experience music in the real world instead of being subjected to more traditional methods of education. Essentially, he wanted to form his ideas about music on his terms. To my knowledge, this is the first-ever podcast episode featuring Justin. He has received a lot of positive press concerning his debut album, Nyeusi, but until now we have not heard him speak on a podcast about his life, career, and artistic process. You Will Hear About…. Justin’s early formative years with music. Does natural talent exist? Justin’s beliefs on giving back. The importance of patience. The costs involved in getting where he is with his craft. Justin’s approach to leading his own band Nyeusi. How to maintain control of yourself when we become overloaded with sensation during a performance. Justin’s thoughts on improvised music. Why we should abandon the security of being a big fish in a small pond. Why Should You Listen? This episode is a reminder of why we must remain humble in the pursuit of knowledge and our greatness. It can be easy to become disenchanted with all of what we don’t understand and feeling defeated that we can’t reach our fullest potential. Justin is a world-class musician who has devoted his life to music. Just listen to how sincerely humble he is. Justin is a fantastic example of a person who understands the importance of learning, giving back, being honest, working hard and exercising patience. We can all use this message to check ourselves from time to time.   Music used in this episode:   NYEUSI Lesson 1: Dance Lots for Nothin’ Lesson 2: Play Waiting on Aubade Entering Purgatory Jupiter’s Giant Red Spot Burniss Circa 45   Justin’s Socials Instagram Twitter YouTube GET NYEUSI   Drumeo Gab’s Socials Instagram Facebook

Members of Berkeley High School's Mental and Emotional Educational Team (MEET) in discussion with host Arvin Hariri. Illustration: Gina Ledor --- Send in a voice message: https://anchor.fm/bhsjacket/message

"Outta pocket." "Bootsy." "On mamas." The East Bay has always been a laboratory for creative slang. Berkeley High School in particular is known for having its own language of sorts — documented in the late 90s and early 2000s in the Berkeley High Slang Dictionary. As students head back to school, we take a look at whether this unique way of speaking is still thriving in the age of gentrification and social media — and what new words are in use today.

At age seven, Mariel Austin began learning many musical styles and genres through the San Francisco Girls Chorus. After starting trombone lessons at age thirteen, she wrote pieces for her jazz combo at Berkeley High School, where she graduated from in 2007. Thereafter, she studied Jazz Performance at California State University, Northridge, where she composed for the school’s Jazz “A” Band and earned her Bachelor’s Degree in 2011. In 2015, Mariel graduated from New England Conservatory with a Master’s Degree in Jazz Composition. In that same year she was selected by the New York Youth Symphony to compose a commissioned piece, which was premiered at Jazz at Lincoln Center in March of 2016. Mariel is the most recent recipient of the Phoebe Jacobs Award, presented by the ASCAP Foundation. She has premiered her songs and compositions at venues around the country and has appeared on live television shows, including American Idol, The Voice, NBC’s Hollywood Game Night and EstrellaTV’s Noches Con Platanito. In 2016 Mariel recorded her first album, “Runner in the Rain,” featuring her big band compositions and arrangements. It was released in 2018.

This week we talk to Bay Area artist Miriam Klein Stahl about punk rock, teaching, resistance art, and much, much more. Miriam Klein Stahl is an artist, educator and activist and the New York Times-bestselling illustrator of Rad American Women A-Z and Rad Women Worldwide. In addition to her work in printmaking, drawing, sculpture, paper-cut and public art, she is also the co-founder of the Arts and Humanities Academy at Berkeley High School where she's taught since 1995. As an artist, she follows in a tradition of making socially relevant work, creating portraits of political activists, misfits, radicals and radical movements. As an educator, she has dedicated her teaching practice to address equity through the lens of the arts. Her work has been widely exhibited and reproduced internationally. Stahl is also the co-owner of Pave the Way Skateboards, a queer skateboarding company formed with Los Angeles-based comedian, actor, writer and skateboarder Tara Jepson. She lives in Berkeley, California with her wife, artist Lena Wolff, daughter Hazel, and their dog Lenny. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/adultingwell/support

SPEAKERS Nora Hylton Mayoral Appointee and Chair of the Transformative Justice Committee, San Francisco Youth Commission Rigel Robinson Berkeley City Councilmember Lexie Tesch Junior, Berkeley High School; Former Chair, Berkeley Youth Commission Scott Warren Co-Founder and Chief Executive Officer, Generation Citizen; Author, Generation Citizen: The Power of Youth in Our Politics Seth Marceau Reporter and Producer, YR Media—Moderator This program was recorded in front of a live audience at The Commonwealth Club in San Francisco on April 4th, 2019.

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Get my 5 Tips To Address Implicit Bias Within Ourselves and Others About Kari Kokka, Ph.D. Kari Kokka is an Assistant Professor of Mathematics Education in the Department of Instruction and Learning of the School of Education at the University of Pittsburgh. She studies student and teacher perspectives of Social Justice Mathematics, STEAM teacher activism, and preservice teacher critical consciousness development. She is also interested in radical healing and trauma informed care frameworks to support students’ and teachers’ well-being. Prior to her doctoral studies, she was a math teacher and math coach for 10 years at Vanguard High School, a Title I public high school in New York City, where she used Performance Assessment and Complex Instruction to work toward equitable mathematics teaching and learning. She started her career in education as a math teacher and diving coach at Berkeley High School in Berkeley, California. She has also worked at the Stanford Center for Assessment, Learning, and Equity to support schools and districts with Performance Assessment and Project Based Learning. She completed her doctorate at the Harvard Graduate School of Education, her M.A. with the Stanford Teacher Education Program, and her B.S. in Mechanical Engineering at Stanford University. She is also co-founder of the Creating Balance Conference on STEM Education and Social Justice, a founding member of the Radical STEMM Educators of the Bay Area, and co-chair of the Critical Educators for Social Justice Special Interest Group of the American Educational Research Association. She was recently selected as the faculty recipient of the Iris Marion Young Award for Social Justice by the Gender, Sexuality, and Women’s Studies Program and the Graduate School of Public and International Affairs of the University of Pittsburgh. She can be reached at kokka@pitt.edu. Show Highlights Social Justice Mathematics Developing better citizenship in students How Kari became involved in Social Justice Mathematics Initiating Trauma Informed Practices in Mathematics How to get started with Social Justice Mathematics Some of the key findings in Kari’s research Resources for Social Justice Pedagogy Connect with Kari Twitter: @karikokka kokka@pitt.edu Connect with me on Twitter @sheldoneakins www.sheldoneakins.com

I began 2018’s words of the weeks with a list of the books that grabbed my attention in 2017, and I am going to end the year with a similar list, of the books and media that most impacted my thinking this year. So, without further ado, my list, presented chronologically in the order I encountered these cultural objects.Lincoln in the Bardo, George Saunders I have been reading widely enough, for long enough, that it is rare for me nowadays to encounter a book—especially a mainstream, prize-winning book—that truly does things with its form that I have never encountered before. Lincoln in the Bardo was the first novel I read in 2018, and remains the most singular, for its odd ghostly dramatis personae, and for the hauntingly uncertain, but undoubtedly moving, father-son relationship that binds the whole. Like the other two “big novels” that are on this list and on many other year-end best-of lists, this one is deserving of all the praise it received.Black Panther (Ryan Coogler), “This is America,” Childish Gambino and Hiro Murai, “DAMN.,” Kendrick Lamar This trio of meditations on blackness, violence, and power in America in some ways spanned two years (“DAMN.” was released in 2017, and I first listened to it in earnest that summer), but each made me rethink artists and genres in the winter and spring of this year. I hadn’t thought that a Marvel fantasy could resonate so deeply with a cultural moment—though I remember reading Black Panther comic books as a young boy and wishing for a larger window into the alternate reality of Wakanda. Childish Gambino’s virtuosic turn—as a dancer, first and foremost—in the brilliant video for his song directed by Hiro Murai, may be the image I most remember from this year. And this spring, I loved having the opportunity to sit with Brandeis middle schoolers and discuss how Kendrick Lamar’s Pulitzer prize for “DAMN.” (the first for a non-jazz or classical music album, ever) speaks to our cultural moment as a country. Each of these three pieces of art capture something of the despair and the hope around race in America, in a way that I am sure will resonate for generations.Holy Ghost, David BrazilI’ll let the poetry speak for itself.I’m reaching for your hand in the dark Ireach and reach and is it found howshall I find you in this kid owhere in waste is wisdom hid“Kids” Swimming in the Rain (New and Selected Poems 1980-2015), Chana Bloch I want the language of loversbefore they touch,when their eyes telegraphverbs only, becauseeach word costs.“Crossing the table” Basketball and Other Things, Shea Serrano A gift from a dear colleague (who clearly knows me very well), Shea Serrano’s hilarity and surreality as a documenter of some of my favorite entertainment industries (including rap music, along with basketball) is unmatched. No book made me laugh more this year. Lifelong Kindergarten: Cultivating Creativity through Projects, Passions, Peers and Play, Mitchell Resnick Our summer all-faculty read, this book by the MIT Media Lab’s Resnick offers many colorful examples of the power of play in creative thinking and work. His was an inspiring world to dip into, and to bring back to ours at Brandeis. Adam, Ariel Schrag Schrag was a classmate of mine at Berkeley High School, but this book came my way by recommendation from a Brandeis parent. An at-times cringe-inducing, often hilarious, and always eye-opening account of a boy’s engagement with the queer and trans communities in New York City, this novel was a powerful counterpoint to the work we have been doing as a faculty and staff around inclusivity and gender identities in the 2018–19 school year. There There, Tommy Orange For me, having grown up in the milieu of the American Indian Movement in the East Bay in the 1980s, Orange’s account of the same (in the decade prior) rang incredibly true, and hit very close to home. Not since Welch’s Winter in the Blood have I read an account of modern Native American life that feels so vibrant, so challenging, and so true. This one also had strong curricular ties at Brandeis, with the work we have been doing as a school with Facing History and Ourselves in considering our First Peoples’ curricula.Hybrid Judaism: Irving Greenberg, Encounter, and the Changing Nature of American Jewish Identity, Rabbi Darren Kleinberg Darren, the head of school at Kehillah Jewish High School in Palo Alto, gave me his book on a visit together last spring, and I have toted it with me in my briefcase ever since. His carefully researched and frankly brilliant account of our complexities, our hybridities, and our relativities as a Jewish community has given me much food for thought, and resonates deeply with many of our challenges and opportunities here at Brandeis. Ceremonial, Carly Joy Miller Long rivulet of mestrikes the ram horn.My name hymnsgod-bright in the lungs:Loosen me,revenant.“Letter to a Body Made Breath”The Overstory: A Novel, Richard Powers I am ignoring my own chronology by ending here, but there is no more apt place to end a list of what I read, heard, and saw in 2018 than with Richard Powers’s towering, beautiful, incredible novel. Here is what I wrote about it upon returning back to school, after the summer:The book makes the case for an entirely different understanding of trees—their relationships to each other, how forests communicate together, how they are connected both above and below ground—and especially our relationship to them. It is also a heartbreakingly beautiful novel. I finished it and saw the landscape around me with new eyes, aware suddenly of how little I know about the trees of California, the urban forest in San Francisco, or even the trees around my house. In reading the book, I was reminded of the power of sharing knowledge, of exposing our kids and ourselves to new learning, of the possibilities opened by seeing the world anew.And that, after all, is the point of reading, listening, and looking—to learn, to grow, to see this amazing world of ours anew.

Glenn is a biology teacher at Berkeley High School, in Berkeley, California. With a few breaks, including working as a school administrator about 15 years ago and in the multimedia industry during the 1990s, Glenn has been working as a teacher since 1987. He’s currently also a co-leader for the Berkeley High science department and has worked as a small schools leader, and co-coordinator for professional development. Glenn is well known for his music videos posted on YouTube and on sciencemusicvideos.com. These include The Cell Song, DNA, Fantastic!, and Membranes! His main project now is creating an online AP, College-level Biology curriculum: think of it as an interactive, online textbook. He’s also working on producing biology lectures on his youtube channel, and an AP Biology test-prep app (soon to be released).

How to Win Friends and Influence by Dale Carnegie The Magic of Thinking Big by David Schwartz What's So Amazing About Grace by Philip Yancey Fearfully and Wonderfully Made by Philip Yancey and Dr Paul Brand A brief biography: Dr Bob Lewis was born in Pontiac, Michigan in 1944. His father (Lynox) was the first in his family to graduate from college (Mississippi State). Lynox established connections with the YMCA while persuing a Masters in teaching at George Williams college in Chicago. His mother (Elizabeth) was working at a settlement house in Chicago when Lynox and Betty met. In 1948 Lynox accepted an offer from the International Committee of the YMCA to be the director of the Mexico City YMCA canp (Camohmila) near Cuernavaca, Mexico. Bob and his older sister lived at Camohmila in and adobe house (no electricity or running water) for 3 years before the family moved into Mexico City. His elementary education was at the American School in Mexico City where half the courses (by Mexican law) were in Spanish. In 1958 Lynox and Betty declined the YMCA's offer to move to Columbia (South America) and took the family to Berkeley, California. There Bob and his siblings got to experience an integrated school system just about the time the Civil Rights movement was begining in this country.. He helped form a group called Students for Equality. Bob graduated from Berkeley High School with a passion for reading, science, and music. His college years at Harvard were enriched by music by Mozart, Bach and Gilbert and Sullivan. A biochemistry major led to a wonder of the miracle of life at the cellular and electrical level. The idea of becoming a physician came more from his friends in college than from family members. Georgetown Medical School proved to be a great fit for his interests in science and his passion for working with people. Bob met Laurie (his wife) at Yale New Haven hospital where she was working as a new head nurse on a medical ward, and Bob was starting his internship. Bob and Laurie married during his residency and when they headed to Los Angeles for his infectious disease fellowship at UCLA they were proud parents. The experience at UCLA included two years on the faculty before Bob chose patient care over laboratory science. Laurie and he set up a solo medical practice in San Pedro, California (before managed care contracts made it impossible to start a solo practice). The dream was big enough to overcome 22% interest rates and a number of people who told me it couldn't be done. Having a plan, doing the work, getting out of the office to meet people, making and keeping promises all were instrumental in making it work. The 30 years of medical practice in LA led to growing the preeminent Infectious Disease practice in the area. We partnered with hard working, extremely bright physicians. In our private life Laurie and I coached soccer and baseball. Laurie volunteered as PTA president. We were blessed with four wonderful children, all of whom are now married and proud parents in their own right. When a stroke abruptly ended my medical practice over 14 years ago I had the opportunity (and necessity) to reinvent myself. I began the journey back by training for and walking marathons (over 10 now). I had to regain my balance in the process. I subsequently became a teacher of ESL (english as a second language) and then a teacher of ESL teachers. More recently I became a certified nutritionist and a proponent of a diet rich in antioxidants. Most chronic debilitating diseases are associated with low antioxidant levels in our blood streams. Our journey along this path has been enhanced by a new health and wellness company (Jeunesse) and their study of youth enhancing science and products.

Some questions are like an itch you can't scratch, or worse, an itch you can scratch as much as you'd like, but the itch doesn't go away. Today we indulge our compulsions and scratch away at the unscrachable, like: When did George Clooney start showing so much skin? Why does the flu virus really want you to party? And what drew three painters of video game box art to the same back-alley brawl, in the same town, on the same night? We will tread these paths again and again until we discover the truth, or are tricked by our own minds into believing we have. Plus, thanks to a helpful reader, major steps are taken to record for all time the 45 brains that control existence. If you enjoyed this and would like to subscribe to an ad-free feed, please consider supporting Idle Thumbs by backing our Patreon. Important Reference Material: self-driving car, self-driving flying car, robots wearing skin, The Terminator, Arnold Schwarzenegger, flu-prompted sociability, Streets of Rage cover art, Close Encounters of the Third Kind (Amazon, iTunes), Steven Spielberg's early career, 45brains.online Nick's Endorsement: Flonase Allergy Relief (Nick promises this is not a paid endorsement) Chris' Endorsement: Kitchen salt jar (alternatively: a "salt pig." ugh.) Jake's Endorsement: Berkeley High School morning announcements

Matt Huxley is in his 24th year in public education. He taught for 10 years at the middle and high school levels and has spent the last 14 years in administration as an Assistant Principal at Berkeley High School, a Principal at Mill Valley Middle School, and now as Executive Director at The Academy of Alameda. While the work is not always easy, Matt feels blessed to be an educator and to have the opportunity to work with really great people in an effort to provide a world class education to students. He feels as passionate now at he did 24 years ago as a new teacher. What you’ll learn about in this episode: Matt’s educational background and philosophy The challenge today’s teens have balancing their lives, discerning the information they’re inundated with, and maintaining social dynamics How to teach teens communication skills (this doesn’t happen by throwing them together at random) Making the effort to use technology in classrooms the right way “What’s the source?”: teaching students to appreciate bias and conduct research in a world where there is so much inaccurate information The pros and cons of parents being more involved in their kids' education than ever before What your kids need from you -- and what they don’t Why intellectual success without emotional success isn’t success at all What Matt’s dream curriculum would look like Recommended resources for parents and teens Why it’s so important to help teens build advocacy skills Leading a happy life vs a meaningful life Resources: Paul Tough - www.paultough.com: “Helping Children Succeed” Carol Dweck - www.mindsetonline.com: “Mindset: The New Psychology of Success”

Leah Alcala, well known to the Teaching Channel community from her popular videos such as https://learn.teachingchannel.com/videos/class-warm-up-routine (My Favorite No) and https://learn.teachingchannel.com/videos/math-test-grading-tips (Highlighting Mistakes: A Grading Strategy), talks with Sarah Brown Wessling about her teaching journey. Now a Math teacher at Berkeley High School in Berkeley, California, Leah recounts what she's learned over the years about the craft of teaching.

Paul Piff, social psychologist and post-doc scholar in the Psychology Dept at UC Berkeley, studies how social hierarchy, inequality, and emotion shape relations between individuals and groups. Paul Piff received PhD in Psychology from UCB May 2012.TranscriptSpeaker 1: Spectrum's next Speaker 2: [inaudible].Speaker 1: Welcome to spectrum the science and technology show on k [00:00:30] a l x Berkeley, a biweekly 30 minute program bringing you interviews featuring bay area scientists and technologists as well as a calendar of local events and news. Speaker 3: Good afternoon. My name is Brad swift and I'm your house today. In today's interview, Renee Rao and I talk with Paul Piff, a social psychologist and postdoctoral scholar in the psychology department at the University of California, Berkeley. Paul's studies house, social [00:01:00] hierarchy, inequality and emotion shape relations between individuals and groups. Paul piff received his phd in psychology from UC Berkeley in May, 2012 onto the interview. Paul Piff, welcome to spectrum. Thanks so much for having me on. It's a pleasure. I wanted to have you talk about your research. Psychology is such a big field. How does your research fit into that? Speaker 4: Psychology is a big field. Lot of people are psychologists center interested in a lot [00:01:30] of different questions as they relate to people and organisms and why different kinds of organisms do the things that they do. The brand of psychology that I'm really interested in is called social psychology. So what I do is as opposed to having people lay on a couch and talk to me about their problems, I study what people do around others in the reasons for what they do. So I study emotion. That's one of the focuses of my work. I've also recently gotten really interested in [00:02:00] the effects of inequality and specifically how a person's levels of wealth and status in society shapes the ways that they see the world and behave toward other people. As a social psychologist, you take a question that's of interest to you, like how do the rich behave compared to those that are poor. And then you think about how you would design experiments in different kinds of studies to look at that using a very quantitative approach. So as a social psychologist, I design a lot of studies where people literally [00:02:30] come into the lab. There's something happening where I can observe what they do without their necessarily knowing, and I use that to infer basic motivations behind people's behavior. Speaker 3: Can you explain then some of your methods, maybe an example of how you're set up Speaker 4: study, study. So a lot of the work that I've been doing relates to this basic question of how money shapes behavior. So how do people who have a lot of money behave differently toward others from those who don't have [00:03:00] as much money? One of the things that I was interested in studying for example, is how does the amount of money that you have shaped how generous and helping you are toward other people. In social psychology, we call that general category of behavior, pro social behavior or altruism. What makes people behave in ways that help another person out, even if that means they have to do something kind of costly. So let's say I'm interested in looking at levels of generosity, a lot of different ways in which people can be generous toward one another in everyday life. [00:03:30] But I want to study this in the lab. Speaker 4: And so one of the ways that we can do that is using a standard task where we can have someone engage in it and see how generous they are. And one of the tasks that I'll use is called the dictator task. And for instance, in one study in this dictator task, I give someone literally $10 and I say, you can keep all these $10 10 single dollar bills or you can decide how many of these dollar bills you want to give away, if any, [00:04:00] to another person who's totally anonymous that you've been paired with in this study. And I tell them they'll never meet this other person, the other person will never meet them. And I just measure how many of those dollars they're willing to give away. Another thing I do before they come into the lab is measure what their income is. So I can look at how generous they are, how many of these single dollar bills they're willing to give away as a function of how much money they have. Speaker 4: And that's one of the assessments that I used in one area of study to look at levels [00:04:30] of giving levels of generosity in the simple task as a function of how much money people have. So there's rational economic models that would say that if you have a lot of money, that the utility of those $10 is somewhat diminished because you have more money in the first place. So you would predict that as a rational actor, a person who has more money is going to give more money away cause $10 means less. That's the opposite of what we find. In fact, people who make under $15,000 [00:05:00] a year give significantly more on average six to $7 away then to someone who makes 150,000 to $200,000 a year. So we found incredible differences. And so a lot of my work over the last five or six years, and this is in collaboration with other people in my lab, is to try to document why it is that these really notable differences emerge between the haves and the have nots and what the psychological underpinnings of those differences are. But that's an example of a kind of study that will run Speaker 2: [00:05:30] [inaudible]. Our guest today is Paul Piff, a social psychologist. Paul is talking about how he designs his research studies. This is k a l X. Berkeley. Speaker 5: I have a question about the dictator test. Do you find any sort of other correlating variables in between just wealth and lack of [00:06:00] wealth? Do you find education has difference or how people made the wealth? Can you draw a sort of a causal line between saying this person has more and this makes them less empathetic or this person being less empathetic maybe has led to them being wealthier? Speaker 4: The dictator task has been used a lot and there are a lot of correlating variables that we know about already. Age correlates, religion correlates, ethnicity correlates, and so if I'm interested in the specific effects of wealth, I have to [00:06:30] account for those other things and I do so controlling for a lot of other variables. Wealth above and beyond a person's race, their age, what religion they are, how religious they are in the first place. Wealth has a specific effect, but the question that you're getting at I think is a even bigger one, which is how do I know whether it's wealth that causes someone to do something or is it people that are say a little more selfish with their money, who become wealthy in the first place? [00:07:00] And that is a really important question. And I think one of the insights that we've had from a lot of the experimental work that we've done, I can literally take someone whose quote unquote poor, make them feel rich and show you that making them feel wealthy temporarily in the lab actually makes them behave more unethically, which suggests that there's at least in part a causal direction between having money, feeling like you have money and that subjective experience. Speaker 4: It's psychological [00:07:30] experience causing you to behave in some ways that are a little more entitled, a little more self-serving. Now there's an another important question, which is if these differences do exist between those that have and those that don't, are they fixed? Are they rooted? Is that just a fact of life that we have to accept and sort of move on from, or are they sensitive to changes and if they are, what are the kinds of things that you can do to move people's behavior around or to make certain people in society a little more empathetic [00:08:00] without necessarily getting into the details? There are a lot of things that can be done in a lot of my work looks at specific variables that you can manipulate, even through subtle interventions that get people who had a lot more money to behave in ways that are a lot more compassionate and a lot more empathetic. And one of the lessons that I've learned from this work is that it's not that difficult. So it's not that people who have money or necessarily corrupt in any way, but that there's a specific psychological experience associated with privilege [00:08:30] that gets you to become a little more disconnected from others. A little more insular from others in that certain patterns of behavior flow as a result, but those patterns can easily changed. Speaker 5: Can we talk about some of the tweaks that you use to sort of bring about those changes? Speaker 4: Sure. One of the things that I'm really interested in right now is if it's the case that upper status individuals are more likely to behave unethically, then what are some subtle interventions that could be [00:09:00] done? Like a little ethics reminder course at the beginning that, so I've run this where I basically had people do sort of a 10 minutes ethics training program where I remind them about some of the benefits of the rules and how cooperating with others can ultimately bring about gains for the whole group, including yourself. And I see how that basic values intervention changes their patterns of unethical, the downstream. But now in one of the studies that I ran, I just wanted to look at helping behavior. [00:09:30] What makes a person want to help out another? So in this study, the way that I designed my test was I had one group of participants sitting in the lab and about 15 minutes into the study, it's the room bursts. Speaker 4: Another person. Now this is appearing visibly distressed. They're worried, they're sweating, they're anxious, they apologize for being late, and they introduce themselves as their partner in the study. Now there is an experimenter standing there who says, it's so great that you're late. Why don't you go ahead and see yourself in this other room? [00:10:00] And they turn to the participant and ask the participant if they'd be willing to give up some of their own time to help out this other person who would otherwise have to stay on for a lot of extra time to complete all of the tasks that they need to complete. And so that's our measure of helping behavior. How many minutes people are willing to volunteer to help out this other person who's actually a confederate. There's someone we've trained to be late to appear distressed, et cetera. They're an actor. All right. Speaker 4: So in one condition we find that Richard people give [00:10:30] way fewer minutes than poor people paralleling all the other results. But we had this other condition that I think is really revealing in that condition. Before they received in the lab about 15 minutes earlier, they watched a 46 second long video. And in that video, it was just a quick little reminder of the problems of childhood poverty. And it was a video that we'd designed to elicit increased feelings of compassion. Now, in that group, 15 minutes later, when [00:11:00] the people who had seen that video were sitting in a lab and we're introduced to that confederate and asked if they'd be willing to help them out, there were no differences between the rich and the poor in our study. So essentially that quick little reminder of the needs of others made wealthier people just as generous of their time to help out this other person as poor people suggesting that simple reminders of the needs of other people can go a long way toward restoring that empathy gap. And so the interesting question [00:11:30] to me is what are the ways in which in everyday life we can remind even those in the upper echelons of society, of the needs of other people in the small benefits that can be incurred through small and even sometimes trivial acts of kindness toward another person. Speaker 4: You are listening to the on k Speaker 2: a l x Berkeley. Our guest today is Paul. Pissed in the next second [00:12:00] he talks about his collaboration with Facebook. [inaudible] Speaker 5: try not to talk about how psychology seems to be a field that's accessible, not only in terms of mechanics and just finding the work, but also more understandable for a layman or for everyday people. Then most sciences, I think it's one of the most popular majors in colleges across the u s and can you sort of talk about the broad appeal that psychology has and why you think that might [00:12:30] be? I think Speaker 4: that observation rings true. I think psychology is something that's accessible and that that accessibility and the understandable illness of the content is what makes it kind of relatable and popular in the kind of work that we do. It's a positive and a negative. So what I mean by that is everyone who's engaged with others or interacted with others who are, has a sense of how people behave is a, an intuitive psychologist. We're all psychologists. [00:13:00] We all make decisions based on what we think is gonna make us happy. What's gonna make others happy? What's the kind of relationship that's meaningful to me? We all run these kinds of experiments. In fact, the life is sort of like a psychological experiment to run on a single person, 5 billion people at a time or whatever the population of the earth is. So we're all intuitive psychologists. But what that means is for the work that we do, if we find something or generate a finding, it's either obvious. Speaker 4: So someone could say, Oh yeah, you had to run a study [00:13:30] to do that. I've known that all along. Or if it doesn't conform to your worldview, you're wrong. You've run the study incorrectly. So the question is, are we actually convincing people or revealing new insights about how the mind works to others such that our awareness and understanding of psychology is increasing? Or are we simply just telling people what they knew all along or telling them things that they feel like is just flat out wrong? And that's something that I've wondered about myself. To what extent our findings are convincing people or informing people of things that they don't [00:14:00] intuitively experience in their everyday lives. Speaker 5: Do you want to talk about what you're doing with Facebook? I know you're, yeah, we can talk about Facebook in an ongoing collaboration with Facebook. So maybe you should tell us a little bit more about that Speaker 4: with Facebook. Dacher Keltner, who's a psychology faculty member here at Berkeley and Amelianna, Simon Thomas, who's the science director of the greater good science center, also at Berkeley, and I have been working with a team of engineers [00:14:30] at Facebook to put very, very simply make Facebook a more compassionate place. Now, when we started working with Facebook about 12 months ago, that was what was post to us. Help us make Facebook a more compassionate place. What does that mean? How do you do that? Well, what's become clear to me is that there are a lot of opportunities on Facebook and elsewhere to build little tools to make interactions between people and online. A little more sympathetic and a little more empathetic. [00:15:00] So here's an example. A lot of people on Facebook post photos. What that means when photos are getting posted is that there's the possibility that you're going to encounter a photo that you don't like. Speaker 4: And what Facebook found was that people were encountering these photos and just submitting reports to Facebook saying, hey, there's something seriously wrong with this photo. Facebook needs to take it down. And more often than not, people were reporting photos that had been posted by a friend of theirs. Very rarely do these reported photos actually violate [00:15:30] Facebook's terms of services. So Facebook can't do anything about it. And what we thought and what we've done is in the context of a photo being posted that you don't like, maybe this is a photo of your child that you think shouldn't be up at violates your privacy. Maybe it's a photo of you at a party in a some kind of revealing pose that you think is embarrassing. It doesn't really matter. But what we've done is tried to, for instance, give people tools to express why that photo is problematic, not to Facebook but to the person who posted [00:16:00] it. Speaker 4: And so now there's a series of things that pop up on the site. If you're having a problem with something that someone's posted that basically gets you to think about your experience, be a little bit mindful about the feelings that you're experiencing and be a little more mindful in how you express those feelings to the other person. That puts the photo up and when we just looked at the data recently, what we found is that by identifying the particular reason why you're finding that photo problematic and expressing that to the other person gets [00:16:30] them to be a lot more empathetic, a lot more sympathetic and really importantly a lot more likely to take the photo down. So we're actually trying to resolve disputes and conflicts on Facebook and there are a lot of other directions that this work is taken. We're dealing with bullying with the team at Yale, we're doing all sorts of other things that basically relate to what makes people get along or not get along in an online context. Speaker 5: I think the other question that I was trying to get at but didn't quite get to is how you think interactions [00:17:00] on platforms like the Internet, if they are fundamentally different than people interacting face to face or in a laboratory and why you think that might be the case? Speaker 4: Yes. What I mean by that is there's no single answer to the question and I think it's too early to tell. I think that online interactions are expressions of fundamental psychological tendencies, much like real world interactions are. So I don't think that things unfolds [00:17:30] online that wouldn't unfold in the real world, but does that mean that certain things are going to be accentuated or emphasized or magnified in an online setting? I think that's true as well. So I think online interactions are a certain kind of context where dynamics and fold that aren't fundamentally different from other kinds contexts in everyday life, but in which you might see certain kinds of patterns emphasized or magnified. Speaker 2: [00:18:00] This is k a l x Berkeley. The show is spectrum. Our guest is Paul Piff, a social psychologist. Speaker 4: Do you see a future in collaboration between brain studies and psychology? Absolutely. So that that future is now, I think a lot of psychologists who [00:18:30] incorporate brain imaging and brain data, FMR data into their papers, into their studies. This is the direction that even my work is beginning to move into. So I feel like the opportunities for collaboration are definitely there and in fact they're unfolding now. There's a lot of neuroscience that's less interested in quote unquote psychology and more interested in say biology, but there's a lot of social neuroscience, a lot of brain research that's done that's specifically motivated and [00:19:00] oriented around understanding why people feel the things that they do. What does emotion look like in the brain? What drives basic behavior patterns? So absolutely, I think that those opportunities are there, and this is a, an incredibly exciting developing area of the science. Speaker 4: One of the things in the fifties and sixties when BF Skinner and behaviorism was all the rage, is that behaviorism and the quantification of behavior gained traction [00:19:30] because it was argued that you can't look inside the black box. And if you can't look inside the black box, which is people's brains, people's minds, then the only thing you can study is behavior. And if we're interested in a science of behavior, then the only thing we can measure is what a person does or what a rat does or what a pigeon pecks at. But what neuroscience has allowed us to do is take a look at what is happening in that so-called black box. And if you put someone's brain in [00:20:00] a magnet in, scan it and see what's happening in the brain when you're showing them, say, images of another person's suffering, well then you're getting a sense of what compassion looks like neuro anatomically. Speaker 4: And that's a really exciting and incredible opportunity for understanding how basic psychological experiences are rooted in the brain and how basic anatomical structures in the brain can illuminate how psychology works. So I think the [00:20:30] opportunities are bi-directional. If I might, let me just add one more thing, which is one more insight that I think is interesting to me that social psychology seems to have been moving in the direction of, or psychology and there are about 80 or 90 years of research documenting the extent to which people stick to their groups. People are antagonistic potentially toward other groups. There's a history of violence in the human tradition or the history of humanity as sort of a history [00:21:00] of violence and that's given a lot of psychologists the perspective that people are in a way born to be sort of self-serving, especially if you look at behavior from an evolutionary framework, then it makes sense that people would do anything they could to get themselves ahead of the pack and get their groups ahead of the pack of other groups. Speaker 4: And what I think is a really important insight, and this is in part a movement that's been inspired by people like my advisor in graduate [00:21:30] school, Dacher Keltner, toward understanding that people are a lot more complicated than that in that a lot of the driving motivation to behavior is not just what gets you ahead, but also how you can help other people. So in a way, compassion and altruism we're learning is hardwired into the brain and that's a really puzzling thing because it's hard to fit that specifically into an evolutionary framework. But put generally [00:22:00] what I think we're learning about what motivates people is not just that people are motivated to get ahead, but the people are really driven to make others around them happy and to serve other people in ways that benefit others. And that insight has inspired 30 years of the most hard-hitting social psychology that I know of and it's also given rise to just a different kind of conceptualization of what makes people do the things that they do. Paul Piff, thanks very much for coming on spectrum. [00:22:30] That was a lot of fun. Thanks again for having me. On and I'd be happy to come on any other time. Great. Speaker 2: [inaudible] spectrum is archived on iTunes university. To find the archives, do a search in your favorite browser for iTunes Dash and view space k a l x space spectrum. The feature of spectrum is to present new stories we find [00:23:00] interesting and a coolio and Renee route present the news. Speaker 6: A National Institute of Health funded team of researchers at Stanford University have created an entirely transparent mouse brain. This new process known as clarity by its inventors will allow scientists to explore the neural networks and their natural 3d arrangement without having to slice the brain or severing any neural connections. Additionally, the process preserves the delicate biochemistry of the brain, which will allow researchers to test [00:23:30] chemicals affecting specific structures as well as to examine past brain activity. While the breakthrough is not part of the Obama Administration's recent brain exploration initiative, the senior author on the paper, Dr Karl Deisseroth, was involved in the planning of the initiative. Speaker 1: Well, some moderations do need to be made for the more complex human brain. The Stanford lab has already produced transparent human livers, hearts and lungs. You see Berkeley researchers and the integrative Biology Department just came out [00:24:00] with a study showing the positive effects of stress in studies on rats. They found that brief stressful events caused stem cells to branch into new nerve cells that improved the rats. Mental performance. It is important to differentiate acute stress and chronic stress. Chronic stress elevates levels of stress hormones that suppress the production of new neurons, which impairs mental performance. Associate Professor Coffer Characterizes [00:24:30] the overall message of this study as stress can be something that makes you better, but it is a question of how much, how long and how you interpret or perceive it. We'd like to mention a few of the science and technology events happening locally over the next two weeks. Rick Karnofsky, Julian and Renee arou present the calendar. NASA astrobiology researcher and Lawrence Berkeley fellow in residence, Felisa Wolf Simon is delivering tonight. Future Friday's [00:25:00] lecture at the Chabot Space and science center at 10,000 Skyline Boulevard in Oakland. She'll be discussing the chemical elements that can support microbial life on earth. Drawing from molecular biology, biochemistry and physiology. Admission is $23 in advance. Visit shabbos space.org for more info this Saturday come to the UC Berkeley campus for the [inaudible] Speaker 6: bears annual kal day. Over 300 lectures, workshops [00:25:30] and presentations will be available with topics ranging from how the interplay of light with the atmosphere can create rainbows to a demonstration from the first laundry folding robot. Rosie Cal Day's tomorrow April 20th held on the UC Berkeley campus and open to the public events. Begin at 8:00 AM go to [inaudible] dot berkeley.edu Speaker 1: false schedule of events April 22nd through April 26th is national parks week. During this week, [00:26:00] admission to all US national parks is free. Put on your hiking boots and visit the nearest national park to you. Speaker 6: On April 27th Berkeley High School will host the day long Alameda County apps challenge contestants are asked to create apps that will address community needs. Using Alameda county open datasets apprise of $3,000 will be awarded to the most inventive and user friendly app. Well, second, third and honorable mentions will also be meted out. Alameda county [00:26:30] invites participation from residents of all skill levels and age groups. The apps challenge is part of a nationwide movement to increase transparency and implement open data policies in governmental organizations. The event be held at Berkeley High School Speaker 1: in downtown Berkeley from 8:00 AM to 7:00 PM on Saturday, April 27th it costs $15 to participate with discounts for students and seniors. There has been a rapid spread of sudden oak death pathogen [00:27:00] referred to Assad over the East Bay hills, specifically in north Berkeley and Montclair. Professor Matteo Garber, Loto, head of the UC Berkeley forest pathology and my collegey lab has been tracking the spread through annual area surveys. Garber Lotos team is looking for volunteers to help conduct annual spring surveys to find diseased trees. There will be several training sessions for volunteers in the bay area. The Berkeley session is on Saturday, April 27th at 1:00 PM [00:27:30] on the Berkeley campus in one 59 Mulford Hall. For other training sessions in the bay area. Searched the web for sod blitz project, but first after dark at the new exploratorium in San Francisco. [inaudible] on Thursday May 2nd after dark is the exploratorium monthly evening program for adults 18 and over. Admission for non-members is $15 in addition to the museums regular exhibits, there will be live music films and [00:28:00] the lectures. The theme this month is home and you can hear about how an empty warehouse on pier 15 was transformed into the explore Torrens new home. Karen [inaudible]. We'll discuss the human microbiome and Ron Hitchman. We'll talk about what makes earth and other goldilocks planets just right for sustaining life. For more information, visit the exploratorium.edu Speaker 6: on Friday May 3rd the San Francisco ASCA scientists lecture series [00:28:30] will host a workshop on crafting the perfect science story. Editors of the science writer handbook will share personal stories of working in the field and address questions about building sustainable science writing careers. The May 3rd event will begin at 7:00 PM in San Francisco's bizarre cafe. More details can be found online at ask a scientist, s f.com Speaker 2: [inaudible] [00:29:00] a character in the show is by lost on a David from his album, folk acoustic and available by it. We have Commons license 3.0 and attribution editing assistance provided by renew route 90 spectrum. If you have comments about the show, please send them to us. [00:29:30] Our email address is spectrum lx@yahoo.com join us in two weeks. Same time [inaudible]. See acast.com/privacy for privacy and opt-out information.

Paul Piff, social psychologist and post-doc scholar in the Psychology Dept at UC Berkeley, studies how social hierarchy, inequality, and emotion shape relations between individuals and groups. Paul Piff received PhD in Psychology from UCB May 2012.TranscriptSpeaker 1: Spectrum's next Speaker 2: [inaudible].Speaker 1: Welcome to spectrum the science and technology show on k [00:00:30] a l x Berkeley, a biweekly 30 minute program bringing you interviews featuring bay area scientists and technologists as well as a calendar of local events and news. Speaker 3: Good afternoon. My name is Brad swift and I'm your house today. In today's interview, Renee Rao and I talk with Paul Piff, a social psychologist and postdoctoral scholar in the psychology department at the University of California, Berkeley. Paul's studies house, social [00:01:00] hierarchy, inequality and emotion shape relations between individuals and groups. Paul piff received his phd in psychology from UC Berkeley in May, 2012 onto the interview. Paul Piff, welcome to spectrum. Thanks so much for having me on. It's a pleasure. I wanted to have you talk about your research. Psychology is such a big field. How does your research fit into that? Speaker 4: Psychology is a big field. Lot of people are psychologists center interested in a lot [00:01:30] of different questions as they relate to people and organisms and why different kinds of organisms do the things that they do. The brand of psychology that I'm really interested in is called social psychology. So what I do is as opposed to having people lay on a couch and talk to me about their problems, I study what people do around others in the reasons for what they do. So I study emotion. That's one of the focuses of my work. I've also recently gotten really interested in [00:02:00] the effects of inequality and specifically how a person's levels of wealth and status in society shapes the ways that they see the world and behave toward other people. As a social psychologist, you take a question that's of interest to you, like how do the rich behave compared to those that are poor. And then you think about how you would design experiments in different kinds of studies to look at that using a very quantitative approach. So as a social psychologist, I design a lot of studies where people literally [00:02:30] come into the lab. There's something happening where I can observe what they do without their necessarily knowing, and I use that to infer basic motivations behind people's behavior. Speaker 3: Can you explain then some of your methods, maybe an example of how you're set up Speaker 4: study, study. So a lot of the work that I've been doing relates to this basic question of how money shapes behavior. So how do people who have a lot of money behave differently toward others from those who don't have [00:03:00] as much money? One of the things that I was interested in studying for example, is how does the amount of money that you have shaped how generous and helping you are toward other people. In social psychology, we call that general category of behavior, pro social behavior or altruism. What makes people behave in ways that help another person out, even if that means they have to do something kind of costly. So let's say I'm interested in looking at levels of generosity, a lot of different ways in which people can be generous toward one another in everyday life. [00:03:30] But I want to study this in the lab. Speaker 4: And so one of the ways that we can do that is using a standard task where we can have someone engage in it and see how generous they are. And one of the tasks that I'll use is called the dictator task. And for instance, in one study in this dictator task, I give someone literally $10 and I say, you can keep all these $10 10 single dollar bills or you can decide how many of these dollar bills you want to give away, if any, [00:04:00] to another person who's totally anonymous that you've been paired with in this study. And I tell them they'll never meet this other person, the other person will never meet them. And I just measure how many of those dollars they're willing to give away. Another thing I do before they come into the lab is measure what their income is. So I can look at how generous they are, how many of these single dollar bills they're willing to give away as a function of how much money they have. Speaker 4: And that's one of the assessments that I used in one area of study to look at levels [00:04:30] of giving levels of generosity in the simple task as a function of how much money people have. So there's rational economic models that would say that if you have a lot of money, that the utility of those $10 is somewhat diminished because you have more money in the first place. So you would predict that as a rational actor, a person who has more money is going to give more money away cause $10 means less. That's the opposite of what we find. In fact, people who make under $15,000 [00:05:00] a year give significantly more on average six to $7 away then to someone who makes 150,000 to $200,000 a year. So we found incredible differences. And so a lot of my work over the last five or six years, and this is in collaboration with other people in my lab, is to try to document why it is that these really notable differences emerge between the haves and the have nots and what the psychological underpinnings of those differences are. But that's an example of a kind of study that will run Speaker 2: [00:05:30] [inaudible]. Our guest today is Paul Piff, a social psychologist. Paul is talking about how he designs his research studies. This is k a l X. Berkeley. Speaker 5: I have a question about the dictator test. Do you find any sort of other correlating variables in between just wealth and lack of [00:06:00] wealth? Do you find education has difference or how people made the wealth? Can you draw a sort of a causal line between saying this person has more and this makes them less empathetic or this person being less empathetic maybe has led to them being wealthier? Speaker 4: The dictator task has been used a lot and there are a lot of correlating variables that we know about already. Age correlates, religion correlates, ethnicity correlates, and so if I'm interested in the specific effects of wealth, I have to [00:06:30] account for those other things and I do so controlling for a lot of other variables. Wealth above and beyond a person's race, their age, what religion they are, how religious they are in the first place. Wealth has a specific effect, but the question that you're getting at I think is a even bigger one, which is how do I know whether it's wealth that causes someone to do something or is it people that are say a little more selfish with their money, who become wealthy in the first place? [00:07:00] And that is a really important question. And I think one of the insights that we've had from a lot of the experimental work that we've done, I can literally take someone whose quote unquote poor, make them feel rich and show you that making them feel wealthy temporarily in the lab actually makes them behave more unethically, which suggests that there's at least in part a causal direction between having money, feeling like you have money and that subjective experience. Speaker 4: It's psychological [00:07:30] experience causing you to behave in some ways that are a little more entitled, a little more self-serving. Now there's an another important question, which is if these differences do exist between those that have and those that don't, are they fixed? Are they rooted? Is that just a fact of life that we have to accept and sort of move on from, or are they sensitive to changes and if they are, what are the kinds of things that you can do to move people's behavior around or to make certain people in society a little more empathetic [00:08:00] without necessarily getting into the details? There are a lot of things that can be done in a lot of my work looks at specific variables that you can manipulate, even through subtle interventions that get people who had a lot more money to behave in ways that are a lot more compassionate and a lot more empathetic. And one of the lessons that I've learned from this work is that it's not that difficult. So it's not that people who have money or necessarily corrupt in any way, but that there's a specific psychological experience associated with privilege [00:08:30] that gets you to become a little more disconnected from others. A little more insular from others in that certain patterns of behavior flow as a result, but those patterns can easily changed. Speaker 5: Can we talk about some of the tweaks that you use to sort of bring about those changes? Speaker 4: Sure. One of the things that I'm really interested in right now is if it's the case that upper status individuals are more likely to behave unethically, then what are some subtle interventions that could be [00:09:00] done? Like a little ethics reminder course at the beginning that, so I've run this where I basically had people do sort of a 10 minutes ethics training program where I remind them about some of the benefits of the rules and how cooperating with others can ultimately bring about gains for the whole group, including yourself. And I see how that basic values intervention changes their patterns of unethical, the downstream. But now in one of the studies that I ran, I just wanted to look at helping behavior. [00:09:30] What makes a person want to help out another? So in this study, the way that I designed my test was I had one group of participants sitting in the lab and about 15 minutes into the study, it's the room bursts. Speaker 4: Another person. Now this is appearing visibly distressed. They're worried, they're sweating, they're anxious, they apologize for being late, and they introduce themselves as their partner in the study. Now there is an experimenter standing there who says, it's so great that you're late. Why don't you go ahead and see yourself in this other room? [00:10:00] And they turn to the participant and ask the participant if they'd be willing to give up some of their own time to help out this other person who would otherwise have to stay on for a lot of extra time to complete all of the tasks that they need to complete. And so that's our measure of helping behavior. How many minutes people are willing to volunteer to help out this other person who's actually a confederate. There's someone we've trained to be late to appear distressed, et cetera. They're an actor. All right. Speaker 4: So in one condition we find that Richard people give [00:10:30] way fewer minutes than poor people paralleling all the other results. But we had this other condition that I think is really revealing in that condition. Before they received in the lab about 15 minutes earlier, they watched a 46 second long video. And in that video, it was just a quick little reminder of the problems of childhood poverty. And it was a video that we'd designed to elicit increased feelings of compassion. Now, in that group, 15 minutes later, when [00:11:00] the people who had seen that video were sitting in a lab and we're introduced to that confederate and asked if they'd be willing to help them out, there were no differences between the rich and the poor in our study. So essentially that quick little reminder of the needs of others made wealthier people just as generous of their time to help out this other person as poor people suggesting that simple reminders of the needs of other people can go a long way toward restoring that empathy gap. And so the interesting question [00:11:30] to me is what are the ways in which in everyday life we can remind even those in the upper echelons of society, of the needs of other people in the small benefits that can be incurred through small and even sometimes trivial acts of kindness toward another person. Speaker 4: You are listening to the on k Speaker 2: a l x Berkeley. Our guest today is Paul. Pissed in the next second [00:12:00] he talks about his collaboration with Facebook. [inaudible] Speaker 5: try not to talk about how psychology seems to be a field that's accessible, not only in terms of mechanics and just finding the work, but also more understandable for a layman or for everyday people. Then most sciences, I think it's one of the most popular majors in colleges across the u s and can you sort of talk about the broad appeal that psychology has and why you think that might [00:12:30] be? I think Speaker 4: that observation rings true. I think psychology is something that's accessible and that that accessibility and the understandable illness of the content is what makes it kind of relatable and popular in the kind of work that we do. It's a positive and a negative. So what I mean by that is everyone who's engaged with others or interacted with others who are, has a sense of how people behave is a, an intuitive psychologist. We're all psychologists. [00:13:00] We all make decisions based on what we think is gonna make us happy. What's gonna make others happy? What's the kind of relationship that's meaningful to me? We all run these kinds of experiments. In fact, the life is sort of like a psychological experiment to run on a single person, 5 billion people at a time or whatever the population of the earth is. So we're all intuitive psychologists. But what that means is for the work that we do, if we find something or generate a finding, it's either obvious. Speaker 4: So someone could say, Oh yeah, you had to run a study [00:13:30] to do that. I've known that all along. Or if it doesn't conform to your worldview, you're wrong. You've run the study incorrectly. So the question is, are we actually convincing people or revealing new insights about how the mind works to others such that our awareness and understanding of psychology is increasing? Or are we simply just telling people what they knew all along or telling them things that they feel like is just flat out wrong? And that's something that I've wondered about myself. To what extent our findings are convincing people or informing people of things that they don't [00:14:00] intuitively experience in their everyday lives. Speaker 5: Do you want to talk about what you're doing with Facebook? I know you're, yeah, we can talk about Facebook in an ongoing collaboration with Facebook. So maybe you should tell us a little bit more about that Speaker 4: with Facebook. Dacher Keltner, who's a psychology faculty member here at Berkeley and Amelianna, Simon Thomas, who's the science director of the greater good science center, also at Berkeley, and I have been working with a team of engineers [00:14:30] at Facebook to put very, very simply make Facebook a more compassionate place. Now, when we started working with Facebook about 12 months ago, that was what was post to us. Help us make Facebook a more compassionate place. What does that mean? How do you do that? Well, what's become clear to me is that there are a lot of opportunities on Facebook and elsewhere to build little tools to make interactions between people and online. A little more sympathetic and a little more empathetic. [00:15:00] So here's an example. A lot of people on Facebook post photos. What that means when photos are getting posted is that there's the possibility that you're going to encounter a photo that you don't like. Speaker 4: And what Facebook found was that people were encountering these photos and just submitting reports to Facebook saying, hey, there's something seriously wrong with this photo. Facebook needs to take it down. And more often than not, people were reporting photos that had been posted by a friend of theirs. Very rarely do these reported photos actually violate [00:15:30] Facebook's terms of services. So Facebook can't do anything about it. And what we thought and what we've done is in the context of a photo being posted that you don't like, maybe this is a photo of your child that you think shouldn't be up at violates your privacy. Maybe it's a photo of you at a party in a some kind of revealing pose that you think is embarrassing. It doesn't really matter. But what we've done is tried to, for instance, give people tools to express why that photo is problematic, not to Facebook but to the person who posted [00:16:00] it. Speaker 4: And so now there's a series of things that pop up on the site. If you're having a problem with something that someone's posted that basically gets you to think about your experience, be a little bit mindful about the feelings that you're experiencing and be a little more mindful in how you express those feelings to the other person. That puts the photo up and when we just looked at the data recently, what we found is that by identifying the particular reason why you're finding that photo problematic and expressing that to the other person gets [00:16:30] them to be a lot more empathetic, a lot more sympathetic and really importantly a lot more likely to take the photo down. So we're actually trying to resolve disputes and conflicts on Facebook and there are a lot of other directions that this work is taken. We're dealing with bullying with the team at Yale, we're doing all sorts of other things that basically relate to what makes people get along or not get along in an online context. Speaker 5: I think the other question that I was trying to get at but didn't quite get to is how you think interactions [00:17:00] on platforms like the Internet, if they are fundamentally different than people interacting face to face or in a laboratory and why you think that might be the case? Speaker 4: Yes. What I mean by that is there's no single answer to the question and I think it's too early to tell. I think that online interactions are expressions of fundamental psychological tendencies, much like real world interactions are. So I don't think that things unfolds [00:17:30] online that wouldn't unfold in the real world, but does that mean that certain things are going to be accentuated or emphasized or magnified in an online setting? I think that's true as well. So I think online interactions are a certain kind of context where dynamics and fold that aren't fundamentally different from other kinds contexts in everyday life, but in which you might see certain kinds of patterns emphasized or magnified. Speaker 2: [00:18:00] This is k a l x Berkeley. The show is spectrum. Our guest is Paul Piff, a social psychologist. Speaker 4: Do you see a future in collaboration between brain studies and psychology? Absolutely. So that that future is now, I think a lot of psychologists who [00:18:30] incorporate brain imaging and brain data, FMR data into their papers, into their studies. This is the direction that even my work is beginning to move into. So I feel like the opportunities for collaboration are definitely there and in fact they're unfolding now. There's a lot of neuroscience that's less interested in quote unquote psychology and more interested in say biology, but there's a lot of social neuroscience, a lot of brain research that's done that's specifically motivated and [00:19:00] oriented around understanding why people feel the things that they do. What does emotion look like in the brain? What drives basic behavior patterns? So absolutely, I think that those opportunities are there, and this is a, an incredibly exciting developing area of the science. Speaker 4: One of the things in the fifties and sixties when BF Skinner and behaviorism was all the rage, is that behaviorism and the quantification of behavior gained traction [00:19:30] because it was argued that you can't look inside the black box. And if you can't look inside the black box, which is people's brains, people's minds, then the only thing you can study is behavior. And if we're interested in a science of behavior, then the only thing we can measure is what a person does or what a rat does or what a pigeon pecks at. But what neuroscience has allowed us to do is take a look at what is happening in that so-called black box. And if you put someone's brain in [00:20:00] a magnet in, scan it and see what's happening in the brain when you're showing them, say, images of another person's suffering, well then you're getting a sense of what compassion looks like neuro anatomically. Speaker 4: And that's a really exciting and incredible opportunity for understanding how basic psychological experiences are rooted in the brain and how basic anatomical structures in the brain can illuminate how psychology works. So I think the [00:20:30] opportunities are bi-directional. If I might, let me just add one more thing, which is one more insight that I think is interesting to me that social psychology seems to have been moving in the direction of, or psychology and there are about 80 or 90 years of research documenting the extent to which people stick to their groups. People are antagonistic potentially toward other groups. There's a history of violence in the human tradition or the history of humanity as sort of a history [00:21:00] of violence and that's given a lot of psychologists the perspective that people are in a way born to be sort of self-serving, especially if you look at behavior from an evolutionary framework, then it makes sense that people would do anything they could to get themselves ahead of the pack and get their groups ahead of the pack of other groups. Speaker 4: And what I think is a really important insight, and this is in part a movement that's been inspired by people like my advisor in graduate [00:21:30] school, Dacher Keltner, toward understanding that people are a lot more complicated than that in that a lot of the driving motivation to behavior is not just what gets you ahead, but also how you can help other people. So in a way, compassion and altruism we're learning is hardwired into the brain and that's a really puzzling thing because it's hard to fit that specifically into an evolutionary framework. But put generally [00:22:00] what I think we're learning about what motivates people is not just that people are motivated to get ahead, but the people are really driven to make others around them happy and to serve other people in ways that benefit others. And that insight has inspired 30 years of the most hard-hitting social psychology that I know of and it's also given rise to just a different kind of conceptualization of what makes people do the things that they do. Paul Piff, thanks very much for coming on spectrum. [00:22:30] That was a lot of fun. Thanks again for having me. On and I'd be happy to come on any other time. Great. Speaker 2: [inaudible] spectrum is archived on iTunes university. To find the archives, do a search in your favorite browser for iTunes Dash and view space k a l x space spectrum. The feature of spectrum is to present new stories we find [00:23:00] interesting and a coolio and Renee route present the news. Speaker 6: A National Institute of Health funded team of researchers at Stanford University have created an entirely transparent mouse brain. This new process known as clarity by its inventors will allow scientists to explore the neural networks and their natural 3d arrangement without having to slice the brain or severing any neural connections. Additionally, the process preserves the delicate biochemistry of the brain, which will allow researchers to test [00:23:30] chemicals affecting specific structures as well as to examine past brain activity. While the breakthrough is not part of the Obama Administration's recent brain exploration initiative, the senior author on the paper, Dr Karl Deisseroth, was involved in the planning of the initiative. Speaker 1: Well, some moderations do need to be made for the more complex human brain. The Stanford lab has already produced transparent human livers, hearts and lungs. You see Berkeley researchers and the integrative Biology Department just came out [00:24:00] with a study showing the positive effects of stress in studies on rats. They found that brief stressful events caused stem cells to branch into new nerve cells that improved the rats. Mental performance. It is important to differentiate acute stress and chronic stress. Chronic stress elevates levels of stress hormones that suppress the production of new neurons, which impairs mental performance. Associate Professor Coffer Characterizes [00:24:30] the overall message of this study as stress can be something that makes you better, but it is a question of how much, how long and how you interpret or perceive it. We'd like to mention a few of the science and technology events happening locally over the next two weeks. Rick Karnofsky, Julian and Renee arou present the calendar. NASA astrobiology researcher and Lawrence Berkeley fellow in residence, Felisa Wolf Simon is delivering tonight. Future Friday's [00:25:00] lecture at the Chabot Space and science center at 10,000 Skyline Boulevard in Oakland. She'll be discussing the chemical elements that can support microbial life on earth. Drawing from molecular biology, biochemistry and physiology. Admission is $23 in advance. Visit shabbos space.org for more info this Saturday come to the UC Berkeley campus for the [inaudible] Speaker 6: bears annual kal day. Over 300 lectures, workshops [00:25:30] and presentations will be available with topics ranging from how the interplay of light with the atmosphere can create rainbows to a demonstration from the first laundry folding robot. Rosie Cal Day's tomorrow April 20th held on the UC Berkeley campus and open to the public events. Begin at 8:00 AM go to [inaudible] dot berkeley.edu Speaker 1: false schedule of events April 22nd through April 26th is national parks week. During this week, [00:26:00] admission to all US national parks is free. Put on your hiking boots and visit the nearest national park to you. Speaker 6: On April 27th Berkeley High School will host the day long Alameda County apps challenge contestants are asked to create apps that will address community needs. Using Alameda county open datasets apprise of $3,000 will be awarded to the most inventive and user friendly app. Well, second, third and honorable mentions will also be meted out. Alameda county [00:26:30] invites participation from residents of all skill levels and age groups. The apps challenge is part of a nationwide movement to increase transparency and implement open data policies in governmental organizations. The event be held at Berkeley High School Speaker 1: in downtown Berkeley from 8:00 AM to 7:00 PM on Saturday, April 27th it costs $15 to participate with discounts for students and seniors. There has been a rapid spread of sudden oak death pathogen [00:27:00] referred to Assad over the East Bay hills, specifically in north Berkeley and Montclair. Professor Matteo Garber, Loto, head of the UC Berkeley forest pathology and my collegey lab has been tracking the spread through annual area surveys. Garber Lotos team is looking for volunteers to help conduct annual spring surveys to find diseased trees. There will be several training sessions for volunteers in the bay area. The Berkeley session is on Saturday, April 27th at 1:00 PM [00:27:30] on the Berkeley campus in one 59 Mulford Hall. For other training sessions in the bay area. Searched the web for sod blitz project, but first after dark at the new exploratorium in San Francisco. [inaudible] on Thursday May 2nd after dark is the exploratorium monthly evening program for adults 18 and over. Admission for non-members is $15 in addition to the museums regular exhibits, there will be live music films and [00:28:00] the lectures. The theme this month is home and you can hear about how an empty warehouse on pier 15 was transformed into the explore Torrens new home. Karen [inaudible]. We'll discuss the human microbiome and Ron Hitchman. We'll talk about what makes earth and other goldilocks planets just right for sustaining life. For more information, visit the exploratorium.edu Speaker 6: on Friday May 3rd the San Francisco ASCA scientists lecture series [00:28:30] will host a workshop on crafting the perfect science story. Editors of the science writer handbook will share personal stories of working in the field and address questions about building sustainable science writing careers. The May 3rd event will begin at 7:00 PM in San Francisco's bizarre cafe. More details can be found online at ask a scientist, s f.com Speaker 2: [inaudible] [00:29:00] a character in the show is by lost on a David from his album, folk acoustic and available by it. We have Commons license 3.0 and attribution editing assistance provided by renew route 90 spectrum. If you have comments about the show, please send them to us. [00:29:30] Our email address is spectrum lx@yahoo.com join us in two weeks. Same time [inaudible]. Hosted on Acast. See acast.com/privacy for more information.

Take 2: Kelly J Richardson, Director | Producer | Cinematographer | Co-Editor of Without a Net, opening at Doc Fest this weekend, Nov. 10 at the Roxie Theatre in San Francisco. On the show last week, we decided to extend the conversation today on her project which lives off the screen as well as on (smile). A graduate from Berkeley High School,  Kelly J Richardson is the founder and executive director of Live Wired Productions, based in San Francisco, California. Her passions in performance art and social justice are expressed through her film work. She has directed and produced several short student films and Without A Net is her feature-directing debut. She has received numerous grants and awards from government agencies and private foundations, including a Fulbright scholarship for the production of Without A Net. She holds a B.A. from U.C. Berkeley. Visithttp://www.withoutanetfilm.com/ STORY: Djeferson, Bárbara, Rayana and Platini live in a drug controlled slum of Rio de Janeiro. Their families are struggling, their homes are physically unstable, and everyone they know has dropped out of school. When a big-top circus tent suddenly appears in a nearby parking lot, they decide to take a chance. They learn trapeze, acrobatics, juggling and contortion, then audition for the end-of-year show, rehearse and prepare for the curtains to part on opening night. Along the way, WITHOUT A NET explores the connections between risk, desire, poverty and circus and celebrates the perseverance and resilience of youth in the face of tremendous odds. We close with an interview with Ava DuVernay, director of I Will Follow which opens nationally this month.   

Friends of the Negro Spirituals presents: There's a Bright Side Some Where - A Juneteeth Community Sing featuring guests: Wendell Brooks, who will lead the sing-a-long, is a song leader; vocal music and history instructor at Berkeley High School, professional Baritone soloist; slave documents scholar, and a Negro Spirituals expert; Dr. Martin C. Jones, tenor saxophonist and reentry program specialist for incarcerated persons, will give demonstrations of a form of the oral tradition, the musical cries of street peddlers selling their products in post slavery years heard the street of his native New Orleans; Sam Edwards, therapist and co-founder of FNS; Harold Jackson III, director of “BURN: The Evolution Of An American City,” about a little known but worse recorded race riot in American History: Tulsa Oklahoma Race Riot of 1921 premiering on the Documentary Channel, June 28, 2011, 8 PM (PT/ET), salt2light.com; Risk This at Cutting Ball present: TENDERLOIN by Annie Elias, June 24-25, cast and theatre co-founder, Paige Rogers, Associate Artist David Sinaiko and Actress Rebecca Frank join us to talk about this final free performance 2010-11. Visit cuttingball.org Frameline 35, features two films: T'Ain't Nobody's Bizness: Queer Blues Divas of the 1920s, dir. Robert Philipson & the world premiere of Bumblef--k,USA, dir. Aaron Douglas Johnson, w/Cat Smits, lead actress and co-writer and Heidi M. Sallows, actress. Bumblef--k screens at the Victoria Theatre tonight, June 17, 7 PM. Visit frameline.org & outfest.org/fest2011 re: July 13 screening in LA; T'Ain't is at the Victoria June 21, 7 PM. Highlights 6/18: Waited For (Roxie), Bashment (Victoria), Frameline Greenroom Conversation with Dee Rees & Nekisa Cooper, 1:30 @ Victoria; 6/19: The Muppets Take Manhattan (Castro); Spork (Castro); Kawa (Maori, 6/21&23).Don't forget SF Black Film Festival June 17-19: sfbff.org

Glenn Burke's journey through baseball began and ended in Oakland, California. His sports career had many stops along the way, starting as a multi-sport star at Berkeley High School, followed by a brief stint at the University of Nevada, Reno as a prized basketball recruit, and then moving into professional baseball with the Los Angeles Dodgers, being hailed by one coach as "the next Willie Mays." Early in his career, Burke felt he had to hide his true self from his teammates. Later, when he began to reveal glimpses into his sexuality the baseball establishment began to close him out. Out. The Glenn Burke Story, a one-hour documentary produced by Comcast SportsNet Bay Area, tells the dramatic tale of Burke's legacy as the first openly homosexual Major League Baseball player. From his Major League debut in 1976 and starting Game One of the 1977 World Series for the Dodgers to subsequently being traded to the Oakland Athletics the next season, and then walking away in 1980 from the game that he deeply loved, Comcast SportsNet follows one of baseball's most dramatic arcs. Many of Burke's teammates were aware of his homosexuality during his playing career, as were members of management. And many of those teammates believe that his sexuality " and the reaction it provoked " led to the premature derailment of his baseball career. Out. The Glenn Burke Story tells the tumultuous story of the wedge that was driven between Burke and the Los Angeles management, the ensuing similar situation in Oakland that led to Burke's abrupt retirement, and the hero's welcome that Burke received in San Francisco's Castro District after he left professional baseball. Comcast SportsNet's narrative follows Burke through his public announcement of his homosexuality in a 1982 Inside Sports magazine article ("The Double Life of a Gay Dodger") and on The Today Show with Bryant Gumbel, to his subsequent downward spiral to drugs, prison, and eventually living on the same San Francisco streets where he was once hailed as an icon. Burke's story took on another level of tragedy when he was diagnosed with AIDS in 1994. Yet at the end of his life, the game that he claimed abandoned him so many years before reached out to one of its own. The A's found Burke and provided him with constant support in his final months, as did some of his former teammates. Glenn Burke passed away on May 30, 1995 at the age of 42 of AIDS-related complications. Out. The Glenn Burke Story documents the extent of Burke's courage, strife and friendship throughout his life, and the compassion and callousness of the sport of baseball. The program weaves together insights from Burke's teammates and friends, including Dusty Baker, Davey Lopes, Reggie Smith, Rick Monday, Manny Mota, Rickey Henderson, Claudell Washington, Mike Norris, Shooty Babitt, Tito Fuentes, sports agent Abdul-Jalil and former Major Leaguer and gay rights activist Billy Bean. Out. The Glenn Burke Story, a one-hour documentary, premieres on Wednesday, November 10 at 8:00 p.m. PT on Comcast SportsNet Bay Area and will air commercial-free. Out. The Glenn Burke Story online press kit and video excerpts from the documentary are available at CSNBayArea.com/pages/out.

Oakland Youth Movement is a group of youth trying to get their voices heard. Their purpose has been to get opinions from Oakland youth about the challenges in their communities and obtain their input about what resources are most needed to address these issues. The City and County Neighborhood Initiative brought together several Oakland youth in 2007 to develop and conduct youth surveys in two neighborhoods. The survey explores what youth think about their neighborhoods, including: what they like, what they want to change, what kinds of resources they need, and how they feel about health and violence in their community. The young people worked with staff from the Alameda County Public Health Department’s Community Assessment, Planning and Education/Evaluation Unit and conducted 200 youth surveys. After a few months of working together, the youth group named themselves the Oakland Youth Movement because they wanted to “become a movement to fight for change in our communities.” Guest Speakers: LaToya Carroll, a native Oaklander and was born in West Oakland. She attended Hoover Elementary, and McClymonds High School, and graduated from Berkeley High School in 2006. Nakia Dillard, a native Oaklander and was born in West Oakland. She attended Hoover Elementary and graduated from McClymonds High School in 2005. Nakia is in her second year at Laney College.

Junior mens race featuring the Marin Rowing Association, Oakland Strokes, St. Ignatius High School and Berkeley High School crews.