Your Kid on “Little Big Shots”



We want the kids who make the news in your town! Kid entrepreneurs!
Kids with grown-up skills (like choirmaster)!
Kids that do grown up jobs as a hobby (like mail carrier)! Kids who have honorary titles (like mayor)!
Kid phenoms!
Record breakers!
Champion dancers and dance teams!
Kid brainiacs!
Kids who caught your attention with great personalities!

If any amazing local kids have appeared on your affiliate station, please contact Little Big Shots casting producer Kim Clevenger directly at

We’re seeking talented, quirky, fun and entertaining kids from all over the world– and especially your area!

Kids Talk Radio and ABC TV

Bob Barboza Speaking About Science and Engineering in Cabo Verde

Praia, 25 Apr (Inforpress) – “What human capital for development” is the theme of the Third Strategic Dialogue, an event promoted by Pedro Pires Institute for Leadership (IPP), scheduled to begin on 09 May in Praia.
The information was released today by the executive director of the institution, Indira Pires, during a press conference at which recalled that after 2014 and 2015 have done two simulators events, “Regional Integration in Africa” and “Innovation in Development Management” respectively this year brought the issue of development of human capital.
He explained that the choice of the theme “What human capital for development?”, Essentially aims to promote an open dialogue and participated with the presence of national and international experts and also with civil society.
The strategic dialogue will be open to the public why urges the public to make their registration through the Facebook page and the IPP site from Tuesday, taking into account what will happen in one of the hotels in the capital where space it is limited.
Indira Pires said that the meeting will be opened by the Prime Minister, Ulisses Correia e Silva, justifying this choice is due to the political moment that we live in the country.
Regarding the forum said to be divided into two panels. At first the theme “Education and development? As a potential virtuous circle” will be studied and speakers, economist Adrien Lorenceau, Djeneba Traore, Ricardo Paes de Barros and moderated the former Minister of Education Filomena Martins.
In the second panel “Towards a new generation of leaders: education and training” that will be the responsibility of speakers, Bob Barboza, Fred Swaniker, Jorge Dias and will be moderated by Victor Borges added.
He explained, however, that as in previous events there will be an informal discussion with the participation of the institution’s president, Pedro Pires, who is a moment that provides an open conversation with the guests this year are two, the former Minister of Finance and Planning Cristina Duarte and Milton Paiva, Secretary general of the Institute for Democracy and Development.
For international guests, said that this year will rely on people essentially sector, or are experts “less newsworthy” but that in his opinion, have a curriculum, visions and experiences that consider that they can be “important and of value”.
According to Indira Pires, this year joined the strategic dialogue to the main event that IPP is the first meeting of the IPP Trainers Annual, ie the leadership course taught by that institution, a meeting that according to said prior to the conference.
According to the source the meeting IPP Trainers Annual happens on May 13 will be opened as part of the morning to the public and the afternoon will be more restricted, with the protagonists graduates and former graduates of the leadership course taught from 2013 by IPP.
He added that issues such as, youth participation in politics, the issue of governance and follow-up of public policies and the need to ensure that there is continuity of certain public policies even in times of transition or administration of the country changes.
Inforpress / End

Building a Hyperloop Prototype in Cabo Verde

What will it take to get the Hyperloop to work on Mars?   Kids Talk Radio Science and the Barboza Space Center want to build a prototype of this ideas and we are talking to the Rloop team to get some creative ideas.   And now for the rest of the story.  Bob Barboza will be sharing his thoughts about the international Hyperloop project at the University of Cabo Verde.

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After Elon’s public discussion of the HyperLoop, he was surprised by the overwhelming interest in the concept from the public. That interest inspired him to release the monumental Hyperloop Alpha paper in 2013, which presented a number of novel solutions to problems that would arise from traveling at hypersonic speeds inside a tube.

One problem was the requirement to eliminate rolling resistance from wheels. Another was the power and reliability issues associated with a complete vacuum in the tube. And the most difficult problem would be the build up of air pressure in front of the pod as it traveled at fast speeds, an effect known as the Kantrowitz Limit (or the syringe effect).

At that time, Elon was not sure what would happen to the concept once released – but the Hyperloop went viral. He had originally thought he would have to create a subscale version himself to iron out the details, but the overwhelming interest from the public in this new mode of transportation gave him the idea of creating a contest to crowdsource the solutions.

On June 15th, 2015, SpaceX announced a competition, open to the public, where teams could submit designs for pods and subsystems that could have a chance to be tested on an actual track at SpaceX headquarters in the summer of 2016. This is when rLoop was born.

In the comments section of an article about the competition on the SpaceX subreddit, a number of members began proposing that they should collectively form a team; that maybe strangers on the internet could come together, united by a common goal, and compete against top engineering companies and universities in the world.

STEM Jobs: What do I need to know?

A Deep Dive into the New STEM OPT Extension Rule: What Employers, Big and Small, Need to Know

Kids Talk Radio Science will help you to keep on top of the latest news that relates to your future in the world of (science, technology, engineering and mathematics) STEM for more information visit: and

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On March 11, 2016 the Department of Homeland Security (DHS) issued its final rule for international students with U.S. degrees in science, technology, engineering and mathematics (STEM) seeking extension of Optional Practical Training (OPT) (the “Final Rule”) employment authorization. The Final Rule creates a new 24-month STEM OPT extension period along with additional government oversight and substantial new requirements for students, their universities, and their potential STEM employers. International (F-1) students graduating with STEM degrees may now be issued work authorization for up to 36 months if they will work for E-Verify subscribed employers.

The new rule takes effect on May 10, 2016. Additional guidance can be found at the DHS website Study in the States. Specifically, on the STEM OPT Hub there are sections geared for students, schools and employers.

Companies hiring and employing STEM OPT graduates should be aware that the Final Rule will impose new employer requirements and compliance obligations. Consistent with the 2008 Final Rule, employers will still need to be enrolled in E-Verify and remain in good standing with the program. In addition, the Final Rule will require employers to:

  • Implement a formal training program to augment the student’s academic learning through practical experience;

  • Provide an OPT training opportunity that is commensurate with those of similarly situated U.S. workers in duties, hours and compensation;

  • Complete the Form I-983, Training Plan for STEM OPT Students. In this form, you must attest that:

    • The employer has enough resources and trained personnel available to appropriately train the student;

    • The student will not replace a full- or part-time, temporary or permanent U.S. worker; and

    • The training program will assist the student attain his or her training objectives. In this regard, the employer must review and sign a student-completed annual self-evaluation on their training progress; and

  • Report material changes to the STEM OPT student’s employment to the student’s Designated Student Officer (DSO) within 5 business days.

The Final Rule defines “similarly situated U.S. workers” to include U.S. workers performing similar duties and with similar educational backgrounds, employment experience, levels of responsibility and skill sets as the STEM OPT student. The Rule further states, if the employer does not employ and has not recently employed more than two similarly situated U.S. workers, the employer must instead ensure that the terms and conditions of the STEM OPT opportunity they offer is commensurate with those similarly situated U.S. workers employed by other companies of analogous size and industry and in the same area of employment.

Moreover, the Final Rule provides U.S. Immigration and Customs Enforcement (ICE) with site visit authority. ICE may visit employer worksite(s) to verify whether they are meeting the STEM OPT program requirements, including whether they are maintaining the ability and resources to provide a structured and guided work-based training experience for the STEM OPT student. ICE  will provide notice to the employer at least 48 hours in advance of any site visit, unless the visit is triggered by a complaint or other evidence of noncompliance with the STEM OPT extension regulations. In such cases, ICE may conduct a site visit without notice.

In completing the Form I-983, Training Plan, employers will have to furnish DHS with very specific detailed information, including the employer name, address, website url, number of FTEs in the U.S., NAICS code, as well as the name, title and contact information of the individual (“official”) providing the training.  In addition, employers will have to provide the following details regarding the training program:  OPT training hours, start date of employment/training, compensation (salary, stipend, stock options, housing benefits, tuition cost waivers or other), a description of the training tasks and assignment as well as an explanation of how the training relates to the student’s STEM degree and a description of the training plan goals and objectives, employer oversight and measurement/assessments of the trainee. The completed Form I-983 will accompany the F-1 student’s application for extension of their STEM OPT work authorization document (EAD).

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Gregory Wald, Immigration Attorney, Squire Patton Boggs Law Firm

Gregory Wald’s experience includes representing multinational and Fortune 500 companies and individual clients in all aspects of immigration law including nonimmigrant visas, and immigrant matters regarding multinational executives and managers, individuals of extraordinary ability and professionals.

He has appeared before the US Department of Homeland Security (DHS), US Department of Labor, US Department of Justice Executive Office for Immigration Review and various federal courts.

What does it mean to be science literate?

What does it mean to be science literate? How science literate is the American public? How do we stack up against other countries? What are the civic implications of a public with limited knowledge of science and how it works? How is science literacy measured?

The Barboza Space Center team is working on the XQ Super School Project.  We are working with the Super School Design Center to search for answers to questions like the main one suggested in this article.   We welcome your comments.


These and other questions are under the microscope of a 12-member National Academy of Sciences (NAS) panel — including University of Wisconsin-Madison Life Sciences Communication Professor Dominique Brossard and School of Education Professor Noah Feinstein — charged with sorting through the existing data on American science and health literacy and exploring the association between knowledge of science and public perception of and support for science.

“The goal is to try and get the big picture,” says Brossard, a noted social scientist and expert on science communication. “We’re not looking at any single area of science and it is a consensus report, meaning we all have to agree, assuring multiple perspectives will be reflected in the final product.”

The committee — composed of educators, scientists, physicians and social scientists — will take a hard look at the existing data on the state of U.S. science literacy, the questions asked, and the methods used to measure what Americans know and don’t know about science and how that knowledge has changed over time. Critically for science, the panel will explore whether a lack of science literacy is associated with decreased public support for science or research.

Historically, policymakers and leaders in the scientific community have fretted over a perceived lack of knowledge among Americans about science and how it works. A prevailing fear is that an American public unequipped to come to terms with modern science will ultimately have serious economic, security and civic consequences, especially when it comes to addressing complex and nuanced issues like climate change, antibiotic resistance, emerging diseases, environment and energy choices.

While the prevailing wisdom, inspired by past studies, is that Americans don’t stack up well in terms of understanding science, Brossard is not so convinced. Much depends on what kinds of questions are asked, how they are asked, and how the data is analyzed.

It is very easy, she argues, to do bad social science and past studies may have measured the wrong things or otherwise created a perception about the state of U.S. science literacy that may or may not be true.

“How do you conceptualize scientific literacy? What do people need to know? Some argue that scientific literacy may be as simple as an understanding of how science works, the nature of science,” Brossard explains. “For others it may be a kind of ‘civic science literacy,’ where people have enough knowledge to be informed and make good decisions in a civics context.”

Science literacy, Brossard adds, might also mean having enough knowledge to make good personal decisions. For example, knowing that there is a growing problem with bacteria becoming resistant to available antibiotics might better inform people about when such medicines are helpful and when they might contribute to a growing problem.

“There is such a thing as practical science literacy,” says Brossard. “What are the things we need to know to help manage everyday life and make decisions in the best interest of ourselves and our families?”

The committee’s report is expected in early- to mid-2017.


Story Source:

The above post is reprinted from materials provided by University of Wisconsin-Madison. The original item was written by Terry Devitt. Note: Materials may be edited for content and length.