Kids Talk Radio

Kids Talk Radio was created by Bob Barboza.  It was designed to help students in 34 countries to be able to communicate with each other.  We are involved in enhanced STEM programs.  We communicate about science, technology, engineering, technology, foreign language and visual and performing arts.  We are working on special project-based learning that involves Antarctica and the Cabo Verde Islands.  Our team is working on the Cabo Verde Tenth Island Project.  We are studying the uninhabited island of Santa Luzia, Cape Verde.  On paper, we are creating the worlds most perfect island.

For the past seven years we have been studying the biodiversity and making comparisons to the Arctic-/Antarctic regions.  This information will be included with our action research as we study Catalina Island, USA, and the Cape Verde Islands.

In addition, we are drawing up plans for  a student super science lab for the island of Santa Luzia, Cape Verde.  Can you help by commenting and  contributing a paper that adds to our conversations?

5 thoughts on “Kids Talk Radio

  1. We are working with teachers and students from around the world to turn the island of Santa Luzia, Cape Verde into the worlds most perfect island for studying enhanced STEM projects.

  2. Kids Talk Radio Science Report:

    At least once a year Kids Talk Radio receives a report from Doug Stoup in Antarctica. Our Kids Talk Radio STEM Teams are keeping our eyes on Antarctica. We started studying Antarctica about seven years ago. We are comparing what we learn about are reading lots of important information about “Beyond the Arctic and ArcOD: Arctic-Antarctic Comparisons.” Textbook: “life in the World’s Oceans-Diversity, Distribution, and Abundance.” Edited by Alasdair D. McIntyre.

    The common textbook notion is that biodiversity in Arctic seas is low compared with the Antarctic and particularly compared with temperate and warm waters like the waters found around the Cape Verde Islands. Although this is supported by high total species numbers in warmer seas, it is less supported when comparing species numbers in specific comparable habitats, or with comparable taxonomic groups, Kendall and Aschan (1993), who analyzed soft-bottom benthos from tropical, temperate, and Arctic sites, found almost identical values for indices of diversity at all sites when including the same type of sediment and water depths. More recently, polychaete diversity was found to be equal at an evolutionary old Antarctic site and evolutionary young Arctic (Wlodarska-Kowalczuk et al. 2007). This implies that differences in total species richness between arears are driven by habitat diversity. In the Arctic, biogenic reefs, caves, and deep rock structures are rare, absent or, in some cases, un(der)-sampled such as the deep-sea Arctic benthos. Complete lists on overall species richness for the Arctic and Antarctic are still being compiled and numbers for merazoan species currently range around 8,200 for the Antarctic ( and about 6,000 for the Arctic (Table 10-2) (see Chapter 11). Extensive Arctic-Antarctic comparisons are ongoing in collaboration with the Census of Antarctic Marine Life.

    Summary: Arctic regions contain a variety of complex habitats that are difficult to access and historically have not been in the focal point of political and scientific interests. Despite a recent increase of overall interest, numerous Arctic research cruises, well-equipped field-stations, drifting stations, and easier access to many areas (because of substantial shrinkage of the ice cover),certain geographic areas, texa, and habitats still remain poorly sampled. The previous lack of interest is now leading to uncertainties about the extent of ongoing changes. The ecological consequences and implications of ongoing change to biodiversity can never be understood if we don not fully understand the status quo with its regional and temporal variability.

    Questions for International Cabo Verde Tenth Island Project STEM Groups:

    1. Who will report on findings from the Census of Antarctic Marine Life?
    2. Who can report on the Census findings for Cape Verde and West Atlantic Marine Life?
    3. What teams or individual student backpack scientists would want to continue this conversation by submitting a podcast or presenting an e-paper?

  3. Who remembers the Voyage of the Mimi?

    The Voyage of the Mimi was a thirteen-episode American educational television program depicting the crew of the Mimi exploring the ocean and taking a census of humpback whales. The series aired on PBS and was created by the Bank Street College of Education in 1984 to teach middle-schoolers about science and mathematics in an interesting and interactive way, where every lesson related to real world applications. The series was also released as a Laserdisc collection.

    It was shot in Marblehead, Massachusetts and starred future superstar Ben Affleck.

    After a segment of fictional adventure in the first part of each episode, a corresponding “expedition documentary taught viewers something scientific relating to plot events in the previous episode of the show. For example, there was an episode where the plot was about obtaining drinkable water, and over the course of the episode, the viewer would also be given lessons about condensation, heat, and the three states of matter. Each lesson had accompanying student and teacher handouts or worksheets.

    A second series was produced in 1988, The Second Voyage of the Mimi, in which the two Granvilles, along with other archaeologists, searched for a lost Mayan city, and uncovered a conspiracy along the way.

    More on the Voyage of the Mimi:

    The Mimi is a French-built sailboat that is 72 feet (21 meters) in length,[7] originally built in 1934 to function as a deep-hulled cargo barge.[2] She was built in the Northwest of France in the region of Brittany, on the coast of the Mer d’Iroise (the Iroise Sea). Mimi is a type of vessel known as a “Gabare d’Iroise,” where “Gabare” translates as “cargo barge,” and “Iroise” refers to the region in which she was constructed.

    Mimi was initially used as a cargo ship in the rough waters of the North Sea, and was thus built to withstand serious maritime conditions. Because Mimi was a “gabare,” she was also built with a shallow draft. This combination of strength and ability to operate in shallow waters allowed Mimi to be used both in the open sea and the extensive canal system in Europe at that time.

    After serving many years in the Northern part of France, Mimi was sold to an owner in the Southern part of France where she was converted to a fishing trawler for tunafish.[7]

    Nazi commandeer and near death

    The Mimi was used by German soldiers during the Second World War to transport munitions.[2] When the Allied Forces pushed the retreating Axis forces back eastward through France in August 1944, Nazi protocol was to destroy any military property that might possibly be used against them by the invading forces (i.e. fortresses, ammunition, vehicles, etc.) For reasons unknown, Mimi was not destroyed by retreating Nazi forces, but rather left tied to a tree on a mudflat.[citation needed]

    Television career

    Mimi was purchased in the early 1980s by Peter Marston, an MIT professor at the time. The boat was kept moored in Gloucester, Massachusetts throughout the filming of the series and thereafter. In addition to its role in “The Voyage of the Mimi,” which began in 1984, the boat was used from the late 1980s through the 1990s to enrich and inspire schoolchildren utilizing the Mimi curriculum.[6] Each school year, the Mimi sailed from New England to the Gulf of Mexico and back, stopping at pre-arranged ports of call to meet with students in grades 4 through 7, and their teachers. At each port, “Mimifests” were held, which included various activities and presentations about marine life, seamanship, and navigation.[6] These events were attended by approximately 30,000 students each year.[citation needed]

    Marston retained ownership of the vessel until 1999, when the boat was sold to new owners Captain George G. Story of Gloucester, Massachusetts, his brother Captain Alan M. Story of Deltona, Florida, and Spiro “Steve” Cocotas, also from Gloucester. They operated the vessel as Three Mates Inc. for several years, bringing the boat to as many as 28 cities along the east coast.[citation needed]

    Beginning of the end

    After three years of ownership under Three Mates Inc., Mimi was repossessed for financial reasons and sold at public auction in Massachusetts. Michael Spurgeon developed a plan to resurrect the Mimi, and the vessel was subsequently purchased with venture capital provided by Spurgeon’s employer, Capt. Greg Muzzy, a Boston-area entrepreneur who owns and operates the “Liberty Fleet of Tall Ships,”. Mimi was sailed from Gloucester to the Mystic River in Boston, where she was kept docked at various Marinas in East Boston and Chelsea. Muzzy’s intention was to rehabilitate the ship, and possibly court a Discovery Channel special about Mimi’s story. After spending approximately $100,000 on infrastructural investments on the ship, including a complete rebuild of the stern and diesel engine, the ship became too costly to continue work on.[citation needed]

    In 2008, it was discovered that a homeless man had been living aboard the ship while docked at the Marina, and he was promptly removed from his quarters there. In a tragic act of revenge, the homeless man returned and removed one of several plugs in the belly of the ship, allowing her to rapidly fill with water. Mimi sank while at port, effectively ruining all electronics aboard the ship as well as seriously damaging the recently rebuilt engine.[citation needed]

    She was floated back to the surface by a recovery team two weeks later, and sat disused after that.[citation needed]

    Attempted revival and final disposal

    In the summer of 2010, two recent college graduates of the University of Vermont who had been fans of The Voyage of the Mimi stumbled upon the Mimi at port and soon afterwards mounted an effort to save the ship, which had fallen into a state of disrepair.[2] Their efforts ultimately proved unsuccessful, given among other factors the high cost that would be required to save the ship and the Mimi’s limited historical value, so the Mimi was scrapped in July 2011.

    This would have been fun to add to The Cabo Verde Tenth Island Project. Could you imagine have this type of program going on in Cape Verde as an international STEM summer camp. Well, we might consider this for Southern California. What are your thouthts?

  4. What an amazing accomplishment! Thank you for putting this together. As an Education Advocate, I’m always looking for ways my students can collaborate with those from around the world. This is a great resource.

    I wanted to share that I’ve nominated Kids Talk Radio for the Very Inspiring Blogger Award. Check out more details here:

    Many thanks,
    Christine Terry

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