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"content": "\u003cp>\u003cem>This post is part of KQED’s \u003ca href=\"http://ww2.kqed.org/education/tag/do-now-u/\">Do Now U\u003c/a> project. Do Now U is a weekly activity for students and the public to engage and respond to current issues using social media. Do Now U aims to build civic engagement and digital literacy for learners of all ages. This post was developed by Ashley Panton-Lula, a student at Southern Connecticut State University.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Featured Media Resource (above)\u003cbr>\nVIDEO: PBS NewsHour\u003c/strong>\u003cbr>\n\u003ca href=\"http://www.pbs.org/newshour/bb/can-mutant-mosquitoes-be-used-to-fight-zika-and-dengue-fever/\">Can Mutant Mosquitoes Be Used to Fight Zika and Dengue Fever?\u003cbr>\n\u003c/a>The latest idea from scientists about how to stop the spread of the Zika virus is by reducing populations of its main vector–the \u003cem>Aedes aegypti\u003c/em> mosquito–using genetic engineering.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now U\u003c/strong>\u003c/h2>\n\u003cp>Should genetically modified mosquitoes be used to stop the spread of Zika? \u003cstrong>#DoNowUZika\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>How to Do Now\u003c/strong>\u003c/h2>\n\u003cp>To respond to the Do Now U, you can comment below or post your response on Twitter. \u003cstrong>Just be sure to include \u003cem>#DoNowUZika\u003c/em> and \u003cem>@KQEDedspace\u003c/em> in your posts.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>Learn More about the Zika Virus\u003c/h2>\n\u003cp>Many people think that the \u003ca href=\"http://www.cdc.gov/zika/\">Zika virus\u003c/a> just appeared within the last year. However, the Zika virus was \u003ca href=\"http://www.who.int/emergencies/zika-virus/history/en/\">discovered in 1947\u003c/a> in rhesus macaque monkeys found in Uganda. \u003ca href=\"http://www.sciencemag.org/news/2016/02/zika-s-long-strange-trip-limelight\">It was not until recently\u003c/a>, when outbreaks of the virus started to affect a lot of people, that it received more attention.\u003c/p>\n\u003cfigure id=\"attachment_199610\" class=\"wp-caption alignleft\" style=\"max-width: 880px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-199610\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/06/zikamain_051916_880.jpg\" alt=\"Map of Zika virus\" width=\"880\" height=\"550\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/zikamain_051916_880.jpg 880w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/zikamain_051916_880-400x250.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/zikamain_051916_880-800x500.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/zikamain_051916_880-768x480.jpg 768w\" sizes=\"(max-width: 880px) 100vw, 880px\">\u003cfigcaption class=\"wp-caption-text\">A map of all countries and territories with active Zika virus transmission. \u003ccite>(Courtesy of CDC)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The Zika virus is transmitted by \u003ca href=\"http://www.theatlantic.com/health/archive/2016/05/the-other-zika-mosquito-aedes-albopictus-asian-tiger/480828/\">\u003cem>Aedes aegypti and Aedes albopictus\u003c/em> mosquitoes\u003c/a>. These mosquitoes are invasive to North and South America and also transmit \u003ca href=\"http://www.cdc.gov/dengue/\">dengue\u003c/a> and \u003ca href=\"http://www.cdc.gov/Chikungunya/index.html\">chikungunya\u003c/a>. Pregnant women infected with Zika give birth to babies with birth defects, including \u003ca href=\"http://www.cdc.gov/ncbddd/birthdefects/microcephaly.html\">microcephaly\u003c/a>, hearing and vision problems, and other brain deficiencies. However, not all pregnant women who are infected with the Zika virus will have babies with these birth defects.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Due to the prevalence of mosquitoes, controlling the spread of Zika has been challenging. Some scientists believe one way to stop the spread of the Zika virus is to use \u003ca href=\"http://www.fda.gov/downloads/AnimalVeterinary/DevelopmentApprovalProcess/GeneticEngineering/GeneticallyEngineeredAnimals/UCM487377.pdf\">genetically modified \u003cem>Aedes aegypti\u003c/em> mosquitoes\u003c/a>. The idea is to release genetically modified male mosquitoes into the wild to mate with infected mosquitoes. The offspring of the genetically modified mosquitoes would inherit a gene that causes them to die. Over several generations, this would result in a reduced population. \u003ca href=\"http://www.who.int/neglected_diseases/news/mosquito_vector_control_response/en/\">The World Health Organization\u003c/a> recommends piloting this approach in combination with other interventions including pesticide spraying, eliminating standing pools of water, using insect repellent and mosquito nets, and educating the public about the dangers of Zika. These controls, however, involve huge coordination between civilians, government agencies and others. Some people think our best hoping for fighting the Zika virus and reducing the mosquito population is with these genetically modified mosquitoes.\u003c/p>\n\u003cp>While the genetically modified mosquitos have been \u003ca href=\"http://www.iflscience.com/plants-and-animals/dengue-fighting-mosquitoes-are-suppressing-wild-populations-brazil\">proven to reduce populations of \u003cem>Aedes aegypti\u003c/em>\u003c/a> in some areas, some people are concerned about the ethical implications of genetically modified animals. Some feel that the genes of animals shouldn’t be manipulated for human gain, and argue that we should be more aggressive in other prevention methods, which include using insecticides and personal protection measures. There is also concern among some opponents that potential negative effects have not been adequately studied. However, \u003ca href=\"http://e360.yale.edu/feature/genetically_modified_mosquito_sparks_a_controversy_in_florida/2883/\">some supporters \u003c/a>for the use of genetically modified mosquitoes to control the spread of Zika argue that using insecticides is less effective and has a greater negative environmental impact than using the genetically modified mosquitoes.\u003c/p>\n\u003cp>Should we use genetically modified mosquitoes to stop the spread of the \u003cem>Aedes aegypti\u003c/em> mosquitoes that carry the Zika virus? What do you think?\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Article: PBS NewsHour\u003cbr>\n\u003c/strong>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.pbs.org/newshour/updates/why-its-so-hard-to-zap-the-zika-mosquito-and-what-we-can-do/\">Why It’s so Hard to Zap the Zika Mosquito and What We Can Do\u003c/a> \u003c/span>\u003cbr>\nThis article provides a quick overview of the Zika virus and mitigation efforts.\u003c/p>\n\u003cp>\u003cstrong>Article: Huffington Post\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.huffingtonpost.com/entry/gmo-mosquitos-to-fight-zika-virus_us_56e2f194e4b0b25c9181b4c6\">Here’s What You Need To Know About ‘GMO Mosquitos’ And Zika Virus\u003c/a>\u003cbr>\nThis quick guide answers some questions about genetically modified mosquitoes and Zika.\u003c/p>\n\u003cp>\u003cstrong>Article: CBS News\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.cbsnews.com/news/can-genetically-modified-mosquitoes-snuff-out-the-zika-virus/\">Can Genetically Modified Mosquitoes Snuff out the Zika Virus?\u003c/a>\u003cbr>\nCBS News covers information about genetically modified mosquitoes that can stop the spread of the \u003cem>Aedes aegypti\u003c/em> mosquitoes.\u003c/p>\n\u003chr>\n\u003cp>Find\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> best practices \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>KQED Do Now U is a bi-weekly activity in collaboration with \u003ca href=\"http://sencer.net/\" target=\"_blank\" rel=\"noopener noreferrer\">SENCER\u003c/a>. SENCER is a community of transformation that consists of educators and administrators in the higher and informal education sectors. SENCER aims to create an intelligent, educated, and empowered citizenry through advancing knowledge in the STEM fields and beyond. SENCER courses show students the direct connections between subject content and the real world issues they care about, and invite students to use these connections to solve today’s most pressing problems.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This post is part of KQED’s \u003ca href=\"http://ww2.kqed.org/education/tag/do-now-u/\">Do Now U\u003c/a> project. Do Now U is a weekly activity for students and the public to engage and respond to current issues using social media. Do Now U aims to build civic engagement and digital literacy for learners of all ages. This post was developed by Ashley Panton-Lula, a student at Southern Connecticut State University.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Featured Media Resource (above)\u003cbr>\nVIDEO: PBS NewsHour\u003c/strong>\u003cbr>\n\u003ca href=\"http://www.pbs.org/newshour/bb/can-mutant-mosquitoes-be-used-to-fight-zika-and-dengue-fever/\">Can Mutant Mosquitoes Be Used to Fight Zika and Dengue Fever?\u003cbr>\n\u003c/a>The latest idea from scientists about how to stop the spread of the Zika virus is by reducing populations of its main vector–the \u003cem>Aedes aegypti\u003c/em> mosquito–using genetic engineering.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now U\u003c/strong>\u003c/h2>\n\u003cp>Should genetically modified mosquitoes be used to stop the spread of Zika? \u003cstrong>#DoNowUZika\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>How to Do Now\u003c/strong>\u003c/h2>\n\u003cp>To respond to the Do Now U, you can comment below or post your response on Twitter. \u003cstrong>Just be sure to include \u003cem>#DoNowUZika\u003c/em> and \u003cem>@KQEDedspace\u003c/em> in your posts.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>Learn More about the Zika Virus\u003c/h2>\n\u003cp>Many people think that the \u003ca href=\"http://www.cdc.gov/zika/\">Zika virus\u003c/a> just appeared within the last year. However, the Zika virus was \u003ca href=\"http://www.who.int/emergencies/zika-virus/history/en/\">discovered in 1947\u003c/a> in rhesus macaque monkeys found in Uganda. \u003ca href=\"http://www.sciencemag.org/news/2016/02/zika-s-long-strange-trip-limelight\">It was not until recently\u003c/a>, when outbreaks of the virus started to affect a lot of people, that it received more attention.\u003c/p>\n\u003cfigure id=\"attachment_199610\" class=\"wp-caption alignleft\" style=\"max-width: 880px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-199610\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/06/zikamain_051916_880.jpg\" alt=\"Map of Zika virus\" width=\"880\" height=\"550\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/zikamain_051916_880.jpg 880w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/zikamain_051916_880-400x250.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/zikamain_051916_880-800x500.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/zikamain_051916_880-768x480.jpg 768w\" sizes=\"(max-width: 880px) 100vw, 880px\">\u003cfigcaption class=\"wp-caption-text\">A map of all countries and territories with active Zika virus transmission. \u003ccite>(Courtesy of CDC)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The Zika virus is transmitted by \u003ca href=\"http://www.theatlantic.com/health/archive/2016/05/the-other-zika-mosquito-aedes-albopictus-asian-tiger/480828/\">\u003cem>Aedes aegypti and Aedes albopictus\u003c/em> mosquitoes\u003c/a>. These mosquitoes are invasive to North and South America and also transmit \u003ca href=\"http://www.cdc.gov/dengue/\">dengue\u003c/a> and \u003ca href=\"http://www.cdc.gov/Chikungunya/index.html\">chikungunya\u003c/a>. Pregnant women infected with Zika give birth to babies with birth defects, including \u003ca href=\"http://www.cdc.gov/ncbddd/birthdefects/microcephaly.html\">microcephaly\u003c/a>, hearing and vision problems, and other brain deficiencies. However, not all pregnant women who are infected with the Zika virus will have babies with these birth defects.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Due to the prevalence of mosquitoes, controlling the spread of Zika has been challenging. Some scientists believe one way to stop the spread of the Zika virus is to use \u003ca href=\"http://www.fda.gov/downloads/AnimalVeterinary/DevelopmentApprovalProcess/GeneticEngineering/GeneticallyEngineeredAnimals/UCM487377.pdf\">genetically modified \u003cem>Aedes aegypti\u003c/em> mosquitoes\u003c/a>. The idea is to release genetically modified male mosquitoes into the wild to mate with infected mosquitoes. The offspring of the genetically modified mosquitoes would inherit a gene that causes them to die. Over several generations, this would result in a reduced population. \u003ca href=\"http://www.who.int/neglected_diseases/news/mosquito_vector_control_response/en/\">The World Health Organization\u003c/a> recommends piloting this approach in combination with other interventions including pesticide spraying, eliminating standing pools of water, using insect repellent and mosquito nets, and educating the public about the dangers of Zika. These controls, however, involve huge coordination between civilians, government agencies and others. Some people think our best hoping for fighting the Zika virus and reducing the mosquito population is with these genetically modified mosquitoes.\u003c/p>\n\u003cp>While the genetically modified mosquitos have been \u003ca href=\"http://www.iflscience.com/plants-and-animals/dengue-fighting-mosquitoes-are-suppressing-wild-populations-brazil\">proven to reduce populations of \u003cem>Aedes aegypti\u003c/em>\u003c/a> in some areas, some people are concerned about the ethical implications of genetically modified animals. Some feel that the genes of animals shouldn’t be manipulated for human gain, and argue that we should be more aggressive in other prevention methods, which include using insecticides and personal protection measures. There is also concern among some opponents that potential negative effects have not been adequately studied. However, \u003ca href=\"http://e360.yale.edu/feature/genetically_modified_mosquito_sparks_a_controversy_in_florida/2883/\">some supporters \u003c/a>for the use of genetically modified mosquitoes to control the spread of Zika argue that using insecticides is less effective and has a greater negative environmental impact than using the genetically modified mosquitoes.\u003c/p>\n\u003cp>Should we use genetically modified mosquitoes to stop the spread of the \u003cem>Aedes aegypti\u003c/em> mosquitoes that carry the Zika virus? What do you think?\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Article: PBS NewsHour\u003cbr>\n\u003c/strong>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.pbs.org/newshour/updates/why-its-so-hard-to-zap-the-zika-mosquito-and-what-we-can-do/\">Why It’s so Hard to Zap the Zika Mosquito and What We Can Do\u003c/a> \u003c/span>\u003cbr>\nThis article provides a quick overview of the Zika virus and mitigation efforts.\u003c/p>\n\u003cp>\u003cstrong>Article: Huffington Post\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.huffingtonpost.com/entry/gmo-mosquitos-to-fight-zika-virus_us_56e2f194e4b0b25c9181b4c6\">Here’s What You Need To Know About ‘GMO Mosquitos’ And Zika Virus\u003c/a>\u003cbr>\nThis quick guide answers some questions about genetically modified mosquitoes and Zika.\u003c/p>\n\u003cp>\u003cstrong>Article: CBS News\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.cbsnews.com/news/can-genetically-modified-mosquitoes-snuff-out-the-zika-virus/\">Can Genetically Modified Mosquitoes Snuff out the Zika Virus?\u003c/a>\u003cbr>\nCBS News covers information about genetically modified mosquitoes that can stop the spread of the \u003cem>Aedes aegypti\u003c/em> mosquitoes.\u003c/p>\n\u003chr>\n\u003cp>Find\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> best practices \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>KQED Do Now U is a bi-weekly activity in collaboration with \u003ca href=\"http://sencer.net/\" target=\"_blank\" rel=\"noopener noreferrer\">SENCER\u003c/a>. SENCER is a community of transformation that consists of educators and administrators in the higher and informal education sectors. SENCER aims to create an intelligent, educated, and empowered citizenry through advancing knowledge in the STEM fields and beyond. SENCER courses show students the direct connections between subject content and the real world issues they care about, and invite students to use these connections to solve today’s most pressing problems.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "It's Time to Consider Snapchat's Classroom Potential",
"headTitle": "It’s Time to Consider Snapchat’s Classroom Potential | KQED",
"content": "\u003cp>Recently my class was discussing where they get their news. In addition to the usual outlets (local media and cable news) one student mentioned Snapchat. I did a double take.\u003c/p>\n\u003cp>Snapchat? For news?\u003c/p>\n\u003cp>“Yeah, Snapchat,” he said. “I get my news from Snapchat stories – like from the Wall Street Journal.” I took my cue from him and in no time I was reading brief, engaging \u003ca href=\"http://www.niemanlab.org/2015/02/snapchat-stories-heres-how-6-news-orgs-are-thinking-about-the-chat-app/\">content from the likes of CNN and NPR\u003c/a>.\u003c/p>\n\u003cp>Admittedly there will be skeptics when I suggest that an app like Snapchat has a place in education. Messages shared privately between peers that expire seconds after they’re viewed – what could possibly go wrong?\u003c/p>\n\u003cp>It might help to remember that when Facebook and Twitter first started being introduced in classrooms, a lot of educators voiced similar concerns (some of them justified). But now there’s no shortage of innovative and pedagogically sound uses of Twitter, just look over the resources for KQED Education’s \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Guide to Using Twitter in your Teaching Practice\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In the past few weeks my media staff has covered live events with Snapchat, and an enterprising group of students at my school used the app as a portal for their psychology project “because that’s where everybody is.” There are lots of other assignments at school where a “practice platform” would come in handy.\u003c/p>\n\u003cp>For example recently my school had an Arts Day, and the high school media staff that I advise decided to cover the events in three ways: via print, a video package, and a Snapchat Story (a compilation of individual Snaps that create a narrative, appearing in chronological order with a beginning, middle and end).\u003c/p>\n\u003cp>My students’ Snapchat stories from our school’s arts day featured quick interviews, video of aspiring chefs and cupcake makers, knitters, ballroom dancers, birders with falcons, photographers working with a reflector, the poet laureate of our state giving student writers advice about “failing better.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What separated Snapchat from the print and video package was its immediacy. \u003c/span>\u003c/p>\n\u003cp>Probably the most captivating thing about Snapchat is its impermanence. It’s not designed to save photos and videos forever. Snaps only have your attention for an instant and then they’re gone. So like the event itself, Snaps are fleeting, ephemeral. Stories only exist for 24 hours.\u003c/p>\n\u003cp>One constraint of Snapchat is the viewing experience. At the end of the day when students shared their Snapchat stories, the rest of the media staff had to gather around individual phones. There are ways to get around this but for the most part Snaps are meant for individual consumption or for sharing in small groups. Some argue that because the default orientation is vertical video that’s another another constraint (\u003ca href=\"http://www.latimes.com/business/la-fi-snapchat-vertical-video-20150715-story.html\">although others disagree\u003c/a>).\u003c/p>\n\u003cp>A consideration for educators is that up until now Snapchat has been used \u003ca href=\"http://mashable.com/2014/02/24/snapchat-study-college-students/?utm_cid=mash-com-Tw-main-link#DemslLuApGqR\">\u003cspan style=\"font-weight: 400\">primarily for social purposes\u003c/span>\u003c/a> and rarely in academic settings. This means that if students “friend” a teacher, that teacher can see every snap the student shares. However this can also be said for all social media that’s been repurposed for school. There are a couple of options to deal with this.\u003c/p>\n\u003cp>When participating in \u003ca href=\"http://ww2.kqed.org/education/category/do-now/\">KQED Do Now\u003c/a> activities via Twitter, for example, some of my students elect to create another account so that they have one account for their friends and another for school. But this is less than ideal in my opinion. A better solution is to have a ongoing discussions with students about their overall social media presence. The more savvy teen social media users know that what they post can potentially have a much wider audience than what was originally intended, and they craft their original message with that in mind. They realize that nothing they post on social media is really private. After all, it’s called “World Wide Web” for a reason. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Recently my class was discussing where they get their news. In addition to the usual outlets (local media and cable news) one student mentioned Snapchat. I did a double take.\u003c/p>\n\u003cp>Snapchat? For news?\u003c/p>\n\u003cp>“Yeah, Snapchat,” he said. “I get my news from Snapchat stories – like from the Wall Street Journal.” I took my cue from him and in no time I was reading brief, engaging \u003ca href=\"http://www.niemanlab.org/2015/02/snapchat-stories-heres-how-6-news-orgs-are-thinking-about-the-chat-app/\">content from the likes of CNN and NPR\u003c/a>.\u003c/p>\n\u003cp>Admittedly there will be skeptics when I suggest that an app like Snapchat has a place in education. Messages shared privately between peers that expire seconds after they’re viewed – what could possibly go wrong?\u003c/p>\n\u003cp>It might help to remember that when Facebook and Twitter first started being introduced in classrooms, a lot of educators voiced similar concerns (some of them justified). But now there’s no shortage of innovative and pedagogically sound uses of Twitter, just look over the resources for KQED Education’s \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Guide to Using Twitter in your Teaching Practice\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In the past few weeks my media staff has covered live events with Snapchat, and an enterprising group of students at my school used the app as a portal for their psychology project “because that’s where everybody is.” There are lots of other assignments at school where a “practice platform” would come in handy.\u003c/p>\n\u003cp>For example recently my school had an Arts Day, and the high school media staff that I advise decided to cover the events in three ways: via print, a video package, and a Snapchat Story (a compilation of individual Snaps that create a narrative, appearing in chronological order with a beginning, middle and end).\u003c/p>\n\u003cp>My students’ Snapchat stories from our school’s arts day featured quick interviews, video of aspiring chefs and cupcake makers, knitters, ballroom dancers, birders with falcons, photographers working with a reflector, the poet laureate of our state giving student writers advice about “failing better.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What separated Snapchat from the print and video package was its immediacy. \u003c/span>\u003c/p>\n\u003cp>Probably the most captivating thing about Snapchat is its impermanence. It’s not designed to save photos and videos forever. Snaps only have your attention for an instant and then they’re gone. So like the event itself, Snaps are fleeting, ephemeral. Stories only exist for 24 hours.\u003c/p>\n\u003cp>One constraint of Snapchat is the viewing experience. At the end of the day when students shared their Snapchat stories, the rest of the media staff had to gather around individual phones. There are ways to get around this but for the most part Snaps are meant for individual consumption or for sharing in small groups. Some argue that because the default orientation is vertical video that’s another another constraint (\u003ca href=\"http://www.latimes.com/business/la-fi-snapchat-vertical-video-20150715-story.html\">although others disagree\u003c/a>).\u003c/p>\n\u003cp>A consideration for educators is that up until now Snapchat has been used \u003ca href=\"http://mashable.com/2014/02/24/snapchat-study-college-students/?utm_cid=mash-com-Tw-main-link#DemslLuApGqR\">\u003cspan style=\"font-weight: 400\">primarily for social purposes\u003c/span>\u003c/a> and rarely in academic settings. This means that if students “friend” a teacher, that teacher can see every snap the student shares. However this can also be said for all social media that’s been repurposed for school. There are a couple of options to deal with this.\u003c/p>\n\u003cp>When participating in \u003ca href=\"http://ww2.kqed.org/education/category/do-now/\">KQED Do Now\u003c/a> activities via Twitter, for example, some of my students elect to create another account so that they have one account for their friends and another for school. But this is less than ideal in my opinion. A better solution is to have a ongoing discussions with students about their overall social media presence. The more savvy teen social media users know that what they post can potentially have a much wider audience than what was originally intended, and they craft their original message with that in mind. They realize that nothing they post on social media is really private. After all, it’s called “World Wide Web” for a reason. No matter who the original audience, “private” tweets between friends can get retweeted, Snaps can be saved and shared.\u003c/p>\n\u003cp>Despite these constraints and concerns, Snapchat can be used for educational purposes. It seems particularly adapted to situations that call for repeated attempts at solving problems (math classes, science experiments, maker spaces). In situations where students might like practicing more privately before publishing/performing in public forums (like Do Now responses and performing arts classrooms).\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>What makes Snapchat potentially effective for some school settings is that users pay attention because of its ephemeral nature. By its very nature it’s timely and can facilitate continuing conversations about current events. And with over 100 million users, odds are pretty good your students won’t have to spend much time learning the interface. Heck, you can be pretty sure they’re already using it.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>KQED is proud to announce that Margaret Agbowo from Berkeley Technology Academy has been selected as California’s 2016 PBS LearningMedia Lead Digital Innovator. The Digital Innovator program recognizes tech-savvy K–12 educators who are serving as leaders in the education technology space and incorporating digital media in classrooms. Meet Margaret and two of her students in our video profile filmed at Berkeley Technology Academy. \u003c/p>\n\u003cp>[youtube https://www.youtube.com/watch?v=tJpA80UCBTY&w=640&h=360]\u003c/p>\n\u003cp>Margaret, who has been active in KQED teacher professional learning groups and workshops for several years, is also an educational leader in the Bay Area, integrating technology and media in innovative ways to keep her students engaged and honor their interests. One of the KQED resources Margaret uses regularly in her classroom is the KQED Art School video series. “Art School became essential in my classroom as a way to introduce careers in visual arts,” she explained. “Art School lets students know that alternatives to ‘regular jobs’ exist. Also, the ‘Elements of Art’ series is now a feature of my computer arts curriculum and is applied to students’ digital arts studies.” \u003c/p>\n\u003cp>Over the course of the 2016–2017 school year, Margaret will become part of an exclusive Digital Innovators professional learning community designed to foster new ways of thinking, pave the way for digital media in the classroom and enrich these innovators’ local teaching communities. In addition, Margaret and the other Lead Digital Innovators will receive an all-expense paid trip to Denver, Colorado, to participate in the 2016 PBS LearningMedia Digital Summit and the International Society for Technology in Education conference. KQED is honored to partner with outstanding educators and PBS LearningMedia to drive innovation in Bay Area classrooms and beyond. Congratulations, Margaret! \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>KQED is proud to announce that Margaret Agbowo from Berkeley Technology Academy has been selected as California’s 2016 PBS LearningMedia Lead Digital Innovator. The Digital Innovator program recognizes tech-savvy K–12 educators who are serving as leaders in the education technology space and incorporating digital media in classrooms. Meet Margaret and two of her students in our video profile filmed at Berkeley Technology Academy. \u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/tJpA80UCBTY'\n title='//www.youtube.com/embed/tJpA80UCBTY'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Margaret, who has been active in KQED teacher professional learning groups and workshops for several years, is also an educational leader in the Bay Area, integrating technology and media in innovative ways to keep her students engaged and honor their interests. One of the KQED resources Margaret uses regularly in her classroom is the KQED Art School video series. “Art School became essential in my classroom as a way to introduce careers in visual arts,” she explained. “Art School lets students know that alternatives to ‘regular jobs’ exist. Also, the ‘Elements of Art’ series is now a feature of my computer arts curriculum and is applied to students’ digital arts studies.” \u003c/p>\n\u003cp>Over the course of the 2016–2017 school year, Margaret will become part of an exclusive Digital Innovators professional learning community designed to foster new ways of thinking, pave the way for digital media in the classroom and enrich these innovators’ local teaching communities. In addition, Margaret and the other Lead Digital Innovators will receive an all-expense paid trip to Denver, Colorado, to participate in the 2016 PBS LearningMedia Digital Summit and the International Society for Technology in Education conference. KQED is honored to partner with outstanding educators and PBS LearningMedia to drive innovation in Bay Area classrooms and beyond. Congratulations, Margaret! \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Public education has long been scrutinized for how it is serving today’s diverse learners. In an effort to measure and communicate with stakeholders the academic progress of public schools, federal and state assessments have been implemented to examine if and how well academic standards are being met. These high stake tests consume much needed instructional time, have cultural bias tendencies, and have been proven to be inaccurate indicators of successful learning.\u003c/p>\n\u003cp>Many alternative evaluation tools have been recommended to more accurately measure academic gains, but what if schools were more transparent with what goes on in the classroom? What if learner work were shared on a wider level so the work could speak for itself? And what does this sharing of academic tasks in a public space mean to educators and learners? Wouldn’t this transparency address concerns of stakeholders and possibly have other affordances for both learner and educator?\u003c/p>\n\u003cp>I am committed to positively transforming education. One way to accomplish this, is sharing what’s happening in my classroom. As an educator-learner, I choose to publish student work as well as my own reflections via, blogs, Twitter, discussion boards, conference presentations, webinars, and various education organization sites. When student work is broadly shared, it helps the audience to understand what is possible, what can be improved, what could be replicated in other schools, and what could be reenvisioned.\u003c/p>\n\u003cp>Being transparent with learning also adds another layer of authenticity to education. Authentic learning is not demonstrated by a worksheet that’s turned into a teacher. That may be more appropriate to indicate progress in a particular more isolated skill. Real learning, however, is manifested in learner creations that are published for consumption by a wider audience. Knowing work will be seen by numerous sets of eyes heightens accountability of learners and educators alike. Sharing with with people outside the classroom inspires higher quality work. This wider scrutiny also provides opportunities for various perspectives to be shared. Likewise, learners gain access to feedback from more people.\u003c/p>\n\u003cp>And, Learners find even more advantages to sharing their work in public spaces as noted in the video at the top.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It’s exciting to see learners seek out feedback and place value on receiving comments from diverse settings. Under normal classroom conditions, it’s difficult to get young learners to revisit their work. For many, receiving critique from others is seen as an admission their work may be flawed. Many teenage learners prefer to get an assignment, do it, and be done. They’re ready for a grade. However, somehow, sharing work in public spaces and the prospect of doing so helps learners revisit their work, integrate feedback and improve future work. The opportunity to cultivate and grow their virtual identity through their work motivates them to create, critique, and iterate.\u003c/p>\n\u003cp>What’s most interesting is the learner agency engaged through this sharing of work in public spaces. Learners understand the potential impact on wider audiences. They see it as a responsibility to help reform education, but they also see other ways to make impactful change. They can gain both moral and financial support for important causes. We see learners accepting different roles is when sharing work in public space. They are advocates. They are philanthropists. They are critics. They are teachers \u003ci>and\u003c/i> learners. They accept more active roles in the world, within each, understanding how social media and its multitude of contributors give them voice and the power to choose from diverse perspectives not tethered to the classroom.\u003c/p>\n\u003cp>But how does one get started? Here are some quick tips and resources to check out:\u003c/p>\n\u003cul>\n\u003cli>Make sure your learners have parental approval to share work more broadly than the school. On my campus, students sign a release to approve sharing work as well as images of them from school activities to the wider public.\u003c/li>\n\u003cli>If your learners do not already have a school email address, please ensure they do. They should create “school” accounts for whichever sites and social media platforms you envision using in your classroom. Consider having a discussion with your students about \u003ca href=\"https://www.commonsensemedia.org/videos/digital-footprint\">digital footprints\u003c/a> and virtual identities. Remind learners to keep personal and academic accounts separate, and reiterate the importance of negotiating these separate identities and when to use each.\u003c/li>\n\u003cli>Know the stance of your district and campus administration on using social media in the classroom. You may need to advocate and get certain sites approved to use. Focus on the social media you’d like to use in your classroom. I, personally, prefer a more open space like \u003ca href=\"https://twitter.com/\">Twitter\u003c/a> vs. something like Edmodo that is limited to education. Check out KQED Education’s \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">\u003ci>Guide to Using Twitter in Your Teaching Practice\u003c/i>\u003c/a>. This valuable resource gives to tips on how to be safe, use netiquette, and even advocate for including social media in the classroom. Twitter is an excellent tool to use for rapid responses. It’s also ideal for getting learners to work on getting a concise thesis statement.\u003c/li>\n\u003cli>When you choose which platforms and/or discussion boards you’d like your learners to participate in, review the expectations/norms of the site. For example, when using \u003ca href=\"http://www.kqed.org/donow\">KQED Do Now\u003c/a>, the purpose of the board is to engage in civic discourse. To that end, talk about how the goal isn’t to “win” a debate but rather to continue discussing to learn various perspectives. Just because learners may disagree with one another, it’s not a solid contribution to the discussion if people are constantly attempting to shut one another down. (For more information on how to implement Do Now in the classroom, check out this\u003ca href=\"http://ww2.kqed.org/education/2015/10/26/10-tips-for-engaging-students-in-social-media-discussions/\"> In the Classroom post \u003c/a>from earlier this school year.)\u003c/li>\n\u003cli>It’s helpful to use platforms that are low-stakes and easy to use. \u003ca href=\"https://hackpad.com/ep/account/sign-in\">Hackpad\u003c/a>, for example, is a collaborative space that allows people to log in and “hack” content that’s already there or add their own. The low-stakes quality of Hackpad seems to invite more organic – and deep – conversation. Consider creating individual Hackpads addressing specific questions. Framing the purpose is essential, and guiding questions really help set the tone of contributions. Here’s an example of a Hackpad about \u003ca href=\"https://hackpad.com/Youth-in-Participatory-Politics-rBLCbmSp8QT\">Youth in Participatory Politics\u003c/a>.\u003c/li>\n\u003cli>But what can learners do with all the stuff they have created and put out there or how can learners catalogue inspirations and research in a user-friendly platform? I am a huge supporter of curation. \u003ca href=\"https://www.pinterest.com/\">Pinterest\u003c/a> is a great tool they can use in school and out. Encourage learners to create specific pinboards for various topics and share so they can collaborate on research and musings. They can even add summaries and justifications for pins and discuss relevancy via comments. Another great way to make learner thinking transparent and gain various perspectives!\u003c/li>\n\u003c/ul>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>When asked why I invite my learners to share their work in public spaces, it’s difficult for me to respond succinctly because although there are excuses not to do so, the affordances of this transparency in learning is, forgive the pun, clear. Perhaps, the most appropriate response to such a question is “How can you not?”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Public education has long been scrutinized for how it is serving today’s diverse learners. In an effort to measure and communicate with stakeholders the academic progress of public schools, federal and state assessments have been implemented to examine if and how well academic standards are being met. These high stake tests consume much needed instructional time, have cultural bias tendencies, and have been proven to be inaccurate indicators of successful learning.\u003c/p>\n\u003cp>Many alternative evaluation tools have been recommended to more accurately measure academic gains, but what if schools were more transparent with what goes on in the classroom? What if learner work were shared on a wider level so the work could speak for itself? And what does this sharing of academic tasks in a public space mean to educators and learners? Wouldn’t this transparency address concerns of stakeholders and possibly have other affordances for both learner and educator?\u003c/p>\n\u003cp>I am committed to positively transforming education. One way to accomplish this, is sharing what’s happening in my classroom. As an educator-learner, I choose to publish student work as well as my own reflections via, blogs, Twitter, discussion boards, conference presentations, webinars, and various education organization sites. When student work is broadly shared, it helps the audience to understand what is possible, what can be improved, what could be replicated in other schools, and what could be reenvisioned.\u003c/p>\n\u003cp>Being transparent with learning also adds another layer of authenticity to education. Authentic learning is not demonstrated by a worksheet that’s turned into a teacher. That may be more appropriate to indicate progress in a particular more isolated skill. Real learning, however, is manifested in learner creations that are published for consumption by a wider audience. Knowing work will be seen by numerous sets of eyes heightens accountability of learners and educators alike. Sharing with with people outside the classroom inspires higher quality work. This wider scrutiny also provides opportunities for various perspectives to be shared. Likewise, learners gain access to feedback from more people.\u003c/p>\n\u003cp>And, Learners find even more advantages to sharing their work in public spaces as noted in the video at the top.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It’s exciting to see learners seek out feedback and place value on receiving comments from diverse settings. Under normal classroom conditions, it’s difficult to get young learners to revisit their work. For many, receiving critique from others is seen as an admission their work may be flawed. Many teenage learners prefer to get an assignment, do it, and be done. They’re ready for a grade. However, somehow, sharing work in public spaces and the prospect of doing so helps learners revisit their work, integrate feedback and improve future work. The opportunity to cultivate and grow their virtual identity through their work motivates them to create, critique, and iterate.\u003c/p>\n\u003cp>What’s most interesting is the learner agency engaged through this sharing of work in public spaces. Learners understand the potential impact on wider audiences. They see it as a responsibility to help reform education, but they also see other ways to make impactful change. They can gain both moral and financial support for important causes. We see learners accepting different roles is when sharing work in public space. They are advocates. They are philanthropists. They are critics. They are teachers \u003ci>and\u003c/i> learners. They accept more active roles in the world, within each, understanding how social media and its multitude of contributors give them voice and the power to choose from diverse perspectives not tethered to the classroom.\u003c/p>\n\u003cp>But how does one get started? Here are some quick tips and resources to check out:\u003c/p>\n\u003cul>\n\u003cli>Make sure your learners have parental approval to share work more broadly than the school. On my campus, students sign a release to approve sharing work as well as images of them from school activities to the wider public.\u003c/li>\n\u003cli>If your learners do not already have a school email address, please ensure they do. They should create “school” accounts for whichever sites and social media platforms you envision using in your classroom. Consider having a discussion with your students about \u003ca href=\"https://www.commonsensemedia.org/videos/digital-footprint\">digital footprints\u003c/a> and virtual identities. Remind learners to keep personal and academic accounts separate, and reiterate the importance of negotiating these separate identities and when to use each.\u003c/li>\n\u003cli>Know the stance of your district and campus administration on using social media in the classroom. You may need to advocate and get certain sites approved to use. Focus on the social media you’d like to use in your classroom. I, personally, prefer a more open space like \u003ca href=\"https://twitter.com/\">Twitter\u003c/a> vs. something like Edmodo that is limited to education. Check out KQED Education’s \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">\u003ci>Guide to Using Twitter in Your Teaching Practice\u003c/i>\u003c/a>. This valuable resource gives to tips on how to be safe, use netiquette, and even advocate for including social media in the classroom. Twitter is an excellent tool to use for rapid responses. It’s also ideal for getting learners to work on getting a concise thesis statement.\u003c/li>\n\u003cli>When you choose which platforms and/or discussion boards you’d like your learners to participate in, review the expectations/norms of the site. For example, when using \u003ca href=\"http://www.kqed.org/donow\">KQED Do Now\u003c/a>, the purpose of the board is to engage in civic discourse. 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"content": "\u003cp>\u003cem>This post is part of KQED’s Do Now project. Do Now is a weekly activity for students and the public to engage and respond to current issues using social media. Do Now aims to build civic engagement and digital literacy for learners of all ages. This post was written by the the following youth from the Science News Team within the California Academy of Sciences’ \u003ca href=\"http://www.calacademy.org/digital-learning-techteens\">TechTeens program\u003c/a>: Mathew L., Maggie Y., Ori L., Sophie H., Darrah B., Alex B. and Alvin S.\u003c/em>\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>STRENGTHEN YOUR ARGUMENT!\u003c/h3>\n\u003cfigure>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-thumbnail wp-image-96523\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/Debate-400x225.jpg\" alt=\"Debate\" width=\"400\" height=\"225\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/Debate-400x225.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/Debate.jpg 640w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/figure>\n\u003cp>Tips for making your Do Now response stand out:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Know Your Stuff:\u003c/strong> Research the facts you need to make a strong argument.\u003c/li>\n\u003cli>\u003cstrong>Back It Up:\u003c/strong> Link to data, articles, or other \u003ca href=\"http://www.slate.com/articles/life/classes/2015/08/news_media_literacy_class_which_newspapers_magazines_and_websites_are_reliable.html\">credible sources\u003c/a> that defend your argument.\u003c/li>\n\u003cli>\u003cstrong>Make Media:\u003c/strong> Use video, audio, infographics, memes and other media to illustrate your argument.\u003c/li>\n\u003cli>\u003cstrong>Engage:\u003c/strong> Retweet or comment on other students’ responses to hear from your peers.\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>\u003cspan style=\"font-weight: 400\">Are the benefits of using robots in the workforce worth the risk of job loss? \u003c/span>#DoNowRobots\u003c/strong>\u003c/p>\n\u003ch2>\u003cstrong>How to Do Now\u003c/strong>\u003c/h2>\n\u003cp>Do Now by posting your response on social media platforms such as Twitter, Instagram, Tumblr, Vine, Flickr, Google +, etc.\u003c/p>\n\u003cp>\u003cstrong>Be sure to include @KQEDedspace and #DoNowRobots\u003cem>. Remember: Back up your argument with supporting evidence. Link to legitimate sources that support your view.\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Go here for\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> more tips \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Learn More About Robots\u003c/span>\u003c/h2>\n\u003caside class=\"alignright\">\n\u003ch2 style=\"text-align: center\">Educators, We Want To Hear From You!\u003c/h2>\n\u003cfigure>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-143642\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/Vogel2-1-400x225.jpeg\" width=\"300\" height=\"169\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Vogel2-1-400x225.jpeg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Vogel2-1-800x450.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Vogel2-1-768x432.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Vogel2-1-1440x810.jpeg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Vogel2-1.jpeg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Vogel2-1-1180x664.jpeg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Vogel2-1-960x540.jpeg 960w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/figure>\n\u003ch3>Tell us how you use Do Now in your classroom by taking \u003ca href=\"http://goo.gl/forms/C2ixFGnxUP\">this brief survey\u003c/a>.\u003c/h3>\n\u003c/aside>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since their introduction into the economy, robots have played \u003ca href=\"http://science.howstuffworks.com/robots-changed-manufacturing.htm\">key roles in manufacturing\u003c/a> and agriculture. Robots are programmed to complete repetitive, menial tasks and are highly efficient. Robots can work virtually nonstop, unlike human workers who need costly job perks like health benefits, time to eat and sleep, and most of all, wages. In the past, robots have been largely confined to the manufacturing industry, but lately robots have been creeping into new industries and aspects of human life. You may even have a robot in your home! Millions of households across the world have \u003ca href=\"http://www.wired.com/2015/09/irobot-roomba-980/\">robots that vacuum\u003c/a> the floor.\u003c/span>\u003cspan style=\"font-weight: 400\"> Robots are not just being used for petty tasks like home cleaning, but are even utilized in scientific labs to carry out monotonous yet precise tasks, such as \u003c/span>\u003ca href=\"http://opentrons.com/\">\u003cspan style=\"font-weight: 400\">micropipetting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Thanks to drastic advancements in software engineering, robots are now capable of completing much more complex tasks, and soon, they may completely revolutionize the workplace by superseding millions of human workers.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_183562\" class=\"wp-caption alignnone\" style=\"max-width: 400px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-183562 size-thumbnail\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/05/252196607_ef2c6efce6_o-400x267.jpg\" width=\"400\" height=\"267\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/05/252196607_ef2c6efce6_o-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/05/252196607_ef2c6efce6_o-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/05/252196607_ef2c6efce6_o-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/05/252196607_ef2c6efce6_o-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/05/252196607_ef2c6efce6_o-1920x1280.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/05/252196607_ef2c6efce6_o-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/05/252196607_ef2c6efce6_o-960x640.jpg 960w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Eirik Newth/Flickr\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cstrong>The Debate\u003c/strong>\u003c/h2>\n\u003ch3 style=\"padding-left: 30px\">Pros\u003c/h3>\n\u003cp style=\"padding-left: 30px\">\u003cspan style=\"font-weight: 400\">Robotics are becoming a cheap and efficient source of labor. Machines have been replacing many dangerous or boring human jobs, allowing people to leave the labor industry and start working in more artistic and intellectual fields. According to the company RobotWorx, robots do jobs \u003c/span>\u003ca href=\"https://www.robots.com/articles/viewing/benefits-of-robots\">\u003cspan style=\"font-weight: 400\">better suited for machines\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, allowing humans to apply their knowledge to more deserving tasks. Business owners also favor robots compared to humans, as machines produce more consistent and accurate results at lower costs. According to John Tamny of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Forbes\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> magazine, the robot industry \u003c/span>\u003ca href=\"http://www.forbes.com/sites/johntamny/2015/03/01/why-robots-will-be-the-biggest-job-creators-in-history/#360be2df1749\">\u003cspan style=\"font-weight: 400\">“will ultimately be the biggest job [creator]”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and demand even more high-tech jobs in both programming and manufacturing.\u003c/span>\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>FOR DISCUSSION\u003c/h3>\n\u003cfigure>\u003cimg decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/csloan-header.jpg\" alt=\"\">\u003c/figure>\n\u003cp>Below are suggestions for discussion prompts to encourage deeper thinking about the Do Now topic:\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">Does the prospect of robots entering the workforce influence your future career choice? \u003c/span>\u003c/li>\n\u003cli>\n\u003cli>\u003cspan style=\"font-weight: 400\">What could people who aren’t in control of the robot sector do to make sure that robots do less harm than good?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003ch3 style=\"padding-left: 30px\">Cons\u003c/h3>\n\u003cp style=\"padding-left: 30px\">\u003cspan style=\"font-weight: 400\">Despite their potential benefits, many people are worried about the effects that automation of simple labor tasks may have on the economy and workforce. Every year, more businesses replace their unskilled workers with automated machines. Within the next 20 years, \u003c/span>\u003ca href=\"http://www.businessinsider.com/jobs-robots-are-most-likely-to-take-over-2015-5\">\u003cspan style=\"font-weight: 400\">many jobs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, including electrical equipment assemblers, telemarketers, and retail workers, are predicted to have a 95 percent chance or higher of becoming automated. Already, companies such as McDonalds have begun initiatives to replace their human employees by introducing computerized kiosks, which could \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.businessinsider.com/what-self-serve-kiosks-at-mcdonalds-mean-for-cashiers-2015-8\">“reduce required labor by 30 percent\u003c/a>.”\u003c/span>\u003cspan style=\"font-weight: 400\"> In addition, there is fear that machines will one day turn on their creators. While this fear originates from science fiction and Hollywood, it might eventually develop into a real threat. \u003c/span>\u003cspan style=\"font-weight: 400\">Berkeley Robot for the Elimination of Tedious Tasks (\u003ca href=\"http://alumni.berkeley.edu/california-magazine/just-in/2015-06-08/good-bad-and-robot-experts-are-trying-make-machines-be-moral\">BRETT\u003c/a>) is a robot, developed at the University of California at Berkeley, that has been programmed with the ability to learn. In a video, BRETT learns through trial and error how to construct a child’s toy. With this kind of learning technology, there is no telling what these machines will be able to accomplish in the not so far future.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Considering the advantages and disadvantages of implementing robots into our society, are the benefits worth the costs? Should we risk the possibility of losing our jobs for increased convenience?\u003c/p>\n\u003chr>\n\u003ch2>\u003cb>Do Next \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>\u003cem>Do Next takes the online conversation to the next level: these are suggestions for ways to go out into your community and investigate how the topic featured in this Do Now plays out in people’s lives. Use digital storytelling tools and social media to share your story and take action. Make sure to tag your creations with #DoNowRobots\u003c/em>\u003c/strong>.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Come up with an idea for your dream robot. Think about things in your daily life that your robot might be able to do to allow you to do more productive, creative activities. What will you robot help you with? \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Research the history of robots in the manufacturing industry. Create a timeline with \u003ca href=\"http://www.timetoast.com/\">Timetoast\u003c/a> highlighting major innovations in workforce automation. Add descriptions about their subsequent impact on the industry.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>INTERACTIVE: \u003ca href=\"http://www.bbc.com/news/technology-34066941\">Will A Robot Take Your Job\u003c/a> (BBC)\u003c/strong>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Do you know what your dream job is? Explore the likelihood that it will be automated in the future using this interactive search tool. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://www.theatlantic.com/technology/archive/2016/03/what-is-a-human/473166/\">What Is A Robot?\u003c/a> (The Atlantic)\u003c/strong>\u003cbr>\n\u003cspan style=\"font-weight: 400\">This article helps define the human relationship with robots and walks through the history of robotic design. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>OPINION: \u003ca href=\"https://www.washingtonpost.com/opinions/can-we-adapt-to-robots-in-the-workplace/2015/03/15/ce58ea7a-c9aa-11e4-b2a1-bed1aaea2816_story.html\">Robots in the Workplace\u003c/a> (The Washington Post)\u003c/strong>\u003cbr>\nAutomation in the workplace has impacted various industries over the last century. Read more about past and current shifts in the workforce in response to new robotic technology.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>KQED Education partners with phenomenal organizations to bring you the Science Do Now activities. This post was written by the following youth from the Science News Team within the California Academy of Sciences’ \u003ca href=\"http://www.calacademy.org/digital-learning-techteens\">TechTeens program\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://www.calacademy.org/digital-learning-techteens\">The TechTeens\u003c/a> are youth leaders who use digital media to develop and communicate science stories for the public.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This post is part of KQED’s Do Now project. Do Now is a weekly activity for students and the public to engage and respond to current issues using social media. Do Now aims to build civic engagement and digital literacy for learners of all ages. This post was written by the the following youth from the Science News Team within the California Academy of Sciences’ \u003ca href=\"http://www.calacademy.org/digital-learning-techteens\">TechTeens program\u003c/a>: Mathew L., Maggie Y., Ori L., Sophie H., Darrah B., Alex B. and Alvin S.\u003c/em>\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>STRENGTHEN YOUR ARGUMENT!\u003c/h3>\n\u003cfigure>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-thumbnail wp-image-96523\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/Debate-400x225.jpg\" alt=\"Debate\" width=\"400\" height=\"225\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/Debate-400x225.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/Debate.jpg 640w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/figure>\n\u003cp>Tips for making your Do Now response stand out:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Know Your Stuff:\u003c/strong> Research the facts you need to make a strong argument.\u003c/li>\n\u003cli>\u003cstrong>Back It Up:\u003c/strong> Link to data, articles, or other \u003ca href=\"http://www.slate.com/articles/life/classes/2015/08/news_media_literacy_class_which_newspapers_magazines_and_websites_are_reliable.html\">credible sources\u003c/a> that defend your argument.\u003c/li>\n\u003cli>\u003cstrong>Make Media:\u003c/strong> Use video, audio, infographics, memes and other media to illustrate your argument.\u003c/li>\n\u003cli>\u003cstrong>Engage:\u003c/strong> Retweet or comment on other students’ responses to hear from your peers.\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>\u003cspan style=\"font-weight: 400\">Are the benefits of using robots in the workforce worth the risk of job loss? \u003c/span>#DoNowRobots\u003c/strong>\u003c/p>\n\u003ch2>\u003cstrong>How to Do Now\u003c/strong>\u003c/h2>\n\u003cp>Do Now by posting your response on social media platforms such as Twitter, Instagram, Tumblr, Vine, Flickr, Google +, etc.\u003c/p>\n\u003cp>\u003cstrong>Be sure to include @KQEDedspace and #DoNowRobots\u003cem>. Remember: Back up your argument with supporting evidence. Link to legitimate sources that support your view.\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Go here for\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> more tips \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Learn More About Robots\u003c/span>\u003c/h2>\n\u003caside class=\"alignright\">\n\u003ch2 style=\"text-align: center\">Educators, We Want To Hear From You!\u003c/h2>\n\u003cfigure>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-143642\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/Vogel2-1-400x225.jpeg\" width=\"300\" height=\"169\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Vogel2-1-400x225.jpeg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Vogel2-1-800x450.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Vogel2-1-768x432.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Vogel2-1-1440x810.jpeg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Vogel2-1.jpeg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Vogel2-1-1180x664.jpeg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Vogel2-1-960x540.jpeg 960w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/figure>\n\u003ch3>Tell us how you use Do Now in your classroom by taking \u003ca href=\"http://goo.gl/forms/C2ixFGnxUP\">this brief survey\u003c/a>.\u003c/h3>\n\u003c/aside>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since their introduction into the economy, robots have played \u003ca href=\"http://science.howstuffworks.com/robots-changed-manufacturing.htm\">key roles in manufacturing\u003c/a> and agriculture. Robots are programmed to complete repetitive, menial tasks and are highly efficient. Robots can work virtually nonstop, unlike human workers who need costly job perks like health benefits, time to eat and sleep, and most of all, wages. In the past, robots have been largely confined to the manufacturing industry, but lately robots have been creeping into new industries and aspects of human life. You may even have a robot in your home! Millions of households across the world have \u003ca href=\"http://www.wired.com/2015/09/irobot-roomba-980/\">robots that vacuum\u003c/a> the floor.\u003c/span>\u003cspan style=\"font-weight: 400\"> Robots are not just being used for petty tasks like home cleaning, but are even utilized in scientific labs to carry out monotonous yet precise tasks, such as \u003c/span>\u003ca href=\"http://opentrons.com/\">\u003cspan style=\"font-weight: 400\">micropipetting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Thanks to drastic advancements in software engineering, robots are now capable of completing much more complex tasks, and soon, they may completely revolutionize the workplace by superseding millions of human workers.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_183562\" class=\"wp-caption alignnone\" style=\"max-width: 400px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-183562 size-thumbnail\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/05/252196607_ef2c6efce6_o-400x267.jpg\" width=\"400\" height=\"267\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/05/252196607_ef2c6efce6_o-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/05/252196607_ef2c6efce6_o-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/05/252196607_ef2c6efce6_o-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/05/252196607_ef2c6efce6_o-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/05/252196607_ef2c6efce6_o-1920x1280.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/05/252196607_ef2c6efce6_o-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/05/252196607_ef2c6efce6_o-960x640.jpg 960w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Eirik Newth/Flickr\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cstrong>The Debate\u003c/strong>\u003c/h2>\n\u003ch3 style=\"padding-left: 30px\">Pros\u003c/h3>\n\u003cp style=\"padding-left: 30px\">\u003cspan style=\"font-weight: 400\">Robotics are becoming a cheap and efficient source of labor. Machines have been replacing many dangerous or boring human jobs, allowing people to leave the labor industry and start working in more artistic and intellectual fields. According to the company RobotWorx, robots do jobs \u003c/span>\u003ca href=\"https://www.robots.com/articles/viewing/benefits-of-robots\">\u003cspan style=\"font-weight: 400\">better suited for machines\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, allowing humans to apply their knowledge to more deserving tasks. Business owners also favor robots compared to humans, as machines produce more consistent and accurate results at lower costs. According to John Tamny of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Forbes\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> magazine, the robot industry \u003c/span>\u003ca href=\"http://www.forbes.com/sites/johntamny/2015/03/01/why-robots-will-be-the-biggest-job-creators-in-history/#360be2df1749\">\u003cspan style=\"font-weight: 400\">“will ultimately be the biggest job [creator]”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and demand even more high-tech jobs in both programming and manufacturing.\u003c/span>\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>FOR DISCUSSION\u003c/h3>\n\u003cfigure>\u003cimg decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/csloan-header.jpg\" alt=\"\">\u003c/figure>\n\u003cp>Below are suggestions for discussion prompts to encourage deeper thinking about the Do Now topic:\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">Does the prospect of robots entering the workforce influence your future career choice? \u003c/span>\u003c/li>\n\u003cli>\n\u003cli>\u003cspan style=\"font-weight: 400\">What could people who aren’t in control of the robot sector do to make sure that robots do less harm than good?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003ch3 style=\"padding-left: 30px\">Cons\u003c/h3>\n\u003cp style=\"padding-left: 30px\">\u003cspan style=\"font-weight: 400\">Despite their potential benefits, many people are worried about the effects that automation of simple labor tasks may have on the economy and workforce. Every year, more businesses replace their unskilled workers with automated machines. Within the next 20 years, \u003c/span>\u003ca href=\"http://www.businessinsider.com/jobs-robots-are-most-likely-to-take-over-2015-5\">\u003cspan style=\"font-weight: 400\">many jobs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, including electrical equipment assemblers, telemarketers, and retail workers, are predicted to have a 95 percent chance or higher of becoming automated. Already, companies such as McDonalds have begun initiatives to replace their human employees by introducing computerized kiosks, which could \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.businessinsider.com/what-self-serve-kiosks-at-mcdonalds-mean-for-cashiers-2015-8\">“reduce required labor by 30 percent\u003c/a>.”\u003c/span>\u003cspan style=\"font-weight: 400\"> In addition, there is fear that machines will one day turn on their creators. While this fear originates from science fiction and Hollywood, it might eventually develop into a real threat. \u003c/span>\u003cspan style=\"font-weight: 400\">Berkeley Robot for the Elimination of Tedious Tasks (\u003ca href=\"http://alumni.berkeley.edu/california-magazine/just-in/2015-06-08/good-bad-and-robot-experts-are-trying-make-machines-be-moral\">BRETT\u003c/a>) is a robot, developed at the University of California at Berkeley, that has been programmed with the ability to learn. In a video, BRETT learns through trial and error how to construct a child’s toy. With this kind of learning technology, there is no telling what these machines will be able to accomplish in the not so far future.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Considering the advantages and disadvantages of implementing robots into our society, are the benefits worth the costs? Should we risk the possibility of losing our jobs for increased convenience?\u003c/p>\n\u003chr>\n\u003ch2>\u003cb>Do Next \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>\u003cem>Do Next takes the online conversation to the next level: these are suggestions for ways to go out into your community and investigate how the topic featured in this Do Now plays out in people’s lives. Use digital storytelling tools and social media to share your story and take action. Make sure to tag your creations with #DoNowRobots\u003c/em>\u003c/strong>.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Come up with an idea for your dream robot. Think about things in your daily life that your robot might be able to do to allow you to do more productive, creative activities. What will you robot help you with? \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Research the history of robots in the manufacturing industry. Create a timeline with \u003ca href=\"http://www.timetoast.com/\">Timetoast\u003c/a> highlighting major innovations in workforce automation. Add descriptions about their subsequent impact on the industry.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>INTERACTIVE: \u003ca href=\"http://www.bbc.com/news/technology-34066941\">Will A Robot Take Your Job\u003c/a> (BBC)\u003c/strong>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Do you know what your dream job is? Explore the likelihood that it will be automated in the future using this interactive search tool. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://www.theatlantic.com/technology/archive/2016/03/what-is-a-human/473166/\">What Is A Robot?\u003c/a> (The Atlantic)\u003c/strong>\u003cbr>\n\u003cspan style=\"font-weight: 400\">This article helps define the human relationship with robots and walks through the history of robotic design. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>OPINION: \u003ca href=\"https://www.washingtonpost.com/opinions/can-we-adapt-to-robots-in-the-workplace/2015/03/15/ce58ea7a-c9aa-11e4-b2a1-bed1aaea2816_story.html\">Robots in the Workplace\u003c/a> (The Washington Post)\u003c/strong>\u003cbr>\nAutomation in the workplace has impacted various industries over the last century. Read more about past and current shifts in the workforce in response to new robotic technology.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>KQED Education partners with phenomenal organizations to bring you the Science Do Now activities. This post was written by the following youth from the Science News Team within the California Academy of Sciences’ \u003ca href=\"http://www.calacademy.org/digital-learning-techteens\">TechTeens program\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cblockquote>\u003cp>\u003cstrong>Update: Our award-winning video series Above the Noise took a fresh look at the pros and cons of zoos. Students can \u003ca href=\"https://learn.kqed.org/discussions/43?utm_source=kqed-edu&utm_medium=blog&utm_campaign=donow\">watch the video\u003c/a> to get a primer on the facts then write their own responses on KQED Learn.\u003c/strong>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cem>This post is part of KQED’s \u003ca href=\"http://ww2.kqed.org/education/tag/do-now-u/\">Do Now U\u003c/a> project. Do Now U is a weekly activity for students and the public to engage and respond to current issues using social media. Do Now U aims to build civic engagement and digital literacy for learners of all ages. This post was written by \u003cspan style=\"font-weight: 400\">Sophia Buscher and Victoria Staudenraus\u003c/span>, students at \u003ca href=\"https://www.stmarys-ca.edu/\">St. Mary’s College of California\u003c/a>, in partnership with the \u003ca href=\"http://lindsaywildlife.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Lindsay Wildlife Experience\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"640\" height=\"360\" src=\"//www.cnn.com/video/api/embed.html#/video/world/2012/08/23/intv-zoo-debate-marshall.cnn\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>Featured Media Resource: VIDEO: \u003ca href=\"http://www.cnn.com/videos/world/2012/08/23/intv-zoo-debate-marshall.cnn\">Zoo Conservation Raise Debate\u003c/a> (CNN)\u003c/strong>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Hear opposing thoughts from a field biologist at the University of York and the president of the Born Free Foundation about keeping animals in zoos for conservation purposes.\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now U\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Do you think animals should be kept in zoos? \u003cstrong>#DoNowUZoo\u003c/strong>\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>How to Do Now\u003c/strong>\u003c/h2>\n\u003cp>To respond to the Do Now U, you can comment below or post your response on Twitter. \u003cstrong>Just be sure to include \u003cem>#DoNowUZoo\u003c/em> and \u003cem>@KQEDedspace\u003c/em> in your posts.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>Learn More about Animals in Zoos\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although wild animals have been held captive for thousands of years, the first modern zoo opened in 1763 in Paris, France. As people became more interested in science and natural history, zoos served as a way to display and study animals. Today, zoos provide opportunities for public education and entertainment, as well as scientific research and conservation. There are about \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.aza.org/what-is-accreditation/\">2,800\u003c/a> licensed \u003ca href=\"https://www.aphis.usda.gov/publications/animal_welfare/content/printable_version/fs_anexhit.pdf\">animal exhibitors\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\"> throughout the U.S., which include zoos, circuses, petting farms, wildlife and marine mammal parks, and some sanctuaries. Out of these, \u003c/span>\u003ca href=\"https://www.aza.org/current-accreditation-list/\">\u003cspan style=\"font-weight: 400\">233 are accredited\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by the \u003c/span>\u003ca href=\"https://www.aza.org/\">\u003cspan style=\"font-weight: 400\">Association of Zoos and Aquariums\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (AZA). The AZA “\u003c/span>\u003ca href=\"http://news.nationalgeographic.com/news/2003/11/1113_031113_zoorole.html\">\u003cspan style=\"font-weight: 400\">holds animal exhibitors to high standards of animal care, science and conservation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” in the United States and all over the world. Even though many animal exhibitors are still considered zoos, they have not met the requirements of the AZA and, therefore, have not been accredited. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Proponents of zoos point to the fact that they educate the general public, are beneficial for scientific research, and work toward conservation efforts and captive breeding. At the San Francisco Zoo, there are educational programs for children ages 1-17. From camps, to mobile programs that bring smaller animals to schools, to family activities that look at local wildlife near the zoo, the public is able to get hands-on education about animals they may not be able to meet and learn about otherwise. The \u003ca href=\"http://lindsaywildlife.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Lindsay Wildlife Experience\u003c/a> in Walnut Creek, California, offers similar experiences to connect locals with wildlife and educate people on how they can do small things to help benefit wildlife in urban areas. Zoos can also be beneficial for scientific research. Studies are sometimes better able to be completed in zoos because of the controlled environment of a zoo. Lastly, zoos help endangered populations by using \u003c/span>\u003ca href=\"https://nationalzoo.si.edu/scbi/endangeredspecies/capbreedpops/default.cfm\">\u003cspan style=\"font-weight: 400\">captive breeding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and release. The AZA’s \u003c/span>\u003ca href=\"https://www.aza.org/species-survival-plan-program/\">\u003cspan style=\"font-weight: 400\">Species Survival Plan Program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a long-term plan that incorporates conservation breeding, preservation of habitat, education and research to support the survival of threatened and endangered species. Many zoos also work on \u003c/span>\u003ca href=\"http://www.sfzoo.org/conservation/local-conservation-efforts.htm\">\u003cspan style=\"font-weight: 400\">local conservation efforts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to maintain local wildlife populations.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On the other hand, many would say that wild animals should not be held in captivity. It has been argued that captive breeding isn’t always effective, zoos do not provide natural habitats, and that zoos put unnecessary stress on animals. Some studies have shown that reintroduced animals have \u003c/span>\u003ca href=\"http://news.nationalgeographic.com/news/2008/01/080123-carnivores-wild.html\">\u003cspan style=\"font-weight: 400\">high mortality rates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> because they are poorly adapted and lack the skills needed to survive in the wild. Since an animal’s well-being is dependent on their environment, some contend that zoos do not provide healthy habitats for animals. Enclosures–even when designed to mimic an animal’s natural habitat–are still not really natural. And, zoos can’t really provide the space that large or wide-ranging animals, like elephants, are used to. Due in part to unnatural enclosures, animals in zoos are \u003c/span>\u003ca href=\"http://news.discovery.com/animals/zoo-animals/chimpanzee-mental-illness-zoos-110705.htm\">\u003cspan style=\"font-weight: 400\">under stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Animals are often bored and, as a result, some become aggressive and can lash out at other animals or zookeepers. In \u003c/span>\u003ca href=\"http://news.discovery.com/animals/zoo-animals/chimpanzee-mental-illness-zoos-110705.htm\">\u003cspan style=\"font-weight: 400\">a study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> done on 40 chimpanzees in six different zoos, all of the chimps exhibited behavior their counterparts in nature did not. Some of these behaviors included rocking back and forth, tearing out their hair, self-mutilation, and the drinking of their urine. This behavior is not seen in their wild counterparts suggesting that being in the zoo is causing these chimps to develop mental illness due to stress.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What do you think? Should animals be kept in zoos? Why or why not?\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Video: DNews\u003cbr>\n\u003c/strong>\u003ca href=\"https://www.youtube.com/watch?v=RHBuAOp5upU\">The Pros & Cons of Zoos\u003c/a>\u003cbr>\nHear about some of the benefits zoos and some of negative effects that they have on animals.\u003c/p>\n\u003cp>\u003cstrong>Video: BBC\u003cbr>\n\u003c/strong>\u003ca href=\"https://www.youtube.com/watch?v=irS_5-eVFUo\">Horizon: Should We Close Our Zoos?\u003c/a>\u003cbr>\nThis clip briefly examines the history of zoos, and questions experts and professionals about keeping animals in small enclosures.\u003c/p>\n\u003cp>\u003cstrong>Audio: WNYC\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.wnyc.org/story/there-still-place-zoos/\">A Passionate Call to Leave Animals Alone and Zoos Behind\u003c/a>\u003cbr>\nNot everyone enjoys their visit to the zoo. Hear why Tim Zimmerman believes we should reconsider our arguments for keeping zoos open. He offers an alternative to traditional zoos that can make both animals and human visitors happy.\u003c/p>\n\u003cp>\u003cstrong>Article: The Washington Post\u003cbr>\n\u003c/strong>\u003ca href=\"https://www.washingtonpost.com/lifestyle/kidspost/at-zoos-not-every-resident-is-a-spring-chicken/2016/04/18/5fd13a4e-0289-11e6-b823-707c79ce3504_story.html\">At Zoos, Not Every Resident is a Spring Chicken\u003c/a>\u003cbr>\nFrom protecting elderly animals to preserving endangered species, read more about the benefits of holding animals in captivity.\u003c/p>\n\u003chr>\n\u003cp>Find\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> best practices \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>KQED Do Now U is a bi-weekly activity in collaboration with \u003ca href=\"http://sencer.net/\" target=\"_blank\" rel=\"noopener noreferrer\">SENCER\u003c/a>. SENCER is a community of transformation that consists of educators and administrators in the higher and informal education sectors. SENCER aims to create an intelligent, educated, and empowered citizenry through advancing knowledge in the STEM fields and beyond. SENCER courses show students the direct connections between subject content and the real world issues they care about, and invite students to use these connections to solve today’s most pressing problems.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cblockquote>\u003cp>\u003cstrong>Update: Our award-winning video series Above the Noise took a fresh look at the pros and cons of zoos. Students can \u003ca href=\"https://learn.kqed.org/discussions/43?utm_source=kqed-edu&utm_medium=blog&utm_campaign=donow\">watch the video\u003c/a> to get a primer on the facts then write their own responses on KQED Learn.\u003c/strong>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cem>This post is part of KQED’s \u003ca href=\"http://ww2.kqed.org/education/tag/do-now-u/\">Do Now U\u003c/a> project. Do Now U is a weekly activity for students and the public to engage and respond to current issues using social media. Do Now U aims to build civic engagement and digital literacy for learners of all ages. This post was written by \u003cspan style=\"font-weight: 400\">Sophia Buscher and Victoria Staudenraus\u003c/span>, students at \u003ca href=\"https://www.stmarys-ca.edu/\">St. Mary’s College of California\u003c/a>, in partnership with the \u003ca href=\"http://lindsaywildlife.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Lindsay Wildlife Experience\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"640\" height=\"360\" src=\"//www.cnn.com/video/api/embed.html#/video/world/2012/08/23/intv-zoo-debate-marshall.cnn\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>Featured Media Resource: VIDEO: \u003ca href=\"http://www.cnn.com/videos/world/2012/08/23/intv-zoo-debate-marshall.cnn\">Zoo Conservation Raise Debate\u003c/a> (CNN)\u003c/strong>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Hear opposing thoughts from a field biologist at the University of York and the president of the Born Free Foundation about keeping animals in zoos for conservation purposes.\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now U\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Do you think animals should be kept in zoos? \u003cstrong>#DoNowUZoo\u003c/strong>\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>How to Do Now\u003c/strong>\u003c/h2>\n\u003cp>To respond to the Do Now U, you can comment below or post your response on Twitter. \u003cstrong>Just be sure to include \u003cem>#DoNowUZoo\u003c/em> and \u003cem>@KQEDedspace\u003c/em> in your posts.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>Learn More about Animals in Zoos\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although wild animals have been held captive for thousands of years, the first modern zoo opened in 1763 in Paris, France. As people became more interested in science and natural history, zoos served as a way to display and study animals. Today, zoos provide opportunities for public education and entertainment, as well as scientific research and conservation. There are about \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.aza.org/what-is-accreditation/\">2,800\u003c/a> licensed \u003ca href=\"https://www.aphis.usda.gov/publications/animal_welfare/content/printable_version/fs_anexhit.pdf\">animal exhibitors\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\"> throughout the U.S., which include zoos, circuses, petting farms, wildlife and marine mammal parks, and some sanctuaries. Out of these, \u003c/span>\u003ca href=\"https://www.aza.org/current-accreditation-list/\">\u003cspan style=\"font-weight: 400\">233 are accredited\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by the \u003c/span>\u003ca href=\"https://www.aza.org/\">\u003cspan style=\"font-weight: 400\">Association of Zoos and Aquariums\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (AZA). The AZA “\u003c/span>\u003ca href=\"http://news.nationalgeographic.com/news/2003/11/1113_031113_zoorole.html\">\u003cspan style=\"font-weight: 400\">holds animal exhibitors to high standards of animal care, science and conservation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” in the United States and all over the world. Even though many animal exhibitors are still considered zoos, they have not met the requirements of the AZA and, therefore, have not been accredited. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Proponents of zoos point to the fact that they educate the general public, are beneficial for scientific research, and work toward conservation efforts and captive breeding. At the San Francisco Zoo, there are educational programs for children ages 1-17. From camps, to mobile programs that bring smaller animals to schools, to family activities that look at local wildlife near the zoo, the public is able to get hands-on education about animals they may not be able to meet and learn about otherwise. The \u003ca href=\"http://lindsaywildlife.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Lindsay Wildlife Experience\u003c/a> in Walnut Creek, California, offers similar experiences to connect locals with wildlife and educate people on how they can do small things to help benefit wildlife in urban areas. Zoos can also be beneficial for scientific research. Studies are sometimes better able to be completed in zoos because of the controlled environment of a zoo. Lastly, zoos help endangered populations by using \u003c/span>\u003ca href=\"https://nationalzoo.si.edu/scbi/endangeredspecies/capbreedpops/default.cfm\">\u003cspan style=\"font-weight: 400\">captive breeding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and release. The AZA’s \u003c/span>\u003ca href=\"https://www.aza.org/species-survival-plan-program/\">\u003cspan style=\"font-weight: 400\">Species Survival Plan Program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a long-term plan that incorporates conservation breeding, preservation of habitat, education and research to support the survival of threatened and endangered species. Many zoos also work on \u003c/span>\u003ca href=\"http://www.sfzoo.org/conservation/local-conservation-efforts.htm\">\u003cspan style=\"font-weight: 400\">local conservation efforts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to maintain local wildlife populations.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On the other hand, many would say that wild animals should not be held in captivity. It has been argued that captive breeding isn’t always effective, zoos do not provide natural habitats, and that zoos put unnecessary stress on animals. Some studies have shown that reintroduced animals have \u003c/span>\u003ca href=\"http://news.nationalgeographic.com/news/2008/01/080123-carnivores-wild.html\">\u003cspan style=\"font-weight: 400\">high mortality rates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> because they are poorly adapted and lack the skills needed to survive in the wild. Since an animal’s well-being is dependent on their environment, some contend that zoos do not provide healthy habitats for animals. Enclosures–even when designed to mimic an animal’s natural habitat–are still not really natural. And, zoos can’t really provide the space that large or wide-ranging animals, like elephants, are used to. Due in part to unnatural enclosures, animals in zoos are \u003c/span>\u003ca href=\"http://news.discovery.com/animals/zoo-animals/chimpanzee-mental-illness-zoos-110705.htm\">\u003cspan style=\"font-weight: 400\">under stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Animals are often bored and, as a result, some become aggressive and can lash out at other animals or zookeepers. In \u003c/span>\u003ca href=\"http://news.discovery.com/animals/zoo-animals/chimpanzee-mental-illness-zoos-110705.htm\">\u003cspan style=\"font-weight: 400\">a study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> done on 40 chimpanzees in six different zoos, all of the chimps exhibited behavior their counterparts in nature did not. Some of these behaviors included rocking back and forth, tearing out their hair, self-mutilation, and the drinking of their urine. This behavior is not seen in their wild counterparts suggesting that being in the zoo is causing these chimps to develop mental illness due to stress.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What do you think? Should animals be kept in zoos? Why or why not?\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Video: DNews\u003cbr>\n\u003c/strong>\u003ca href=\"https://www.youtube.com/watch?v=RHBuAOp5upU\">The Pros & Cons of Zoos\u003c/a>\u003cbr>\nHear about some of the benefits zoos and some of negative effects that they have on animals.\u003c/p>\n\u003cp>\u003cstrong>Video: BBC\u003cbr>\n\u003c/strong>\u003ca href=\"https://www.youtube.com/watch?v=irS_5-eVFUo\">Horizon: Should We Close Our Zoos?\u003c/a>\u003cbr>\nThis clip briefly examines the history of zoos, and questions experts and professionals about keeping animals in small enclosures.\u003c/p>\n\u003cp>\u003cstrong>Audio: WNYC\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.wnyc.org/story/there-still-place-zoos/\">A Passionate Call to Leave Animals Alone and Zoos Behind\u003c/a>\u003cbr>\nNot everyone enjoys their visit to the zoo. Hear why Tim Zimmerman believes we should reconsider our arguments for keeping zoos open. He offers an alternative to traditional zoos that can make both animals and human visitors happy.\u003c/p>\n\u003cp>\u003cstrong>Article: The Washington Post\u003cbr>\n\u003c/strong>\u003ca href=\"https://www.washingtonpost.com/lifestyle/kidspost/at-zoos-not-every-resident-is-a-spring-chicken/2016/04/18/5fd13a4e-0289-11e6-b823-707c79ce3504_story.html\">At Zoos, Not Every Resident is a Spring Chicken\u003c/a>\u003cbr>\nFrom protecting elderly animals to preserving endangered species, read more about the benefits of holding animals in captivity.\u003c/p>\n\u003chr>\n\u003cp>Find\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> best practices \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>KQED Do Now U is a bi-weekly activity in collaboration with \u003ca href=\"http://sencer.net/\" target=\"_blank\" rel=\"noopener noreferrer\">SENCER\u003c/a>. SENCER is a community of transformation that consists of educators and administrators in the higher and informal education sectors. SENCER aims to create an intelligent, educated, and empowered citizenry through advancing knowledge in the STEM fields and beyond. SENCER courses show students the direct connections between subject content and the real world issues they care about, and invite students to use these connections to solve today’s most pressing problems.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>https://www.youtube.com/watch?v=IBkmJ8S9KRs\u003c/p>\n\u003cp>\u003cem>Did you know that there are FREE state-of-the-art media making facilities for teens, staffed with professional mentors, in over 30 cities around the country, including \u003ca href=\"http://themixatsfpl.org/\">The Mix\u003c/a> inside San Francisco’s Public Library? \u003c/em>\u003c/p>\n\u003cp>\u003cem>Last month, KQED visited the \u003ca href=\"http://nashvillepubliclibrary.org/studionpl/\">Nashville Public Library’s Studio NPL learning lab\u003c/a>, an exciting space designed for and by teens. We were so impressed by the creative buzz happening inside Studio NPL that we asked Niq Tognoni, the studio coordinator, to share Studio NPL’s secret sauce for engaging youth.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>What is the story behind Studio NPL?\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://community.youmedia.org/home\">The YOUmedia network\u003c/a> is a series of informal, teen-centered spaces in libraries, museums, and community centers across the country that offer 21st century technologies and mentorship to young people. The original labs were born out of a \u003ca href=\"https://www.imls.gov/issues/national-initiatives/education-labs)\">MacArthur Foundation and Institute for Museum and Library Services grant\u003c/a> and all sites continue to share best practices, program ideas, and research through the YOUmedia online network. Nashville Public Library was awarded one of these planning grants in 2012, and after careful research, pilot programs, community and teen insight, and generous funding from both the private (through the \u003ca href=\"http://nplf.org/\">Nashville Public Library Foundation\u003c/a> and the public sector, “Studio NPL” learning labs were opened in six of our branches.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>What makes Studio NPL a valuable space for young people to create and learn?\u003c/strong>\u003c/p>\n\u003cp>Studio NPL is teen-interest driven and offers multiple on-ramps for engagement through our dedication to the \u003ca href=\"http://connectedlearning.tv/what-is-connected-learning\">connected learning\u003c/a> and \u003ca href=\"https://mitpress.mit.edu/books/hanging-out-messing-around-and-geeking-out\">HOMAGO\u003c/a> (Hanging out, messing around, and geeking out) principles. In practice, that means that our teens’ interests and college and career goals drive how we staff and stock the space. Even in our early conception phase teens contributed to the design and layout of the space, and worked with community organizations to create and pilot programs for their peers. To continue our commitment to the teen voice, we staff three teens (through our TOTAL program) that implement programs, survey our patrons, and build peer-mentoring experiences with the teens. Studio NPL is also very aware of the size and sprawl of our community, and we do a great deal of outreach through our mobile mentors and labs. This give teens that may have transportation challenges an opportunity to engage comfortably with our programming, and also spreads the word about Studio NPL and widens the diversity of the teens participate in our programs. We see young people coming from all corners of Davidson County, where Nashville is located. Some have never engaged with teens from other schools, neighborhoods, and backgrounds, and we find they begin to build friendships and partnerships that they may not have opportunities to build otherwise.\u003c/p>\n\u003cp>\u003cstrong>What role do mentors play in fostering youth engagement and learning?\u003c/strong>\u003c/p>\n\u003cp>Our mentors come from a variety of backgrounds and professions; we have, on our team, former (and current) schoolteachers, an events photographer, an artist, a YOUtube producer, a carpenter -the list goes on. The mentors design and lead workshops in their area of expertise and create and document. They are skilled at engaging our patrons and teaching the equipment and techniques, but also focus on introducing our participants to career opportunities and academic connections. We love giving the teens opportunities to showcase, sing, perform, and to “be the star” of the show, but we also try to demonstrate the intense work and dedication that go on “behind the scenes”- the design processes, the editing, the prototyping, event planning and the set-up of performance space and recording booths.\u003c/p>\n\u003cp>While we have our content expert mentors, this work could not exist without the dedication of our Library staff at the Studio NPL spaces. They bring innovative and relevant programming ideas, build relationships with our patrons, and connect them to social services, tutors, mentors, books, programs; all while offering hands-on programming and positive adult interactions.\u003c/p>\n\u003cp>\u003cstrong>Why do you think in-school teachers should collaborate with the YOUmedia network?\u003c/strong>\u003c/p>\n\u003cp>Here in Nashville we have worked very hard to establish a relationship with teachers and librarians that work in local middle and high schools. This is a key element of our outreach, and we find that when we go into a school, we end up seeing a lot of those students in the space the following week. We also find that our visits are valuable to the teachers/librarians at the school. We hear from a lot of school staff that express a desire to have advanced technology in their classroom but –considering the tight budget of the school system- find that it is just not possible. Studio NPL, and other YOUmedia network sites have the ability to bring those tools (and the expertise) into the classroom to assist the teachers, or offer teachers opportunities to bring their class to our sites. We’ve got a handful of former high school teachers working as mentors in our spaces, and they combed through our projects and workshops and assign state standards and learning goals to each lesson so that when we take these workshops to the schools, the staff sees that we are intentional and are there to help supplement their program, and not distract from it. The relationship between school and informal learning spaces like libraries and museums is invaluable to serving our patrons more holistically and effectively.\u003c/p>\n\u003cp>5) \u003cstrong>What’s your vision for the future of education in Nashville (and beyond), and the role that Studio NPL could play in that?\u003c/strong>\u003c/p>\n\u003cp>Nashville has an incredible collaborative and grassroots feeling to it, and there are incredibly innovative and creative people working to better our community. There are some robust after-school systems already in place, especially through the nationally recognized \u003ca href=\"http://www.nashvillez.org/\">NAZA network\u003c/a> with whom we partner extensively. There is a lot of exciting talk about lifelong and self-directed learning, and spaces like those in the YOUmedia network offer some incredible opportunities for students to delve deeper into their interests, explore their academics, and design their own learning pathways with the help of some really fantastic and dedicated staff. We hope to see learning labs and other forward-thinking after school spaces become part of the education ecosystem, build relationships with schools and city administrators, and explore ways to connect, incentivize, study, and grow students inside and outside the classroom. There is a lot of discussion on the national level around badging people as they learn and develop new skills (some info on that here www.lrng.org), and I think it would be wonderful if a system like that could be adopted by schools, colleges, after school programs, and even local business owners so that we would begin to see a sort of cross sector recognition and standardization of the skills that young people are learning. Libraries and museums are already natural partners for schools, and I hope we continue to build the professional relationships needed to design and implement lifelong learning pathways for our young people.\u003c/p>\n\u003cp>[gallery type=\"slideshow\" ids=\"180849,180852,180846,180845,180842,180840,180839,180837,180835\"]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Learn more about the YOUMediaNetwork locations around the country\u003ca href=\"http://youmedia.org/locations/\"> here\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/IBkmJ8S9KRs'\n title='//www.youtube.com/embed/IBkmJ8S9KRs'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cem>Did you know that there are FREE state-of-the-art media making facilities for teens, staffed with professional mentors, in over 30 cities around the country, including \u003ca href=\"http://themixatsfpl.org/\">The Mix\u003c/a> inside San Francisco’s Public Library? \u003c/em>\u003c/p>\n\u003cp>\u003cem>Last month, KQED visited the \u003ca href=\"http://nashvillepubliclibrary.org/studionpl/\">Nashville Public Library’s Studio NPL learning lab\u003c/a>, an exciting space designed for and by teens. We were so impressed by the creative buzz happening inside Studio NPL that we asked Niq Tognoni, the studio coordinator, to share Studio NPL’s secret sauce for engaging youth.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>What is the story behind Studio NPL?\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://community.youmedia.org/home\">The YOUmedia network\u003c/a> is a series of informal, teen-centered spaces in libraries, museums, and community centers across the country that offer 21st century technologies and mentorship to young people. The original labs were born out of a \u003ca href=\"https://www.imls.gov/issues/national-initiatives/education-labs)\">MacArthur Foundation and Institute for Museum and Library Services grant\u003c/a> and all sites continue to share best practices, program ideas, and research through the YOUmedia online network. Nashville Public Library was awarded one of these planning grants in 2012, and after careful research, pilot programs, community and teen insight, and generous funding from both the private (through the \u003ca href=\"http://nplf.org/\">Nashville Public Library Foundation\u003c/a> and the public sector, “Studio NPL” learning labs were opened in six of our branches.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>What makes Studio NPL a valuable space for young people to create and learn?\u003c/strong>\u003c/p>\n\u003cp>Studio NPL is teen-interest driven and offers multiple on-ramps for engagement through our dedication to the \u003ca href=\"http://connectedlearning.tv/what-is-connected-learning\">connected learning\u003c/a> and \u003ca href=\"https://mitpress.mit.edu/books/hanging-out-messing-around-and-geeking-out\">HOMAGO\u003c/a> (Hanging out, messing around, and geeking out) principles. In practice, that means that our teens’ interests and college and career goals drive how we staff and stock the space. Even in our early conception phase teens contributed to the design and layout of the space, and worked with community organizations to create and pilot programs for their peers. To continue our commitment to the teen voice, we staff three teens (through our TOTAL program) that implement programs, survey our patrons, and build peer-mentoring experiences with the teens. Studio NPL is also very aware of the size and sprawl of our community, and we do a great deal of outreach through our mobile mentors and labs. This give teens that may have transportation challenges an opportunity to engage comfortably with our programming, and also spreads the word about Studio NPL and widens the diversity of the teens participate in our programs. We see young people coming from all corners of Davidson County, where Nashville is located. Some have never engaged with teens from other schools, neighborhoods, and backgrounds, and we find they begin to build friendships and partnerships that they may not have opportunities to build otherwise.\u003c/p>\n\u003cp>\u003cstrong>What role do mentors play in fostering youth engagement and learning?\u003c/strong>\u003c/p>\n\u003cp>Our mentors come from a variety of backgrounds and professions; we have, on our team, former (and current) schoolteachers, an events photographer, an artist, a YOUtube producer, a carpenter -the list goes on. The mentors design and lead workshops in their area of expertise and create and document. They are skilled at engaging our patrons and teaching the equipment and techniques, but also focus on introducing our participants to career opportunities and academic connections. We love giving the teens opportunities to showcase, sing, perform, and to “be the star” of the show, but we also try to demonstrate the intense work and dedication that go on “behind the scenes”- the design processes, the editing, the prototyping, event planning and the set-up of performance space and recording booths.\u003c/p>\n\u003cp>While we have our content expert mentors, this work could not exist without the dedication of our Library staff at the Studio NPL spaces. They bring innovative and relevant programming ideas, build relationships with our patrons, and connect them to social services, tutors, mentors, books, programs; all while offering hands-on programming and positive adult interactions.\u003c/p>\n\u003cp>\u003cstrong>Why do you think in-school teachers should collaborate with the YOUmedia network?\u003c/strong>\u003c/p>\n\u003cp>Here in Nashville we have worked very hard to establish a relationship with teachers and librarians that work in local middle and high schools. This is a key element of our outreach, and we find that when we go into a school, we end up seeing a lot of those students in the space the following week. We also find that our visits are valuable to the teachers/librarians at the school. We hear from a lot of school staff that express a desire to have advanced technology in their classroom but –considering the tight budget of the school system- find that it is just not possible. Studio NPL, and other YOUmedia network sites have the ability to bring those tools (and the expertise) into the classroom to assist the teachers, or offer teachers opportunities to bring their class to our sites. We’ve got a handful of former high school teachers working as mentors in our spaces, and they combed through our projects and workshops and assign state standards and learning goals to each lesson so that when we take these workshops to the schools, the staff sees that we are intentional and are there to help supplement their program, and not distract from it. The relationship between school and informal learning spaces like libraries and museums is invaluable to serving our patrons more holistically and effectively.\u003c/p>\n\u003cp>5) \u003cstrong>What’s your vision for the future of education in Nashville (and beyond), and the role that Studio NPL could play in that?\u003c/strong>\u003c/p>\n\u003cp>Nashville has an incredible collaborative and grassroots feeling to it, and there are incredibly innovative and creative people working to better our community. There are some robust after-school systems already in place, especially through the nationally recognized \u003ca href=\"http://www.nashvillez.org/\">NAZA network\u003c/a> with whom we partner extensively. There is a lot of exciting talk about lifelong and self-directed learning, and spaces like those in the YOUmedia network offer some incredible opportunities for students to delve deeper into their interests, explore their academics, and design their own learning pathways with the help of some really fantastic and dedicated staff. We hope to see learning labs and other forward-thinking after school spaces become part of the education ecosystem, build relationships with schools and city administrators, and explore ways to connect, incentivize, study, and grow students inside and outside the classroom. There is a lot of discussion on the national level around badging people as they learn and develop new skills (some info on that here www.lrng.org), and I think it would be wonderful if a system like that could be adopted by schools, colleges, after school programs, and even local business owners so that we would begin to see a sort of cross sector recognition and standardization of the skills that young people are learning. Libraries and museums are already natural partners for schools, and I hope we continue to build the professional relationships needed to design and implement lifelong learning pathways for our young people.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"id": "freakonomics-radio",
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"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
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},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
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"airtime": "SUN 7:30pm-8pm",
"meta": {
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},
"link": "/radio/program/how-i-built-this",
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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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},
"link": "/radio/program/masters-of-scale",
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
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},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
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"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
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"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
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},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/M4f5",
"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
"tuneIn": "https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/",
"rss": "https://feeds.npr.org/510289/podcast.xml"
}
},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Political Breakdown",
"officialWebsiteLink": "/podcasts/politicalbreakdown",
"meta": {
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"source": "kqed",
"order": 5
},
"link": "/podcasts/politicalbreakdown",
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]
},
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"view": "LANDING_VIEW"
},
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},
"youthMediaReducer": {},
"checkPleaseReducer": {
"filterData": {
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"key": "Restaurant Region",
"filters": [
"Any Region"
]
},
"cuisine": {
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"filters": [
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}
},
"restaurantDataById": {},
"restaurantIdsSorted": [],
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},
"userAgentReducer": {
"userAgent": "Mozilla/5.0 AppleWebKit/537.36 (KHTML, like Gecko; compatible; ClaudeBot/1.0; +claudebot@anthropic.com)",
"isBot": true
},
"requestOutcomesReducer": {
"notFound": []
}
}
